Zanchetta Margareth Santos, Bailey Annette, Kolisnyk Olesya, Baku Lorena, Schwind Jasna, Osino Eunice, Aksenchuk-Metersky Kateryna, Mehari Niyat, Babalola Oluwafunmbi, Christopher Joneet, Hassan Aafreen, Leong Newton, Mohamed Mohamed, Nemhbard-Wedderbrun Patrice, Rodrigues Ann, Sales Rona, Salvador-Watts Liana, Santiago Lira, Sizto Terry, Stevenson Melissa, Yu Lina
Daphne Cockwell School of Nursing, Faculty of Community Services, Ryerson University, 350 Victoria St., Toronto, ON, M5B 2K3, Canada.
Daphne Cockwell School of Nursing, Faculty of Community Services, Ryerson University, 350 Victoria St., Toronto, ON, M5B 2K3, Canada.
Nurse Educ Pract. 2017 Jul;25:111-120. doi: 10.1016/j.nepr.2017.05.009. Epub 2017 May 31.
In this paper we report reflections about the scholarly mentoring experiences of undergraduate nursing students (mentees) and faculty members (mentors) involved in an intellectual partnership at a Canadian university. The paper specifically recounts the impacts of the transformative process experienced by 18 mentees and three mentors, based on their in-depth written critical reflections. In this collaborative initiative, the constructivist framework of Shor and Freire, and Mezirow's Transformative Learning Theory, served as foundations for all interactions between mentees and mentors, and guided the analysis and interpretation of their written self-reflections. Mentees and mentors were motivated by complementary goals for the intellectual relationships. Their combined contexts, self-reflective, critical dialogue, shared assumptions and ideas worked to ignite a critical awareness of their potential and self in their professional world. Sharing new ways of thinking and points of view stimulated their transformation on various levels -emotional, cognitive, and spiritual.
在本文中，我们报告了对参与加拿大一所大学知识伙伴关系的本科护理专业学生（学员）和教师（导师）学术指导经历的思考。本文具体讲述了18名学员和3名导师所经历的变革过程的影响，这些影响基于他们深入的书面批判性反思。在这个合作项目中，肖尔和弗莱雷的建构主义框架以及梅齐罗的变革性学习理论，为学员和导师之间的所有互动奠定了基础，并指导了对他们书面自我反思的分析和解读。学员和导师受到知识关系互补目标的激励。他们的综合背景、自我反思、批判性对话、共同假设和想法，激发了他们对自身在专业领域的潜力和自我的批判性认识。分享新的思维方式和观点促进了他们在情感、认知和精神等各个层面的转变。
