IRE/F Structure Analysis in Student Expositions during Nursing Practices with SDISGSEQ

Introduction. In clinical nursing practices where a student presents a class topic, the way in which discourse takes place has a complex formation that places him in an active subject position, but always under the coordination of the teacher. Presentations and activities carried out by the presente...

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Published inRevista electrónica de investigación psicoeducativa y psicopedagógica Vol. 15; no. 2; pp. 422 - 440
Main Authors Ruiz-Carrillo, Edgardo, Bravo-Sánchez, Luisa, Meraz-Martínez, Samuel, Cruz-González, José Luiz
Format Journal Article
LanguageEnglish
Spanish
Published Almeria Universidad de Almería 01.09.2017
Subjects
Clinical nursing
Coordination
Discourse
Experts
Nursing
Sequences
Students
Teachers
Teaching
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Summary:Introduction. In clinical nursing practices where a student presents a class topic, the way in which discourse takes place has a complex formation that places him in an active subject position, but always under the coordination of the teacher. Presentations and activities carried out by the presenter in practice involve discourse-guided instruction sequences, as well as teaching methodologies used by the teacher, but transferred through discourse, which is important due to its action within class makes it a dynamic interaction element between teachers and students. The objective of the present research was to analyze discursive sequences of the presenter using SDIS-GSEQ software to understand their participation in class. Method. Participants were second-semester students, eighth-semester students as practitioners, and a teacher, all of whom belonged to the FESI-UNAM Nursing Bachelor’s Degree. Classes were recorded and later information was analyzed using SDIS-GSEQ software based on a discursive categories system. Results. Obtained results show the presenter acting in three different ways: as an expert teaching students, as a trainee when taught by teacher and practitioners, and as an equal among students. Discussion and Conclusions. It was concluded that the presenter can act with the student as a knowledge mediation agent, or of prevention in the discursive interaction between teacher and students by means of generating discrete monologues among experts.
ISSN:1696-2095
1699-5880
1696-2095
DOI:10.14204/ejrep.42.16075