Wilson Anthea M E
Faculty of Health & Social Care, The Open University, Walton Hall, Milton Keynes, MK7 6AA, United Kingdom.
Nurse Educ Today. 2014 Mar;34(3):313-8. doi: 10.1016/j.nedt.2013.06.013. Epub 2013 Jun 29.
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.
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.
The mentor lifeworld was explored utilizing a hermeneutic phenomenological methodology drawing on Heidegger.
Twelve mentors, who worked in a range of clinical settings in England were recruited via purposive and snowball sampling.
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.
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'.
'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.
在英国，注册前护士教育依赖工作场所的导师来支持和评估实践学习。尽管有研究阐明期望并建立支持结构，但导师们仍表示，在从事临床工作的同时承担指导责任让他们不堪重负。对他们生活经历的了解似乎有限。
本研究的目的是更深入地了解指导的生活经历，探寻如何更好地为导师做好准备并提供支持。
运用基于海德格尔思想的诠释现象学方法探索导师的生活世界。
通过目的抽样和滚雪球抽样，招募了12位在英格兰一系列临床环境中工作的导师。
参与者通过深度访谈和包括“丰富图片”的事件日记描述他们的指导经历。分析涉及应用范曼提出的四个生活世界存在要素——时间性、空间性、身体性和关联性。
作为导师的本质是“自我的教育性运用”。时间性体现在过去的自我以及与日常/工作节奏同步。空间性引发了距离和责任问题以及患者身体的内外空间问题。导师的身体性揭示了用身体进行教学，而导师们在提供“良好教育体验”和维持“教育自我”方面展现了他们的关联性。
“自我的教育性运用”为导师的生活经历提供了见解，并揭示了指导经历中潜在的隐藏要素，可为导师培训和支持提供参考。
