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Allan Seraj

Title: Pedagogic strategies to support practice learning in specialised clinical learning environments: A Grounded Theory Approach.

Biography

Biography: Allan Seraj

Abstract

Background I am a nurse educator working in an Intensive Care Unit (ICU) and I am interested in exploring and understanding the actual or potential impact that learning strategies used in practice will have on the relationship between mentees and mentors, particularly within specialised clinical learning environments.

Methodology I have used a qualitative, social constructivist, grounded theory (GT) methodology in this doctoral study as it fits with the study’s interpretative perspective and philosophical assumptions.

Method After obtaining ethical approval, gatekeepers were engaged to gain access, and consent was obtained from participants who met the study’s inclusion criteria. I conducted semi structured, in-depth taped interviews with 17 mentors and mentees, working in Intensive Care Units and Midwifery areas. In keeping with the tenets of GT, I systematically coded the interview scripts after each interview using NVivo. Constant comparison enabled me to develop my interview skills and recruit participants until I achieved data saturation (no new properties or any further theoretical insights emerge). I also kept memos through the data collection period to maintain reflexivity, aid with the development of the emerging codes and augment the understanding of the context of the research process.

Data Analysis GT data handling of the interviews scripts produced five axial codes: two (2) major codes and three (3) minor codes.

Study Outcome A substantial pedagogical theory has emerged from this study related to the mentoring relationship in specialised clinical learning environments.

Impact of Study The GT concepts of ‘Fit’, ‘Relevance’, ‘Workability’ and ‘Modifiability’ have been applied in my reflection on the theory’s impact on clinical practice, teaching & learning, epistemology, society, policy development and economics. The challenges of being an insider researcher, power relations and validity have augmented my development as a reflexive practitioner. I was also able to ‘find my voice’ in the research journey.