Clinical learning experiences form an integral part of the student nurse's training, for it is in the clinical setting that students acquire the knowledge, skills and values necessary for professional practice. The purpose of this research was to explore student nurses experiences during clinical practice. A qualitative, exploratory, descriptive and contextual design was utilised, employing the phenomenological method. Unstructured interviews were conducted with student nurses in their final year of the four year nursing programme at a nursing college campus in the Limpopo Province. Tesch's method of data analysis was used. The findings indicate that there are aspects which impact negatively on student nurses' clinical learning experiences, such as lack of teaching and learning support, lack of opportunities for learning, poor theory-practice integration, and poor interpersonal relationships between the students, college tutors and ward staff. Recommendations to enhance the clinical learning experiences of student nurses were made. / Health Studies / M.A. (Health Studies)

Within the past decade little research has been conducted in the United States to examine the preparedness of beginning speech-language pathologists; the seminal article used for this research study comes from the United Kingdom (Horton, Byng, Bunning, & Pring, 2004). Literature from the past few decades indicates that there may be deficiencies in the way that beginning speech-language pathologists are being trained clinically. The review of the literature suggests that the field may lack a clear and broadly supported learning theory or framework for the clinical supervision and training of speech-language pathology graduate students. The literature further supports the importance of work-embedded learning and problem-based learning, as well as suggests a theoretical framework that may be utilized for supervision and clinical training in the future. The purpose of this exploratory phenomenological study is to understand and describe how speech-language pathology graduate students perceive their clinical training and supervision obtained during graduate school prepared them for their first externship placements. The literature suggests that a framework for the transfer of theoretical knowledge into the clinical setting is often not present in graduate academic programs (Horton & Byng, 2000b). Models of highly effective practices that are grounded in adult learning theory and empirical research regarding clinical training and supervision should be taken into account. In this way, department-level leaders may be able to design more effective models for clinical training and supervision. The data from participant interviews conducted for this study were organized into two over-arching themes: supervision and clinical experiences. The data in each theme were further organized into more specific categories. The theme of supervision includes five categories: a) most helpful supervisor characteristics, b) least helpful supervisor characteristics, c) differences in supervision, d) feedback from supervisors, and e) working with different supervisors. In addition, the theme of clinical experiences includes four categories: a) differences between in-house experiences and externship experiences, b) significant aspects of clinical training, c) limitations of clinical training, and d) limitations of clinical coursework.

Esta pesquisa investigou a prática clínica de Supervisão de Supervisão, espaço de discussão entre supervisores clínicos de diferentes projetos de atenção psicológica em instituições e comunidades. Utilizando uma abordagem fenomenológica, a investigação se baseou numa cartografia clínica desta prática, abrangendo a historicidade de sua constituição e o contexto no qual se mostra seu desenrolar, apresentado em cenas de supervisão de supervisão relativas a diferentes cenários sociais em que se desenvolveram modalidades de prática psicológica. O diálogo dos supervisores desvelou alguns eixos teóricos de discussão atinentes à práxis desenvolvida, que foram abordados por meio de ensaios, buscando dialogar com o modo como tais temas emergentes foram apresentados nas supervisões de supervisão e refletir sobre seu sentido. O primeiro eixo abordado foi a cartografia, em relação à qual se buscou contemplar aproximações e diferenças entre a prática realizada e outros autores que discutem o tema, em especial aqueles utilizados como referência pelos supervisores na compreensão de suas