Title

The debriefing debates on health for/by critial discourse analysis

Location

1048

Format Type

Paper

Format Type

Paper

Start Date

January 2016

End Date

January 2016

Abstract

The aim of this presentation is to offer theoretical and methodological possibilities to discourse analysis in the field of nursing, particularly in debriefing sessions at the simulation laboratory. This technology is relatively new but common method to educate students, practitioners, nurses and doctors in the field of health education. Related instructional and pedagogical visuals and texts enable residuals to learn and develop their own ability of applying their knowledge on the produced scenarios. Such strategies has framed new challenges for researchers, educators, and professionals to understand the meaning of acts, actors and discourses during the evidence-based learning practices. This presentation is based on the attempts to figure out the interpretive repertoires for the discourses on the communicative practices during debriefing sessions. Data of this study was collected at a Simulation lab of a mid-western university. The possible structures, parameters and repertoires emerged from the debriefing debates might lead us to frame the discourse analysis as one of the possible methodologies to understand the data emerged from a new evidence-based learning environment. Even though there are a few qualitative methodologies used to explain the debriefing debates at Simulation lab, the discourse analysis as a method could be more effectively used to frame and understand the effects of evidence-based learning and self-reflectivity as a medium for constructing the meanings and justifications for acts around which there would be critical debates on its methodology. Thus, it is important to re-theorize and re-methodize the discourse analysis as a method to analyze the debriefing debates in nursing education from a critical perspective.

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Jan 14th, 1:35 PM Jan 14th, 2:05 PM

The debriefing debates on health for/by critial discourse analysis

1048

The aim of this presentation is to offer theoretical and methodological possibilities to discourse analysis in the field of nursing, particularly in debriefing sessions at the simulation laboratory. This technology is relatively new but common method to educate students, practitioners, nurses and doctors in the field of health education. Related instructional and pedagogical visuals and texts enable residuals to learn and develop their own ability of applying their knowledge on the produced scenarios. Such strategies has framed new challenges for researchers, educators, and professionals to understand the meaning of acts, actors and discourses during the evidence-based learning practices. This presentation is based on the attempts to figure out the interpretive repertoires for the discourses on the communicative practices during debriefing sessions. Data of this study was collected at a Simulation lab of a mid-western university. The possible structures, parameters and repertoires emerged from the debriefing debates might lead us to frame the discourse analysis as one of the possible methodologies to understand the data emerged from a new evidence-based learning environment. Even though there are a few qualitative methodologies used to explain the debriefing debates at Simulation lab, the discourse analysis as a method could be more effectively used to frame and understand the effects of evidence-based learning and self-reflectivity as a medium for constructing the meanings and justifications for acts around which there would be critical debates on its methodology. Thus, it is important to re-theorize and re-methodize the discourse analysis as a method to analyze the debriefing debates in nursing education from a critical perspective.