TITLE:
Instructional Differential Analysis of Discourse by SDIS-GSEQ: IRE in the Teaching-Learning Process in Nursing
AUTHORS:
Edgardo Ruiz Carrillo, Patricia Suárez Castillo, Cruz González José Luis
KEYWORDS:
Mentors, Clinical Competence, Professional Competence, Patient Simulation, Discourse
JOURNAL NAME:
Psychology,
Vol.7 No.4,
April
27,
2016
ABSTRACT:
In order
to analyze the teacher and practicing students’ guidance differences in the
teaching- learning process in the nursing practices, we elaborated observations
and analysis of speech on a classroom of the nursing degree in the Facultad de
Estudios Superiores Iztacala, of the Universidad Nacional Autónoma de México,
with 30 second-semester nursing students (7 men, 23 women between 19 - 21 years
old), 5 eight-semester practicing nursing students (1 man, 4 women between 21 -
22 years old), and a nursing teacher as participant. The recording,
transcription and coding of what was observed in the recorded class, was later
analyzed applying the SDIS-GSEQ software to generate sequential connections of
the participants’ speech. By analyzing the flows of the speech, we found that
the teacher and practicing students’ ways of instructing during class are
differentially held due to the structures of speech used as well as the use of
the model, making it possible for the students to have meaningful learning when
acquiring professional and clinical attitudes. There is variability between
practicing students and the teacher when developing the same category of
educational action in learning. The practicing students motivate the student to
acquire the theoretical knowledge while the teacher performs a guiding and
accompanying role.