0000000000538428
AUTHOR
Sirpa Janhonen
Data analysis method for evaluating dialogic learning
Abstract The purpose of this paper is to introduce a new method of analysing and evaluating dialogic learning. Dialogic learning offers possibilities that have not previously been found in nursing or nursing education, although some nursing researchers have lately become interested in dialogic nursing interaction between nurses and patients. The stages of analysis of dialogic learning have been illustrated by using an example. The data for this illustration were collected by video-taping a planning process where students for a Master’s degree (qualifying them to be nursing instructors in Finland) plan, implement and evaluate a course for nursing students, on the care of terminally ill patie…
Emerging identity of Finnish nurse teachers: student teachers' narratives in a group exam.
Summary In Finland students pursuing in Master's Degree Programme have a previous degree in nursing from polytechnics. Nurse teacher qualification also includes at least five year's experience of working in practice. This article concentrates on the conflicts student teachers brought up in a group exam as regards changing a nurse's identity into a teacher's identity in teacher training. The approach of the study on this group was narrative. The data were collected by videotaping two group exam situations (five hours in all) of volunteer student teachers ( N =5) during the last course (Nurse teacher's inquiring mind) of their nurse teacher studies in 2002. The material was transcribed and an…
Modelling in evaluating a working life project in higher education
Abstract This article describes an evaluation method based on collaboration between the higher education, a care home and university, in a RD (2) comprehensive data collection methods are needed; (3) shared tools can be developed in interactive forums in ongoing evaluation, and (4) modelling makes professional expertise visible and brakes boundaries between different professions.
Methodological reflections: supervisory discourses and practice-based learning
The concept of dialogue is often examined apart from the social and historical context in which it is embedded. This paper identifies how dialogue between a superior and a subordinate generates a reorganisation of situated knowledge in the education and training of nurse teachers. We created an analytic method of supervisory discourse founded on differences between discourse-based and practice-based theories. The findings elicit two forms of dialogues: transformative and exploratory. Through the former, supervisors try to make their students reformulate their understanding by facilitating learning through questions and hints or to support their self-reflections in local contexts. Conversely…
Towards practical reflexivity in online discussion groups
This paper continues the discussion about student-driven, interactive learning activities in higher education. Using object-oriented activity theory, the article explores the relational aspects of reflexive practice as demonstrated in five online discussions groups to develop students’ conceptual understanding. The purpose of the research is to describe both the process of reflection during online interaction and how practical engagement with the discipline is supported through pedagogical guidance. The students wrote short texts on the practice of health promotion ethics and discussed their perspectives in relation to theory and research. The analysis proved the importance of structural de…
Teaching practice as a testbench of learning in master's degree education for nurse teachers in Finland.
This article presents the approach and procedures used in a Finnish developmental study on nurse teacher education. The teaching practice period was organized by dividing student teachers into small study groups and assigning the group an entire course to be planned and carried out in teacher/student collaboration. The work process of the groups was videotaped and analysed qualitatively. Preliminary results and ideas concerning the developmental needs of nurse teacher education are presented.