práticas, delineando-se uma cartografia clínica de orientação fenomenológica. O segundo tema apresentado refere-se às relações entre psicologia e fenomenologia, quanto ao qual o ensaio procura demonstrar a pertinência do olhar fenomenológico na psicologia a partir da historicidade destes campos. Em relação ao terceiro eixo temático a práxis psicológica realizada nos contextos institucionais e comunitários o ensaio aborda duas vertentes interligadas. Discute-se, por um lado, a origem de um entrelaçamento entre sujeito e contexto social a partir das interdisciplinaridades, pluridisciplinaridades e transdisciplinaridades originadas no questionamento do papel da ciência e da universidade a partir do pós-guerra. Por outro lado, o ensaio trata da inserção da clínica em cenários externos ao consultório particular enquanto articulada à falência do modelo de clínica liberal e aos movimentos políticos pela construção de direitos de cidadania, no panorama brasileiro ocorridos em especial na saúde pública e na saúde mental. No tocante ao quarto tema, o lugar do aconselhamento psicológico a partir da fenomenologia existencial, o ensaio versa sobre a compreensão da atenção psicológica como possibilidade de designação pertinente à práxis, abrangendo o olhar sobre a experiência enquanto modo de habitar o mundo. Finalmente, quanto ao quinto tema, as relações entre clínica e política são discutidas no intuito de designar o espaço clínico enquanto pré-político. A partir destas discussões, a supervisão de supervisão é compreendida como uma grande angular, em que se interpenetram cinco dimensões: investigativo-cartográfica (relacionada à compreensão/interpretação dos espaços internos e externos em que ocorre a prática), prático-teórica (movimento de compreensão da experiência e sua interpretação pela palavra), clínica (diálogo que permite o entrelaçamento de significações e experiências), pedagógica (a aprendizagem que se realiza no nomear a experiência, na atribuição de sentido, na multiplicação dos sentidos possíveis e na compreensão do processo de aprendizagem clínica) e ético-política (na construção de referenciais a partir dos quais é possível compreender o mundo e agir sobre ele) / This work intended to investigate Supervision of Supervision as a clinical practice for discussion between clinical supervisors from psychological attention institutions and communities different projects. By using a existential phenomenological approach, the investigation was based upon a clinical cartography that shows the history of its constitution and contexts where it happens: Supervision of Supervisions different scenes concerning to different social scenarios where the psychological practice took place. The supervisors conversation allowed disclosing five theoretical axes for reflexions about the praxis. Such axes were explored by essays that dialogue with the mode by which they were presented at the supervisions. The first axe presents the cartography, relating it to the practice developed and some thoughts by authors reffered by the supervisors to comprehend their action in supervision: a clinical cartography in a existential phenomenological perspective was revealed. The second theme refers to relations between psychology and phenomenology, to demonstrate the property of the phenomenological optics for psychology when the historicity of those practical fields is taken into account. The third axe deals with the psychological practice in institutional and communitarian contexts, approaching to interconnected trends. By one side, it discusses the original interconnection between subject and social context, concerning interdisciplinary, multidisciplinary and transdisciplinary and their post-war role as in science as at the university. On the other hand, the third essay deals with the clinics insertion in scenarios, others than the traditional private practice, model inspired by the Brazilian political liberal movements for citizens rights specially for Public Health and Mental Health. Yet, the fourth axe explores counseling psychology by the existential phenomenology, in respect to the comprehension of psychological attention as a proper designation for that kind of praxis, encompassing experience as a human mode to dwell in the world. Finally, the fifth theme discusses the relations between clinic and politics in other to designate the clinical context as pre-political. The conclusion points to supervision of supervision as a great angular lens, where five dimensions interrelate themselves: the investigative-cartographic one (comprehension/interpretation of internal and external practice spaces); the practicaltheoretical one (movement for experience comprehension and interpretation by the speech); the clinical one (dialogue that propitiates interrelations between experience and meaning); the pedagogic one (learning by sense attribution while nominating experience, expanding possible meanings to the clinical learning); and the ethical-political dimension (referential construction that provides the comprehension of the world and to act upon it)

