Ethnographic nexus analysis in clinical nursing education

Publikation: Bidrag til bog/antologi/rapport/konference proceedingKonferenceabstrakt i proceedingForskningpeer review

Resumé

Purpose;Internationally, student nurses' attrition after clinical practice is an increasing problem (Hamshire, Willgoss, & Wibberley, 2012; Pilegård Jensen, 2006). A better understanding of 'becoming a nurse' as situated practice in the hospital wards might help avoid pitfalls in the clinical practice. Thus a thorough insight into the field is necessary in order to change it. The purpose of this paper is to show and discuss how it is possible methodologically to do ethnographic research in clinical education and how the field of clinical nursing education in the hospital wards might be improved after insights obtained through ethnographic research.Design/methodology/approach;Using nexus analysis (Scollon & Scollon, 2004, 2007) as an ethnographic framework in four Danish hospital wards, a study of the development of a professional identity among student nurses in Denmark was conducted. Scollon and Scollon’s notions on 'navigate' and 'engage' in the field provided a frame to combine both discourse (Edley, 2014) document (Prior, 2003) and interaction analysis (Jordan & Henderson, 1995) in order to grasp the crucial social actors (nurses, students, patients, relatives) and their daily routinized practice in the health care settings.Findings;The paper contributes with insights into the field of clinical nursing education, gained through a thorough methodological framework of nexus analysis as an ethnographic way to conduct research in education and grasp the various multimodal social actions that constitute the practice. The paper shows how a combination of (video) observations, written interviews and workshops can be a way to obtain knowledge about the practice that consists of members generalizations, neutral observations, individual experiences and interaction with members (Scollon & Scollon 2004, p. 158)Research limitations/implications:Gaining acces to hospital wards to conduct ethographic research (particularly with a video camera) can difficult to obtain. Thorough ethical considerations are essential as well as the build of trust among researcher and the participants in the field, both health care professionals and patients. In the paper these ethical implications (that are also both practical and social) will be discussed and shown as an example of how to be able to conduct ethnograpic research in a clinical learning environment.
OriginalsprogEngelsk
TitelOxford Ethnography and Education Conference 2016 : Abstracts
Antal sider1
Vol/bind2016
Publikationsdato20 sep. 2016
Sider61
StatusUdgivet - 20 sep. 2016
BegivenhedOxford ethnography and education conference (oce) - New College, Oxford University, Oxford, Storbritannien
Varighed: 19 sep. 201621 sep. 2016
http://www.ethnography.webspace.virginmedia.com/Ethnography_Conference/Ethnography_Conference_Home_page.html

Konference

KonferenceOxford ethnography and education conference (oce)
LokationNew College, Oxford University
LandStorbritannien
ByOxford
Periode19/09/201621/09/2016
Internetadresse

Fingerprint

nursing
education
nurse
social actor
interaction
Jordan
Denmark
video
student
discourse
interview
experience

Citer dette

Kjær, M. (2016). Ethnographic nexus analysis in clinical nursing education. I Oxford Ethnography and Education Conference 2016 : Abstracts (Bind 2016, s. 61)
Kjær, Malene. / Ethnographic nexus analysis in clinical nursing education. Oxford Ethnography and Education Conference 2016 : Abstracts. Bind 2016 2016. s. 61
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Kjær, M 2016, Ethnographic nexus analysis in clinical nursing education. i Oxford Ethnography and Education Conference 2016 : Abstracts. bind 2016, s. 61, Oxford ethnography and education conference (oce), Oxford, Storbritannien, 19/09/2016.

Ethnographic nexus analysis in clinical nursing education. / Kjær, Malene.

Oxford Ethnography and Education Conference 2016 : Abstracts. Bind 2016 2016. s. 61.

Publikation: Bidrag til bog/antologi/rapport/konference proceedingKonferenceabstrakt i proceedingForskningpeer review

TY - ABST

T1 - Ethnographic nexus analysis in clinical nursing education

AU - Kjær, Malene

PY - 2016/9/20

Y1 - 2016/9/20

N2 - Purpose/aim(s): Internationally, student nurses' attrition after clinical practice is an increasing problem (Hamshire, Willgoss, & Wibberley, 2012; Pilegård Jensen, 2006). A better understanding of 'becoming a nurse' as situated practice in the hospital wards might help avoid pitfalls in the clinical practice. Thus a thorough insight into the field is necessary in order to change it. The purpose of this paper is to show and discuss how it is possible methodologically to do ethnographic research in clinical education and how the field of clinical nursing education in the hospital wards might be improved after insights obtained through ethnographic research. Methods: Using nexus analysis (Scollon & Scollon, 2004, 2007) as an ethnographic framework in four Danish hospital wards, a study of the development of a professional identity among student nurses in Denmark was conducted. Scollon and Scollon’s notions on 'navigate' and 'engage' in the field provided a frame to combine both discourse (Edley, 2014) document (Prior, 2003) and interaction analysis (Jordan & Henderson, 1995) in order to grasp the crucial social actors and their practice. Contribution: The paper contributes with insights into the field of clinical nursing education, gained through a thorough methodological framework of nexus analysis as an ethnographic way to conduct research in education and grasp the various multimodal social actions that constitute the practice. The paper shows how a combination of (video) observations, written interviews and workshops can be a way to obtain knowledge about the practice that consists of members generalizations, neutral observations, individual experiences and interaction with members (Scollon & Scollon 2004, p. 158).

AB - Purpose/aim(s): Internationally, student nurses' attrition after clinical practice is an increasing problem (Hamshire, Willgoss, & Wibberley, 2012; Pilegård Jensen, 2006). A better understanding of 'becoming a nurse' as situated practice in the hospital wards might help avoid pitfalls in the clinical practice. Thus a thorough insight into the field is necessary in order to change it. The purpose of this paper is to show and discuss how it is possible methodologically to do ethnographic research in clinical education and how the field of clinical nursing education in the hospital wards might be improved after insights obtained through ethnographic research. Methods: Using nexus analysis (Scollon & Scollon, 2004, 2007) as an ethnographic framework in four Danish hospital wards, a study of the development of a professional identity among student nurses in Denmark was conducted. Scollon and Scollon’s notions on 'navigate' and 'engage' in the field provided a frame to combine both discourse (Edley, 2014) document (Prior, 2003) and interaction analysis (Jordan & Henderson, 1995) in order to grasp the crucial social actors and their practice. Contribution: The paper contributes with insights into the field of clinical nursing education, gained through a thorough methodological framework of nexus analysis as an ethnographic way to conduct research in education and grasp the various multimodal social actions that constitute the practice. The paper shows how a combination of (video) observations, written interviews and workshops can be a way to obtain knowledge about the practice that consists of members generalizations, neutral observations, individual experiences and interaction with members (Scollon & Scollon 2004, p. 158).

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Kjær M. Ethnographic nexus analysis in clinical nursing education. I Oxford Ethnography and Education Conference 2016 : Abstracts. Bind 2016. 2016. s. 61