Constructing meaning in the learning experience: the role of alternative theoretical frameworks

Abstract

Student nurses actively interact with their experiences and construct theories about nursing in an attempt to make sense of their experiences. These alternative theoretical frameworks (ATFs), it will be suggested, do not conform to the types of structures that are thought to be the hallmark of formal theories but instead the knowledge of students can be understood as a series of narratives. The relationship between ATFs and the formal theories presented by educators may create difficulties for both students and teachers.

The meaning of preceptorship: nurses’ lived experience of being a preceptor

“…According to Merleau-Ponty (1996) the lifeworld is the world where people live their everyday lives and the world that is present and alive in their perceptions. To uncover meanings in practice, ®rstperson narratives are suggested (Benner et al 1996, Lauder 1996 for providing text for interpretive phenomenological studies. The interpretation of the text of this study was guided by a phenomenological-hermeneutic analysis method.…”

“…To uncover meanings in practice, first‐person narratives are suggested (Benner et al . 1996, Lauder 1996) for providing text for interpretive phenomenological studies. The interpretation of the text of this study was guided by a phenomenological‐hermeneutic analysis method.…”

Purists, eclectics, muddlers and movers: a caution on categorising*

“…I have placed other contemporary writers in this group. For example Whitehead (1998) and the development of living educational theories; Lauder (1996) and explorations into theories‐in‐action and tacit knowledge; Phillips (1993) and the use of virtual reality as a tool for data collection; and Silva (1999) exploring the paranormal, spirituality and serendipity.…”