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.