Peer-advice in practical nursing study circles: Demonstrating knowing-that and knowing-how in sequences that contain reported speech

Abstract

This study analyzes the peer-advice produced by practical nursing students in a study circle in which advisors provide low-threshold support. Our videotaped and transcribed data make a case for a conversation analytic study to investigate the sequences of talk involving students who narrate conflictual care situations and present the necessity of care giving in the form of advice. The study presents two action types of peer-advice given by students. These two action types involve students who base their advice either on knowing-that or on their practical knowing-how. More concretely, we determine the interactional devices linked to the advising used in narratives, such as reported speech and its sequential adjacency to necessive zero-person constructions. Students use these devices to demonstrate their expertise as well as to construct themselves as morally and ethically reliable caregivers. In terms of implications, the study demonstrates that peer-interaction in a study circle among those who are quasi equals provides an appropriate environment to discuss the practical dilemmas encountered in high-conflict patient care situations and this enables students to achieve expert and successful learner status.