School of Health Studies, Swansea University, Swansea, UK.
J Psychiatr Ment Health Nurs. 2010 May;17(4):342-7. doi: 10.1111/j.1365-2850.2009.01527.x.
In this paper, my personal student Hannah and I narrate an account of aspects of our tutor/student relationship, features of which we consider to have wider relevance to others who occupy similar roles. The decision that we should write about our experience as personal tutor and student was one that emerged rather than was deliberately taken, and that we should write it as an autoethnography similarly became apparent. We had things to say, and wanted to present them in a style that mirrored the multifaceted relationship that developed, and which we continue to cultivate as evidenced by the writing of this piece. We suggest that the roles and relationships explored here extend beyond tutor and student boundaries, and have relevance to nurse and service-user encounters which we demonstrate through the use of particular frameworks for the analysis of our autoethnographic account. We explore these narratives of our relationship by utilizing concepts such as, 'boundaries', 'learning', 'supervision' and 'therapy'. In doing so, a shape of personal tutoring emerges which in turn may serve as a valuable teaching technique within mental health nurse education.
在本文中，我和我的学生汉娜讲述了我们导师/学生关系的一些方面，我们认为这些方面对于其他担任类似角色的人具有更广泛的意义。我们决定将我们作为个人导师和学生的经历写下来，这是一个自然而然的决定，而我们应该将其写成自传体民族志也同样显而易见。我们有话要说，并希望以反映我们所发展的多方面关系的风格呈现出来，正如我们通过撰写这篇文章继续培养这种关系所证明的那样。我们认为，这里探讨的角色和关系超出了导师和学生的界限，与护士和服务使用者的相遇有关，我们通过使用特定的框架来分析我们的自传体叙述来证明这一点。我们通过使用“边界”、“学习”、“监督”和“治疗”等概念来探索我们关系的这些叙述。通过这样做，一种个人辅导的模式出现了，这反过来又可以成为心理健康护士教育中的一种有价值的教学技巧。
