Living on the Edge: A Cocreated Teaching-Learning Journey
Karen L. Ursel
TL;DR
This study explores the lived experience of nursing students as they navigate uncertainty and growth in their learning journey.
Contribution
The study offers a novel phenomenological understanding of nursing students' experiences of living on the edge through Parse’s humanbecoming model.
Findings
Students learn by embracing ambiguity and moving moment-to-moment toward understanding value.
They navigate unknowns by exploring diverse alliances and opportunities while pursuing cherished goals.
Discovering new priorities emerges as a key part of their evolving learning journey.
Abstract
Parse’s humanbecoming teaching-learning model provided the framework for guiding the analysis-synthesis in this study using Giorgi’s descriptive phenomenological method to reach the general structural description of the lived experience of living on the edge for nursing students. The central findings emerged as acquiescing to ambiguity in moving moment-to-moment coming-to-know something of value, dignifying the journey by vigilantly exploring unknowns of the everchanging, risking venturing forth with quieting-disquieting regard amid diverse alliances in anticipation of cherished endeavors, persevering with novel experiences amid potentiating-restricting opportunities in realizing cherished endeavors, venerating words, wisdom, and images of others in considering-composing cherished choosings, and discovering anew cherished priorities as possibilities emerge.
Genes, proteins, chemicals, diseases, species, mutations and cell lines named across the full text — each resolved to its canonical identifier and authoritative record.
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Taxonomy
TopicsNursing education and management · Reflective Practices in Education · Empathy and Medical Education