Wilson Anthea M E
Faculty of Health & Social Care, The Open University, Milton Keynes, UK.
J Adv Nurs. 2014 Dec;70(12):2910-9. doi: 10.1111/jan.12453. Epub 2014 Jun 3.
To discuss interpretations of the lived experience of mentoring based on Heidegger's concept of dasein. The focus is on one main theme identified in an in-depth study of the lived experience of nurses mentoring students in their workplace: a world of hope for the nursing profession.
This article focuses on dasein's 'existence', which is temporally aligned with having a future. Data relating to this theme are presented and interpreted with respect to the temporal aspect of dasein pertaining to 'having a future' and the Heideggerian existentials of existence and verstehen (understanding).
The research design was based on hermeneutic phenomenology, exploring the mentors' 'being'.
Data were gathered during 2008 through hermeneutic interviews, event diaries and participant drawings. Analysis occurred through sustained hermeneutic engagement with the data and application of an interpretive lens provided by Heidegger's care structure.
Three sub-themes are identified: 'being a gatekeeper', 'sustaining a professional will', and 'passing on the special things'.
Mentors can and need to engage on a deep personal level with their students if they are to intervene appropriately as gatekeepers to the profession.
基于海德格尔的此在概念探讨对指导实践体验的解读。重点关注在对护士在工作场所指导学生的实践体验进行深入研究中确定的一个主要主题：护理专业的希望世界。
本文聚焦于此在的“存在”，它在时间上与拥有未来相关联。关于这一主题的数据是根据此在与“拥有未来”相关的时间维度以及海德格尔的存在与理解（领会）的生存论要素来呈现和解读的。
研究设计基于诠释现象学，探索指导者的“存在”。
2008年期间通过诠释访谈、事件日记和参与者绘图收集数据。通过与数据进行持续的诠释互动以及应用海德格尔的关怀结构所提供的诠释视角进行分析。
确定了三个子主题：“成为把关人”“维持职业意志”以及“传承特殊事物”。
如果指导者要作为该专业的把关人进行恰当干预，他们能够且需要与学生在个人层面进行深入互动。
