This paper is aimed at proposing some models and methodological approaches eveloped within undergraduate nursing education, in order to contribute to the pedagogical debate on traineeship. Learning in the field has always been considered crucial by nurses, and, since the Forties, they have investigated how to effectively supervise clinical training. Literature points out different roles, involved in students’ supervision, as the clinical preceptor/advisor, and the clinical teacher. Even if they operate in simulated and/or real contexts, all of those roles should be able to set up a ‘tutorial setting’, that is a student-centered ‘set’, characterized by a reduced relational asymmetry, closeness, and by a welcoming and facilitating environment, where the student can feel free to learn also from his/her errors. Although some techniques aimed at supporting students in their traineeship are explored (i.e. role modeling, questioning, thinking aloud, briefing/debriefing) and promising instruments are analyzed (learning contracts, portfolios), we conclude, in line with socio-material approaches, that setting up a caring ‘dispositif’ is the core competence of supervisors.

Riflessioni pedagogiche sul tutoring a partire dal vertice delle professioni della cura / L. Zannini, K. Daniele, L. Saiani. - In: CQIA RIVISTA. - ISSN 2039-4039. - 8:25(2018), pp. 70-86.

Riflessioni pedagogiche sul tutoring a partire dal vertice delle professioni della cura

L. Zannini
Primo
;
K. Daniele
Secondo
;
2018

Abstract

This paper is aimed at proposing some models and methodological approaches eveloped within undergraduate nursing education, in order to contribute to the pedagogical debate on traineeship. Learning in the field has always been considered crucial by nurses, and, since the Forties, they have investigated how to effectively supervise clinical training. Literature points out different roles, involved in students’ supervision, as the clinical preceptor/advisor, and the clinical teacher. Even if they operate in simulated and/or real contexts, all of those roles should be able to set up a ‘tutorial setting’, that is a student-centered ‘set’, characterized by a reduced relational asymmetry, closeness, and by a welcoming and facilitating environment, where the student can feel free to learn also from his/her errors. Although some techniques aimed at supporting students in their traineeship are explored (i.e. role modeling, questioning, thinking aloud, briefing/debriefing) and promising instruments are analyzed (learning contracts, portfolios), we conclude, in line with socio-material approaches, that setting up a caring ‘dispositif’ is the core competence of supervisors.
caring professions; clinical training; supervision; traineeship; undergraduate education
Settore M-PED/01 - Pedagogia Generale e Sociale
Settore MED/45 - Scienze Infermieristiche Generali, Cliniche e Pediatriche
2018
http://www00.unibg.it/dati/bacheca/434/84142.pdf
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2434/601881
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