Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/74666
Title: Metaphorical interpretations of the educator-student relationship : an innovation in nursing educational research
Authors: Chan, ZCY 
Chien, WT 
Henderson, S
Keywords: Educator-student relationship
Metaphor
Nursing education
Issue Date: 2018
Publisher: Churchill Livingstone
Source: Nurse education in practice, 2018, v. 28, p. 46-53 How to cite?
Journal: Nurse education in practice 
Abstract: Previous research has shown that collecting and analysing metaphors is a useful strategy in seeking data that are difficult to collect via verbal interviews or that cannot be represented by statistics. This study explored nursing students’ perceptions of the educator-student relationship using metaphorical interpretation. A qualitative study with a personal essay approach was adopted. A total of 124 students were recruited from a nursing school in Hong Kong. A personal essay form was distributed to the participants. They were asked to give a metaphor with explanations to describe the power dynamics in the educator-student relationship, within 200 words in English or Chinese. After some thought, the participants each gave their own metaphor individually, because the aim of this study was to collect their subjective experiences. The results were presented as follows: a) The overall description of the metaphorsMergeCell b) The three groups of metaphorsMergeCell c) The fives natures of metaphorsMergeCell d) The most significant metaphorsMergeCell and e) The four thematic meanings – (i) nurturing roleMergeCell (ii) guiding roleMergeCell (iii) insufficient connectionMergeCell and (iv) promoting development. The implications for research methods and nurse education of collecting and analyzing metaphors were discussed. Discrepancies in metaphorical interpretations are to be expected, as interpretations are dependent on the researchers’ socio-cultural background, personal experiences, professional training, languages spoken, and other factors.
URI: http://hdl.handle.net/10397/74666
ISSN: 1471-5953
EISSN: 1873-5223
DOI: 10.1016/j.nepr.2017.09.012
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