Faculty of Caring Science, Work Life and Social Welfare, University of Borås, SE-501 90 Borås, Sweden.
Nurse Educ Pract. 2018 Jul;31:165-170. doi: 10.1016/j.nepr.2018.06.005. Epub 2018 Jun 11.
In the present study, reflective seminars were integrated during a three-year nursing programme in Sweden. The specific characteristics of the reflective seminars are built upon a foundation in lifeworld theory and caring science. As teaching in higher education demands an academic degree but not necessarily formal pedagogical education, lecturers involved in reflective seminars are often left without guidance concerning what constitutes a reflective learning activity in nursing education. The aim of the present study is to describe the lived experience of guiding reflective seminars during nursing education from the lecturers' perspective. Eight university lecturers were interviewed. To capture humans' lived experiences, the present study is imbued with the principles of reflective lifeworld research. The result indicates that the reflective seminar includes the need for activity, balance and safety, which is further developed through the following constituents: a foundation in caring science contributes to security; guiding the reflection requires continual vigilance; a lack of trust in oneself inhibits the ability to guide reflection and closeness to the students. In summary, the result indicates that guiding a reflective seminar is an exhausting mission in which the lecturer has to balance the moment according to a multifaceted level. Further development of mentoring and introduction to the assignment are needed.
在本研究中，反思研讨会被整合到瑞典为期三年的护理课程中。反思研讨会的具体特点是建立在生活世界理论和关怀科学的基础上。由于高等教育中的教学需要学位，但不一定需要正规的教育学教育，因此参与反思研讨会的讲师往往缺乏关于护理教育中什么构成反思学习活动的指导。本研究的目的是从讲师的角度描述在护理教育中指导反思研讨会的生活体验。采访了 8 名大学讲师。为了捕捉人类的生活体验，本研究充满了反思生活世界研究的原则。结果表明，反思研讨会包括对活动、平衡和安全的需求，这通过以下组成部分进一步发展：关怀科学的基础有助于安全；指导反思需要持续的警惕；对自己缺乏信任会抑制指导反思的能力，并且与学生的关系密切。总之，结果表明，指导反思研讨会是一项耗费精力的任务，讲师必须根据多方面的水平来平衡当下。需要进一步发展指导和介绍任务。
