“Nurturing a trusting learning community”: perceptions of relationships in a health professions education peer mentorship program

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of Mentoring and Coaching in Education Pub Date : 2023-10-25 DOI:10.1108/ijmce-08-2022-0065
Helen Frances Harrison, Elizabeth Anne Kinsella, Stephen Loftus, Sandra DeLuca, Gregory McGovern, Isabelle Belanger, Tristan Eugenio
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Abstract

Purpose This study aims to investigate student mentors' perceptions of peer mentor relationships in a health professions education program. Design/methodology/approach The design uses embodied hermeneutic phenomenology. The data comprise 10 participant interviews and visual “body maps” produced in response to guided questions. Findings The findings about student mentors' perceptions of peer mentor relationships include a core theme of nurturing a trusting learning community and five related themes of attunement to mentees, commonality of experiences, friends with boundaries, reciprocity in learning and varied learning spaces. Originality/value The study contributes original insights by highlighting complexity, shifting boundaries, liminality, embodied social understanding and trusting intersubjective relations as key considerations in student peer mentor relationships.
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“培育一个信任的学习社区”:对卫生专业教育同伴指导计划中的关系的看法
摘要目的探讨卫生专业学生导师对师友关系的认知。设计/方法论/方法该设计使用了具身解释学现象学。数据包括10次参与者访谈和针对引导性问题制作的视觉“身体图”。学生导师对同侪导师关系的认知包括一个核心主题:培养一个信任的学习社区,以及五个相关主题:对学员的调适、经验的共性、有界限的朋友、学习的互惠和不同的学习空间。独创性/价值本研究通过强调复杂性、转移边界、阈限、体现社会理解和信任主体间关系作为学生同伴导师关系的关键考虑因素,贡献了独创性的见解。
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来源期刊
CiteScore
2.90
自引率
33.30%
发文量
19
期刊介绍: The International Journal of Mentoring and Coaching in Education (IJMCE) publishes cutting edge research, theoretical accounts and emerging issues of mentoring and coaching in educational contexts, including schools, colleges and universities. IJMCE provides global insights and critical accounts of how mentoring and coaching are evolving on a global platform evidencing their situated nature and generic characteristics. This unique journal highlights what is recognised as effective and less effective practice in specific contexts, as well as demonstrating why this is so and discussing possible transferability to other contexts. Coverage includes, but is not limited to: Pre-service teacher education, New teacher induction and early professional learning, Teachers’ CPD provision, Educational technology provision, Educational leadership, Pre-school education and care, School/FE and HE education, Undergraduate student tuition, Postgraduate student tuition, Educational consultancy services, Children’s support services, Adult learning services.
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