Enlivening a Community of Authentic Scholarship

International Journal of Qualitative Methods. 2018;17 DOI 10.1177/1609406918808122

 

Journal Homepage

Journal Title: International Journal of Qualitative Methods

ISSN: 1609-4069 (Online)

Publisher: SAGE Publishing

Society/Institution:  International Institute for Qualitative Methodology at the University of Alberta

LCC Subject Category: Social Sciences: Social sciences (General)

Country of publisher: United States

Language of fulltext: English

Full-text formats available: PDF, HTML

 

AUTHORS

Christina H. West ( Christina H. West, Kendra L. Rieger, and Rishma Chooniedass are joint first authors.)
Kendra L. Rieger ( Christina H. West, Kendra L. Rieger, and Rishma Chooniedass are joint first authors.)
Rishma Chooniedass ( Christina H. West, Kendra L. Rieger, and Rishma Chooniedass are joint first authors.)
Adebusola A. Adekoya ( College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Manitoba, Canada)
Anisa A. R. Isse ( College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Manitoba, Canada)
Jane V. Karpa ( College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Manitoba, Canada)
Celeste Waldman ( College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Manitoba, Canada)
Brenda Peters-Watral ( College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Manitoba, Canada)
Wanda M. Chernomas ( College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Manitoba, Canada)
Lynn S. Scruby ( College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Manitoba, Canada)
Donna E. Martin ( College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Winnipeg, Manitoba, Canada)

EDITORIAL INFORMATION

Double blind peer review

Editorial Board

Instructions for authors

Time From Submission to Publication: 12 weeks

 

Abstract | Full Text

Background: Critical and engaged qualitative scholarship depends on high-quality graduate training. The need to reexamine graduate student mentorship has become particularly pressing, given the high level of mental health distress experienced by students. It is unclear whether mentorship emerging within the student–advisor relationship is sufficient to ensure comprehensive mentorship. Innovative, experiential pedagogical approaches that integrate emotional and intellectual aspects are limited but may play a vital role in mentorship. There is a critical need to develop and study creative mentorship initiatives for emerging qualitative scholars. Methods: This study used interpretive description methodology and a community of practice theoretical framework to describe a faculty-mentored experience for graduate nursing students at the 2016 Qualitative Health Research Conference (FM-QHR) hosted by the International Institute for Qualitative Methodology. Participants completed written journals elucidating their experiences throughout FM-QHR. The textual data were analyzed using a constant comparative group analysis process, leading to the development of salient and interconnected themes. Results: Six graduate students and four faculty mentors submitted journals. Three interrelated themes articulate how this FM-QHR initiative enlivened a community of authentic scholarship: Questioning the Academic Self: Unvoiced Experiences of Angst, Uncertainty, and Fear ; Cocreating Authentic Community through Shared Vulnerability ; and Generative and Emergent Empowerment . Conclusion: These findings provide compelling insights into the importance of assisting students to navigate the emotional experiences that are a part of qualitative graduate training. Relational, mentorship initiatives hold potential to not only alleviate emotional distress but also support student empowerment, socialization, and entrance into a community of international qualitative researchers.