Made available in DSpace on 2016-04-29T13:17:34Z (GMT). No. of bitstreams: 1 Ana Carolina Guerios Felicio.pdf: 951245 bytes, checksum: e5d3ad1dc53dd539c3bdae810c8a454d (MD5) Previous issue date: 2011-05-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The correspondence between what a person does and his report about his past behavior has been often studied under conditions designed, although studies under natural conditions have been less frequent. This study purposed to investigate the effects of some verbal stimuli questions, audio recording and script about past behaviors emitted by the therapist in a therapeutic session under the therapist s report about her behaviors in session. The study involved two newly graduated therapists who were studying in a postgraduate curse (behavioral therapy). Each one carried out seven therapeutic sessions with their patients and seven meetings with the researcher to answer questions about the sessions. During the meeting the therapist should write what she made after a patient s behavior that was presented in the questionnaire, where was presented the context in which the patient spoke, the therapist s verbalization and a question about the therapist s behavior. On Base Line (LB) there wasn t tips to participant s report. In phases A and B, the report was emitted after the participant listened to an audio recording (Phase A) and after she read a script followed by audio recording. The reports were analyzed based on the categories proposed by Ricci (2003). The antecedent conditions under which the reports are evoked were considered, and the correspondence in this case was less than in the situation in that the antecedent conditions were disregarded. Although there was not consistent increase in reports with the use of tips, it is possible that the therapists began to report better their behaviors, even if they did not know the patient s behavior that evoked their response during the therapeutic session / A correspondência entre o que uma pessoa faz e o seu relato sobre seu comportamento passado tem sido frequentemente estudado em condições planejadas, mas estudos em situação natural têm sido menos frequentes. O presente trabalho teve como objetivo investigar os efeitos de estímulos verbais perguntas, gravação em áudio e roteiro referentes a comportamentos passados emitidos pelo terapeuta em sessão de psicoterapia sobre o relato, por terapeutas, de seus comportamentos durante as sessões. Participaram do estudo duas terapeutas recém-formadas que faziam um curso de especialização em clínica (terapia comportamental). Cada uma delas realizou sete atendimentos com suas respectivas clientes e sete encontros com a pesquisadora para aplicação de um questionário, no qual eram apresentados episódios ocorridos durante o atendimento e solicitava-se que a participante descrevesse o que havia feito após uma dada verbalização da cliente. Cada episódio continha o contexto em que se deu a verbalização da cliente, a própria verbalização e a pergunta sobre o comportamento da terapeuta. Na fase de Linha de Base (LB), não havia nenhuma dica para o relato da participante. Nas fases A e B, o relato era emitido após a exposição da participante à gravação em áudio da sessão (Fase A) e após a leitura de um roteiro seguido da gravação (Fase B). Os relatos foram analisados com base nas categorias propostas por Ricci (2003), levando-se em consideração as condições antecedentes nas quais eles foram produzidos. Nessa análise, a correspondência entre o relato e o comportamento das participantes durante o atendimento foi menor do que quando as condições antecedentes eram desconsideradas. Embora não tenha havido uma melhora consistente nos relatos conforme as dicas para sua emissão aumentassem, é possível afirmar que as participantes passaram a relatar mais precisamente seus comportamentos, embora não tenham ficado sob controle de qual comportamento da cliente evocou determinada resposta sua na sessão

