Analysis of verbal interaction between teachers and students of nursing in classroom and hospital contexts. A descriptive study

Abstract

The fundamental objective is to identify, describe and document the discourse produced in the teaching and learning of nursing. From a methodological viewpoint, an observational strategy of case study of two cases is adopted and a method of analysis based on several units and levels is proposed. Specifically, the explanations which teachers of the Degree in Nursing give regarding two clinical procedures are described and compared: taking blood pressure and venipuncture; in two different contexts of teaching: nursing units in hospitals and nursing schools. In order to do so, all the interactions surrounding the tasks in each procedure have been examined; the subtasks in the pre-, whileand post-practice activities have been explored; the participation with different degrees of difficulty have been compared and an attempt has been made to elucidate the process of control transfer to the students. The results show significant differences in the explanations of teachers depending on the context (university or hospital): a) the teachers at the nursing school give more importance to the learning of critical points established for each procedure, technical aspects take precedence in the nursing school whereas those regarding the comfort and well being of the patient do so in the hospital, c) in the nursing school hardly any episodes were found that showed a more or less symmetrical interaction or a high level of participation of students. On the contrary, in the nursing units, the level of responsibility and autonomy of the students increased.

Keywords

• enseñanza universitaria
• toma de la presión arterial
• punción venosa
• actividad conjunta
• ayuda educativa
• discurso educacional
• interacción educativa
• prácticas educativas