...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>Nurse education today >Mentoring student nurses and the educational use of self: A hermeneutic phenomenological study
【24h】

Mentoring student nurses and the educational use of self: A hermeneutic phenomenological study

机译：指导学生护士和自我教育用途：一种诠释学现象学研究

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Background: In the United Kingdom, pre-registration nurse education relies on workplace mentors to support and assess practice learning. Despite research to clarify expectations and develop support structures, mentors nevertheless report being overwhelmed by the responsibility of mentoring alongside their clinical work. Understanding of their lived experience appears limited. Objectives: The aim of the study was to achieve a deeper understanding of the lived experience of mentoring, searching for insights into how mentors can be better prepared and supported. Design: The mentor lifeworld was explored utilizing a hermeneutic phenomenological methodology drawing on Heidegger. Settings and Participants: Twelve mentors, who worked in a range of clinical settings in England were recruited via purposive and snowball sampling. Method: Participants described their experiences of mentoring through in-depth interviews and event diaries which included 'rich pictures'. Analysis involved the application of four lifeworld existentials proposed by van Manen - temporality, spatiality, corporeality and relationality. Findings: The essence of being a mentor was 'the educational use of self'. Temporality featured in the past self and moving with daily/work rhythms. Spatiality evoked issues of proximity and accountability and the inner and outer spaces of patients' bodies. Mentor corporeality revealed using the body for teaching, and mentors revealed their relationality in providing a 'good educational experience' and sustaining their 'educational selves'. Conclusions: 'The educational use of self' offers insight into the lived experience of mentors, and exposes the potentially hidden elements of mentoring experience, which can inform mentor preparation and support.
机译：背景：在英国，预注册护士教育依赖于工作场所指导者来支持和评估实践学习。尽管进行了研究以澄清期望并建立了支持结构，但导师仍然报告说，除了临床工作外，导师的责任也使他们不知所措。了解他们的生活经历似乎很有限。目的：该研究的目的是加深对导师生活经验的了解，寻求有关如何更好地准备和支持导师的见识。设计：利用Heidegger上的解释学现象学方法论探索了导师的生活世界。场所和参与者：通过有目的性和滚雪球式的抽样方式招募了十二位在英格兰各种临床环境中工作的导师。方法：参与者通过深入的访谈和包括“丰富图片”在内的活动日记来描述他们的指导经历。分析涉及van Manen提出的四种生活世界存在性的应用-时间性，空间性，可亲性和关系性。调查结果：成为导师的本质是“自我的教育用途”。过去的自我具有暂时性，并随着日常/工作节奏而变化。空间引起了亲密关系和问责制以及患者身体内部和外部空间的问题。指导者的亲切性表明他们使用身体进行教学，而指导者则表明了他们在提供“良好的教育经历”和维持“教育自我”方面的相互关系。结论：“自我的教育使用”提供了对导师生活经验的洞察力，并揭示了导师经验的潜在隐患，可以为导师的准备和支持提供信息。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号