Made available in DSpace on 2016-04-29T13:18:19Z (GMT). No. of bitstreams: 1 Sueli de Sousa Amaral.pdf: 756402 bytes, checksum: 669f9d4035c44c24984ff0d6949bacb3 (MD5) Previous issue date: 2010-06-17 / The present study had the purpose to verify if a report request from a therapist s verbal report classes on ongoing clinical counseling could affect his performance on future therapeutic sessions, as suggested in literature. Therefore, a procedure from an early study was replied apart from changes on the response classes investigated. One psychology therapist and one client participated in this study and 11 counseling sessions were recorded on video. The therapist s verbal responses were categorized according to the Multidimensional System For Coding Behaviors In Therapist-Client Interaction and measured by occurrences. The therapist s verbal responses were requested after the fourth and eighth sessions concerning previous sessions and categorized as analysis reflexion request and recommendation. The results confirm the replied study suggesting that reports request can modify the therapist behavior in future sessions. It was identified a low correspondence between observed and reported verbal responses differently from previous study. The research line seems relevant for providing knowledge regarding the verbal processes that interfere on therapists behavior when submitted to supervision sessions and probably the clients behavior in counseling sessions / O presente de estudo teve como objetivo verificar se a solicitação de relatos sobre classes de respostas verbais de um terapeuta em atendimento clínico pode afetar seu desempenho em sessões terapêuticas posteriores, como sugerido na literatura. Para tanto, foi replicado o procedimento de um estudo anterior alterando-se as classes de respostas investigadas. Participaram deste estudo um terapeuta e um cliente e foram registradas em vídeo 11 sessões de atendimento. As respostas verbais do terapeuta foram categorizadas segundo o Sistema Multidimensional de Categorização de Comportamentos na Interação Terapêutica e mensuradas por ocorrência. Respostas verbais do terapeuta foram solicitadas, após a quarta e a oitava sessões, referentes a classes de respostas verbais observadas em sessões anteriores e categorizadas como solicitação de reflexão de análise e recomendação. Os resultados corroboraram o estudo replicado sugerindo que a solicitação de relatos pode alterar o comportamento do terapeuta em sessões futuras. Observou-se uma baixa correspondência entre as respostas verbais observadas nas sessões e as relatadas pelo terapeuta, diferentemente do estudo replicado. Esta parece ser uma linha de pesquisa relevante, por produzir conhecimento sobre os processos verbais que interferem no responder de terapeutas quando submetidos a sessões de supervisão, e possivelmente de clientes em sessões terapêuticas

For this study, a web-based survey method was used as a means of collecting data to test a predictive model of education, supervised clinical experience (SCE), age, human services experience (HSE) and cognitive complexity. The theoretical framework for the study was Perry's (1970; 1999) scheme of intellectual development. The sample consisted of 332 counseling and social work students in graduate training programs in four different regions of the United States. The instruments used in the study were a researcher-developed demographic questionnaire and the Learning Environment Preferences (LEP) instrument (Moore, 1987). The results of the hierarchical regression analysis indicated that education and human services experience predicted a significant proportion of the variance in cognitive complexity. However, age and supervised clinical experience did not significantly predict any of the variance in cognitive complexity. Additional analyses were conducted to examine the effects of gender, ethnicity, programs, and earned degrees on a measure of cognitive complexity. Results of the Analyses of Variance (ANOVAs) did not reveal significant gender, ethnicity, program differences; however, as expected there were differences in terms of previously earned degree. Students who previously earned master's degrees had significantly higher cognitive complexity scores than students who had only earned a bachelor's degree. This study provided partial support for Perry's theory of intellectual development. The study also has implications for supervision, education and training of students in counseling and related fields.

