Data analysis method for evaluating dialogic learning

Abstract

The purpose of this paper is to introduce a new method of analysing and evaluating dialogic learning. Dialogic learning offers possibilities that have not previously been found in nursing or nursing education, although some nursing researchers have lately become interested in dialogic nursing interaction between nurses and patients. The stages of analysis of dialogic learning have been illustrated by using an example. The data for this illustration were collected by video-taping a planning process where students for a Master’s degree (qualifying them to be nursing instructors in Finland) plan, implement and evaluate a course for nursing students, on the care of terminally ill patients. However, it is possible to use this method of analysis for other dialogic learning situations both in nursing practice (for example, collaborative meetings between experts and patients) and in nursing education (for example, collaborative learning situations). The focus of this method of analysis concentrates on various situations where participants in interaction see the object of discussion from various points of view. This method of analysis helps the participants in the interaction to develop their interactional skills both through an awareness of their own views, and through understanding the other participants’ various views in a particular nursing situation.