Humour: a phenomenological study within the context of clinical education

Nahas, Violeta Lopez

doi:10.1016/s0260-6917(98)80065-8

Cited by 33 publications

(20 citation statements)

References 33 publications

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“…The findings from Hayden-Miles (2002) study complement those of Nahas (1998). HaydenMiles (2002) not only recognised the significant influence that humour has in fostering the mentor-student relationship, but further, identified the way in which the use of humour can be instrumental in changing the fundamental nature of this relationship.…”

Section: Learning To Nurse In the Practice Settingmentioning

confidence: 83%

“…This is all the more surprising when the social and psychological nature of nursing courses are considered. Furthermore, those studies that have investigated this area have all done so from the student nurse's perspective (Nahas, 1998, Hayden-Miles, 2002) and as such, none have sought to explore the nurse mentor's perspective of this phenomenon.…”

Section: Resultsmentioning

confidence: 99%

“…Indeed, there appear to only be two, those of Nahas (1998) and Hayden-Miles (2002), that have undertaken this exploration and interestingly, both started with the same premise; the clinical educational environment is stressful and that humour may in some way influence the ability of students to cope with their learning experience whilst in clinical practice. Both and Hayden-Miles (2002) wished to explore this insight further and therefore they both used phenomenological approaches in order to explore the meaning and experiences of the use of humour for the nursing students whilst in practice.…”

Section: Learning To Nurse In the Practice Settingmentioning

confidence: 99%

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Video-Conference Interviews: Ethical and Methodological Concerns in the Context of Health Research

Brown¹

2018

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Section: Learning To Nurse In the Practice Settingmentioning

confidence: 83%

Section: Resultsmentioning

confidence: 99%

Section: Learning To Nurse In the Practice Settingmentioning

confidence: 99%

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Video-Conference Interviews: Ethical and Methodological Concerns in the Context of Health Research

Brown¹

2018

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“…The nursing and education literature acknowledges the positive impact of humour on learning by reducing tension in nursing clinical practice 45–54. Humour facilitates an increased attention span and retention, reduces stress levels, improves performance and enhances problem solving and teamwork, by building collaborative relationships between tutors and students and the coping strategies necessary for effective teamwork 48 55–58…”

Section: Discussionmentioning

confidence: 99%

Process factors facilitating and inhibiting medical ethics teaching in small groups

Bentwich

Bokek‐Cohen

2017

J Med Ethics

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Our classification offers a more nuanced observation, specifically geared to pinpointing the desired and less desired process factors in the learning involved in MET in the SGL environment. Two key advantages of this observation are: (1) it brings to the forefront process factors that may inhibit and not merely facilitate MET in SGL and (2) it acknowledges the existence of emotional and not just cognitive process factors. Further enhancement of MET in SGL may thus be achieved based on these observations.

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“…Humour-based recall appears to be further influenced by the compatibility of a high humour orientation of both the student and the teacher (Wanzer and Frymier 1999). Nahas (1998) details students' valuing the openness of the teacher when sharing their humorous stories about past experiences. However, Mealyea's (1989) conceptualisation of humour as displaced anger depicts humour use as a coping strategy rather than as directly impacting on learning.…”

Section: Humour Contradictions For Teachersmentioning

confidence: 99%

The case for mixed methodologies in researching the teacher’s use of humour in adult education

Struthers¹

2011

Journal of Further and Higher Education

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Inconsistencies within the literature result in teachers not having sufficient guidance to develop their humour use in support of learning without risking their professionalism. This article argues for more comprehensive evidence to guide teachers' use of humour, based on mixed methodological approaches. The case is also made for the Interpersonal Communication Competence Model (ICCM) to be used as a consistent theoretical framework when researching teachers' use of humour. A methodological literature review design is deployed to explore the conceptualisation, methodologies and situational factors within the selected research. The selected research is analysed in accordance with the ICCM's five key concepts of motivation, knowledge, skills, outcomes and context. Comparisons are made against a depiction of humour based on the ICCM. The analysis reveals a diversity of conceptualisations of humour and different situational factors influencing teachers' use of humour, and shows that findings conflict with 'competent communication'. No research studies linked the various influencing factors together to provide all-embracing guidance for teachers. Studies based on mono-methodologies using qualitative or quantitative research designs only appear to provide the teacher with pieces of the jigsaw pertaining to humour use in teaching. Although mixed methodologies have their own design concerns, the author argues that they offer an opportunity to merge multiple situational factors to produce a more accurate representation of humour use within a teaching context. In conclusion, he proposes that future research utilises a mixed methodological approach along with the ICCM to capture supportive and contradictory perspectives of humour use.

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Humour: a phenomenological study within the context of clinical education

Cited by 33 publications

References 33 publications

Video-Conference Interviews: Ethical and Methodological Concerns in the Context of Health Research

Video-Conference Interviews: Ethical and Methodological Concerns in the Context of Health Research

Process factors facilitating and inhibiting medical ethics teaching in small groups

The case for mixed methodologies in researching the teacher’s use of humour in adult education

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