Lecturers’ lived experiences of guiding reflective seminars during nursingeducation

• 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 caringscience. As teaching in higher education demands an academic degree but not necessarily formal pedagogicaleducation, lecturers involved in reflective seminars are often left without guidance concerning what constitutes areflective learning activity in nursing education. The aim of the present study is to describe the lived experienceof guiding reflective seminars during nursing education from the lecturers' perspective. Eight university lecturerswere interviewed. To capture humans’ lived experiences, the present study is imbued with the principles ofreflective 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 sciencecontributes to security; guiding the reflection requires continual vigilance; a lack of trust in oneself inhibits theability to guide reflection and closeness to the students. In summary, the result indicates that guiding a reflectiveseminar is an exhausting mission in which the lecturer has to balance the moment according to a multifacetedlevel. Further development of mentoring and introduction to the assignment are needed.

Nyckelord

Reflection

Människan i vården

Människan i vården

Publikations- och innehållstyp

ref (ämneskategori)

art (ämneskategori)