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.

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

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

ZANNINI, LUCIA;DANIELE, KATIA;
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.
Articolo in rivista - Articolo scientifico
caring professions; clinical training; supervision; traineeship; undergraduate education
Italian
2018
8
25
70
86
open
Zannini, L., Daniele, K., Saiani, L. (2018). Riflessioni pedagogiche sul tutoring a partire dal vertice delle professioni della cura. CQIA RIVISTA, 8(25), 70-86.
File in questo prodotto:
File Dimensione Formato  
Riflessioni pedagogiche sul tutoring a partire dal vertice delle professioni di cura.pdf

accesso aperto

Tipologia di allegato: Publisher’s Version (Version of Record, VoR)
Dimensione 683.31 kB
Formato Adobe PDF
683.31 kB Adobe PDF Visualizza/Apri

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/283227
Citazioni
  • Scopus ND
  • ???jsp.display-item.citation.isi??? ND
Social impact