Clinical learning experiences form an integral part of the student nurse's training, for it is in the clinical setting that students acquire the knowledge, skills and values necessary for professional practice. The purpose of this research was to explore student nurses experiences during clinical practice. A qualitative, exploratory, descriptive and contextual design was utilised, employing the phenomenological method. Unstructured interviews were conducted with student nurses in their final year of the four year nursing programme at a nursing college campus in the Limpopo Province. Tesch's method of data analysis was used. The findings indicate that there are aspects which impact negatively on student nurses' clinical learning experiences, such as lack of teaching and learning support, lack of opportunities for learning, poor theory-practice integration, and poor interpersonal relationships between the students, college tutors and ward staff. Recommendations to enhance the clinical learning experiences of student nurses were made. / Health Studies / M.A. (Health Studies)

Esta pesquisa investigou a prática clínica de Supervisão de Supervisão, espaço de discussão entre supervisores clínicos de diferentes projetos de atenção psicológica em instituições e comunidades. Utilizando uma abordagem fenomenológica, a investigação se baseou numa cartografia clínica desta prática, abrangendo a historicidade de sua constituição e o contexto no qual se mostra seu desenrolar, apresentado em cenas de supervisão de supervisão relativas a diferentes cenários sociais em que se desenvolveram modalidades de prática psicológica. O diálogo dos supervisores desvelou alguns eixos teóricos de discussão atinentes à práxis desenvolvida, que foram abordados por meio de ensaios, buscando dialogar com o modo como tais temas emergentes foram apresentados nas supervisões de supervisão e refletir sobre seu sentido. O primeiro eixo abordado foi a cartografia, em relação à qual se buscou contemplar aproximações e diferenças entre a prática realizada e outros autores que discutem o tema, em especial aqueles utilizados como referência pelos supervisores na compreensão de suas práticas, delineando-se uma cartografia clínica de orientação fenomenológica. O segundo tema apresentado refere-se às relações entre psicologia e fenomenologia, quanto ao qual o ensaio procura demonstrar a pertinência do olhar fenomenológico na psicologia a partir da historicidade destes campos. Em relação ao terceiro eixo temático a práxis psicológica realizada nos contextos institucionais e comunitários o ensaio aborda duas vertentes interligadas. Discute-se, por um lado, a origem de um entrelaçamento entre sujeito e contexto social a partir das interdisciplinaridades, pluridisciplinaridades e transdisciplinaridades originadas no questionamento do papel da ciência e da universidade a partir do pós-guerra. Por outro lado, o ensaio trata da inserção da clínica em cenários externos ao consultório particular enquanto articulada à falência do modelo de clínica liberal e aos movimentos políticos pela construção de direitos de cidadania, no panorama brasileiro ocorridos em especial na saúde pública e na saúde mental. No tocante ao quarto tema, o lugar do aconselhamento psicológico a partir da fenomenologia existencial, o ensaio versa sobre a compreensão da atenção psicológica como possibilidade de designação pertinente à práxis, abrangendo o olhar sobre a experiência enquanto modo de habitar o mundo. Finalmente, quanto ao quinto tema, as relações entre clínica e política são discutidas no intuito de designar o espaço clínico enquanto pré-político. A partir destas discussões, a supervisão de supervisão é compreendida como uma grande angular, em que se interpenetram cinco dimensões: investigativo-cartográfica (relacionada à compreensão/interpretação dos espaços internos e externos em que ocorre a prática), prático-teórica (movimento de compreensão da experiência e sua interpretação pela palavra), clínica (diálogo que permite o entrelaçamento de significações e experiências), pedagógica (a aprendizagem que se realiza no nomear a experiência, na atribuição de sentido, na multiplicação dos sentidos possíveis e na compreensão do processo de aprendizagem clínica) e ético-política (na construção de referenciais a partir dos quais é possível compreender o mundo e agir sobre ele) / This work intended to investigate Supervision of Supervision as a clinical practice for discussion between clinical supervisors from psychological attention institutions and communities different projects. By using a existential phenomenological approach, the investigation was based upon a clinical cartography that shows the history of its constitution and contexts where it happens: Supervision of Supervisions different scenes concerning to different social scenarios where the psychological practice took place. The supervisors conversation allowed disclosing five theoretical axes for reflexions about the praxis. Such axes were explored by essays that dialogue with the mode by which they were presented at the supervisions. The first axe presents the cartography, relating it to the practice developed and some thoughts by authors reffered by the supervisors to comprehend their action in supervision: a clinical cartography in a existential phenomenological perspective was