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Student nurses' lived experience of preceptorship. Part 1--in relation to learning

Ohrling, K and Rahm Hallberg, Ingalill LU (2000) In International Journal of Nursing Studies 37(1). p.13-23
Abstract
In this first part of a research project a phenomenological approach was applied to understanding student nurses' experience of preceptorship. The lived experience of seventeen student nurses learning within a preceptor-preceptee relationship on hospital wards formed the basis of the study. Tape-recorded interviews were conducted, transcribed and analysed. The phenomenological hermeneutic analysis revealed three themes of meaning central to the lived experience of learning. These were (a) directing learning; (b) learning in practical action and (c) feeling in learning. The themes included six sub-themes with internal variations. The results indicate that learning, as a phenomenon, could be understood as being in different modes of... (More)
In this first part of a research project a phenomenological approach was applied to understanding student nurses' experience of preceptorship. The lived experience of seventeen student nurses learning within a preceptor-preceptee relationship on hospital wards formed the basis of the study. Tape-recorded interviews were conducted, transcribed and analysed. The phenomenological hermeneutic analysis revealed three themes of meaning central to the lived experience of learning. These were (a) directing learning; (b) learning in practical action and (c) feeling in learning. The themes included six sub-themes with internal variations. The results indicate that learning, as a phenomenon, could be understood as being in different modes of learning, including directing learning, learning in practical actions and feeling in learning. Each theme was also found to be inherent in the others in an ongoing changeable process. The findings were compared with Aristotle's five modes of learning and revealed that the student nurses' learning embraced scientific knowledge, technical skills, practical wisdom and limited intuition. The study may provide nurse educators with some insight into student nurses' learning by being in real-life situations and performing nursing actions within a preceptor-preceptee relationship. (Less)
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author
and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Learning, Nursing, Practice, Preceptor, Student nurse
in
International Journal of Nursing Studies
volume
37
issue
1
pages
13 - 23
publisher
Elsevier
external identifiers
  • pmid:10687806
  • scopus:0034131827
ISSN
1873-491X
DOI
10.1016/S0020-7489(99)00054-1
language
English
LU publication?
yes
additional info
The information about affiliations in this record was updated in December 2015. The record was previously connected to the following departments: The Vårdal Institute (016540000)
id
c73378a6-8427-4eb7-bcbe-623f62620e0f (old id 1116961)
date added to LUP
2016-04-01 12:08:01
date last changed
2022-01-26 23:14:10
@article{c73378a6-8427-4eb7-bcbe-623f62620e0f,
  abstract     = {{In this first part of a research project a phenomenological approach was applied to understanding student nurses' experience of preceptorship. The lived experience of seventeen student nurses learning within a preceptor-preceptee relationship on hospital wards formed the basis of the study. Tape-recorded interviews were conducted, transcribed and analysed. The phenomenological hermeneutic analysis revealed three themes of meaning central to the lived experience of learning. These were (a) directing learning; (b) learning in practical action and (c) feeling in learning. The themes included six sub-themes with internal variations. The results indicate that learning, as a phenomenon, could be understood as being in different modes of learning, including directing learning, learning in practical actions and feeling in learning. Each theme was also found to be inherent in the others in an ongoing changeable process. The findings were compared with Aristotle's five modes of learning and revealed that the student nurses' learning embraced scientific knowledge, technical skills, practical wisdom and limited intuition. The study may provide nurse educators with some insight into student nurses' learning by being in real-life situations and performing nursing actions within a preceptor-preceptee relationship.}},
  author       = {{Ohrling, K and Rahm Hallberg, Ingalill}},
  issn         = {{1873-491X}},
  keywords     = {{Learning; Nursing; Practice; Preceptor; Student nurse}},
  language     = {{eng}},
  number       = {{1}},
  pages        = {{13--23}},
  publisher    = {{Elsevier}},
  series       = {{International Journal of Nursing Studies}},
  title        = {{Student nurses' lived experience of preceptorship. Part 1--in relation to learning}},
  url          = {{http://dx.doi.org/10.1016/S0020-7489(99)00054-1}},
  doi          = {{10.1016/S0020-7489(99)00054-1}},
  volume       = {{37}},
  year         = {{2000}},
}