Lecturers' lived experiences of guiding reflective seminars during nursing education.

Abstract

In the present study, reflective seminars were integrated during a three-year nursing programme in Sweden. The specific characteristics of the reflective seminars are built upon a foundation in lifeworld theory and caring science. As teaching in higher education demands an academic degree but not necessarily formal pedagogical education, lecturers involved in reflective seminars are often left without guidance concerning what constitutes a reflective learning activity in nursing education. The aim of the present study is to describe the lived experience of guiding reflective seminars during nursing education from the lecturers' perspective. Eight university lecturers were interviewed. To capture humans' lived experiences, the present study is imbued with the principles of reflective lifeworld research. The result indicates that the reflective seminar includes the need for activity, balance and safety, which is further developed through the following constituents: a foundation in caring science contributes to security; guiding the reflection requires continual vigilance; a lack of trust in oneself inhibits the ability to guide reflection and closeness to the students. In summary, the result indicates that guiding a reflective seminar is an exhausting mission in which the lecturer has to balance the moment according to a multifaceted level. Further development of mentoring and introduction to the assignment are needed.