revealed. The second theme refers to relations between psychology and phenomenology, to demonstrate the property of the phenomenological optics for psychology when the historicity of those practical fields is taken into account. The third axe deals with the psychological practice in institutional and communitarian contexts, approaching to interconnected trends. By one side, it discusses the original interconnection between subject and social context, concerning interdisciplinary, multidisciplinary and transdisciplinary and their post-war role as in science as at the university. On the other hand, the third essay deals with the clinics insertion in scenarios, others than the traditional private practice, model inspired by the Brazilian political liberal movements for citizens rights specially for Public Health and Mental Health. Yet, the fourth axe explores counseling psychology by the existential phenomenology, in respect to the comprehension of psychological attention as a proper designation for that kind of praxis, encompassing experience as a human mode to dwell in the world. Finally, the fifth theme discusses the relations between clinic and politics in other to designate the clinical context as pre-political. The conclusion points to supervision of supervision as a great angular lens, where five dimensions interrelate themselves: the investigative-cartographic one (comprehension/interpretation of internal and external practice spaces); the practicaltheoretical one (movement for experience comprehension and interpretation by the speech); the clinical one (dialogue that propitiates interrelations between experience and meaning); the pedagogic one (learning by sense attribution while nominating experience, expanding possible meanings to the clinical learning); and the ethical-political dimension (referential construction that provides the comprehension of the world and to act upon it)

Syftet med studien har varit att undersöka vad några specialpedagoger verksamma inom grundskolan berättar om handledning och konsultation i skolan. Studien har genomförts utifrån kvalitativa semistrukturerade intervjuer med syfte att fånga informanternas berättelser, i enlighet med narrativ teori. Efter genomförandet av intervjuerna transkriberades, kodades och tematiserades dem, vilket utmynnade i olika teman och subteman i relation till syfte och frågeställningar. Resultatet visar att rollen som specialpedagog formas olika utifrån faktorer som styrdokument, utbildning, förväntningar, erfarenheter, personliga intressen och förutsättningar som ges i den egna verksamheten. Det kvalificerade samtalet skrivs fram som ett paraplybegrepp för studien och berättelserna kring detta samtalsbegrepp och begreppen handledning och konsultation, som rör avgränsningen för densamma, skiljer sig åt mellan informanterna. Det framkommer en tvetydig bild av definitionen av det kvalificerade samtalet likväl som uppfattningen och tolkningen av begreppen handledning och konsultation. Det är tydligt att specialpedagogens otydliga roll har en stark inverkan på vad informanterna berättar om handledning och konsultation då rollen formas, enligt studien, mycket efter personen som innehar rollen. För att vidareutveckla det kvalificerade samtalet som kraftfullt verktyg i praktiken skulle den pedagogiska handledningen med fokus på pedagogisk utveckling behöva diskuteras vidare. Vi ser också behovet av att säkerställa rektorers kunskap kring uppdraget, som ett led i att bereda plats för samtalsuppdraget i praktiken. / The purpose of the study has been to investigate what some Special Educational Needs Coordinators working in elementary school have to say about supervision and consultation at school. The study has been conducted on the basis of qualitative, semi-structured interviews with the purpose of capturing the informants' stories according to narrative theory. After undertaking the interviews, they were transcribed, encoded and thematized, which resulted in different themes and subthemes in relation to the purpose of the study as well as to our research- questions. The results show that the role of a Special Educational Needs Coordinator is formed differently, depending on factors such as; governing documents, education, expectations, experiences, personal interests and the current conditions in their individual workplaces. The qualified conversation is written as an umbrella term for the study and the stories about this concept of conversation and the concepts of supervision and consultation, concerning the boundaries, differ between the informants. There is an unclear picture of the definition of the qualified conversation, as well as the perception and interpretation of the concepts of supervision and consultation. It is evident that the Special Educational Needs Coordinator's unclear role has a strong impact on what the informants tell us about supervision and consultation as the role is formed, according to the study, mostly based on the person holding the role. In order to further develop the qualified conversation as a powerful tool in practice, pedagogical guidance focusing on educational development needs to be further discussed. We can also identify a need to ensure the headteacher's knowledge of the assignment, as part of preparing a place for the communication assignment in practice.

No description available.