- Library Home /
- Search Collections /
- Open Collections /
- Browse Collections /
- UBC Theses and Dissertations /
- Clinical teacher perceptions of power in the student/teacher...
Open Collections
UBC Theses and Dissertations
UBC Theses and Dissertations
Clinical teacher perceptions of power in the student/teacher relationship within the transformative curriculum Groening, Marlee Rose
Abstract
The purpose of this grounded theory study was to explore the perceptions of clinical teachers concerning power in the clinical teacher/student relationship within the Transformative Curriculum. The findings of this study reflect the perceptions of 10 clinical teachers who teach within several identified Transformative Nursing Curriculum within the Lower Mainland of British Columbia. The teachers were contacted using two sampling methods, the snowball method and theoretical sampling. The findings of this study indicate that these clinical teachers were generally quite committed to the transformative philosophy and minimizing power differentials between students and clinical teachers. Their philosophies were often revealed through the language and metaphors they used when discussing their perceptions about teacher and student roles and their perspectives on power. The seasoned clinical teacher beliefs and philosophies appeared to be well established prior to their employment with a Transformative nursing curriculum. In contrast, the new clinical teacher philosophies seemed to be a bit more malleable and were influenced by the curriculum. Most teachers used a variety of approaches to equalize power in the clinical settings. This was apparent in their approaches to learning experiences in the clinical setting, such as student involvement in patient assignments, engaging students in the learning process, and negotiation. Teachers also attempted to equalize power by developing relationships with students. Some approaches teachers used were to 'get to know the student', focusing on the positive, respecting the student and demonstrating teacher vulnerability and humanness. At times, the teachers experienced notable tensions between the curriculum philosophy of egalitarian relationships, and the professional mandate of the clinical teacher role. These tensions typically occurred when the realities of clinical teaching conflicted with the transformative ideals, such as when acknowledging patient safety, working with the struggling student, and in the promotion of and accounting for student learning. Tensions were also evident between the complex clinical context and clinical teacher pursuits toward egalitarian relationships with students. Examples of these included short clinical rotations, school or agency policies around incident reports as well as differing teacher philosophies. Compounding these tensions, were high teacher workload, high patient acuity, weak students and teacher fatigue. These factors consumed teacher energy, which was identified as necessary in pursuing equal relationships with students.
Item Metadata
Title |
Clinical teacher perceptions of power in the student/teacher relationship within the transformative curriculum
|
Creator | |
Publisher |
University of British Columbia
|
Date Issued |
1999
|
Description |
The purpose of this grounded theory study was to explore the perceptions of
clinical teachers concerning power in the clinical teacher/student relationship within
the Transformative Curriculum. The findings of this study reflect the perceptions of
10 clinical teachers who teach within several identified Transformative Nursing
Curriculum within the Lower Mainland of British Columbia. The teachers were
contacted using two sampling methods, the snowball method and theoretical
sampling.
The findings of this study indicate that these clinical teachers were generally
quite committed to the transformative philosophy and minimizing power differentials
between students and clinical teachers. Their philosophies were often revealed
through the language and metaphors they used when discussing their perceptions
about teacher and student roles and their perspectives on power. The seasoned
clinical teacher beliefs and philosophies appeared to be well established prior to
their employment with a Transformative nursing curriculum. In contrast, the new
clinical teacher philosophies seemed to be a bit more malleable and were influenced
by the curriculum.
Most teachers used a variety of approaches to equalize power in the clinical
settings. This was apparent in their approaches to learning experiences in the
clinical setting, such as student involvement in patient assignments, engaging
students in the learning process, and negotiation. Teachers also attempted to
equalize power by developing relationships with students. Some approaches
teachers used were to 'get to know the student', focusing on the positive, respecting
the student and demonstrating teacher vulnerability and humanness.
At times, the teachers experienced notable tensions between the curriculum
philosophy of egalitarian relationships, and the professional mandate of the clinical
teacher role. These tensions typically occurred when the realities of clinical teaching
conflicted with the transformative ideals, such as when acknowledging patient
safety, working with the struggling student, and in the promotion of and accounting
for student learning.
Tensions were also evident between the complex clinical context and clinical
teacher pursuits toward egalitarian relationships with students. Examples of these
included short clinical rotations, school or agency policies around incident reports as
well as differing teacher philosophies. Compounding these tensions, were high
teacher workload, high patient acuity, weak students and teacher fatigue. These
factors consumed teacher energy, which was identified as necessary in pursuing
equal relationships with students.
|
Extent |
5767189 bytes
|
Genre | |
Type | |
File Format |
application/pdf
|
Language |
eng
|
Date Available |
2009-07-06
|
Provider |
Vancouver : University of British Columbia Library
|
Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
|
DOI |
10.14288/1.0089365
|
URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
|
Graduation Date |
2000-05
|
Campus | |
Scholarly Level |
Graduate
|
Aggregated Source Repository |
DSpace
|
Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.