Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.801657
Title: Pedagogic strategies to support practice learning in specialised clinical learning environments : a grounded theory approach
Author: Seraj, Allan
Awarding Body: Coventry University
Current Institution: Bucks New University
Date of Award: 2019
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Abstract:
The aims of my study were to explore and identify, from the experiences of mentors and mentees, the ways specialised clinical learning environments are constructed and the potential impact this has on practice learning; learn about the effects that pedagogic strategies have on the mentor/mentee relationship, to engage with clinical practice and the use of learning strategies to maximise practice learning that support and enable students to translate practice and vice versa. The literature review demonstrated that mentoring in nursing is wide ranging and provided a strong rationale for this thesis to explore pedagogy in specialised clinical learning environments. Grounded theory methodology was used for this research study. The ethical considerations associated with this methodology, the participant selection, the sampling process, data collection and analysis and issues of data credibility and the concept of trustworthiness in grounded theory were also explored. Two main codes emerged from the data analysis of 11 in-depth interviews: Transaction’ and ‘Motivation’. There were also three sub codes: ‘Value’, ‘Culture’ and ‘Engaging’. The findings suggest that the relationship between mentors and mentees in the clinical learning environment was a mutual collaboration and exchange, which was developmental on both a personal and professional level. A substantive theory emerged: ‘Transactional Motivation’ which will contribute to the body of existing knowledge and provide an opportunity to generate further research into other relevant areas of clinical practice. The theory will also contribute a significantly innovative dimension to the theories of humanistic learning and introduce a new debate to the construct of mentoring in specialised clinical learning environments.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.801657  DOI: Not available
Keywords: LB2300 Higher Education
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