Nursing student learning in interaction with the expert teacher El aprendizaje de los estudiantes de enfermería en la interacción con el docente experto

Abstract

Objective: To describe the learning process of nursing students in the interaction with the expert teacher. Methodology: Qualitative investigation, using ethnographic tools. One teacher was identified as an expert teacher. The field work was done in two phases. In the first, two observations were made during the classes; and 23 think aloud interviews were conducted with six students. In the second phase, eight in-depth interviews were conducted with six students. Descriptive analysis and categorization was carried out using the Atlas Ti computer program. Results: From the student-teacher interaction emerged two categories describing the learning process. The first is “the interaction between students and the expert teacher: a process of dos”, which is developed through explanation, spontaneous interventions by students and recapitulation exercises. The second one is about “apprenticeships: for life”, which are shown through the identification of different ways of learning, apprenticeships to learn and tacit apprenticeships. Conclusions: The learning process in the interaction between the expert teacher and the students is dynamic, flexible and open. It is a space where the students and the teacher build an active, flexible and bidirectional relationship that helps the professional training processes in Nursing, making it possible for the students to obtain significant learnings.