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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

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Drawing on three discursive modes in learning disability nurse education.

¹University of Huddersfield, School of Human and Health Sciences, Queensgate, Huddersfield, West Yorkshire HD1 3DH, UK. s.a.shaw@hud.ac.uk

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|October 3, 2008

Summary

This study reveals how nurse educators socially construct learning disability/intellectual disability through storytelling, impacting nurses

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Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Published on: February 16, 2011

Area of Science:

Social Sciences
Education
Healthcare Education

Background:

The social construction of learning disability/intellectual disability is a complex phenomenon.
Dominant discourses shape perceptions and experiences of learning disability/intellectual disability.
Nurse teachers' use of discourse in teaching requires further investigation.

Purpose of the Study:

To explore the complexities of the social construction of learning disability/intellectual disability.
To investigate the discourses and discursive devices used by nurse teachers in classroom teaching.
To understand the personal and professional tensions experienced by nurses.

Main Methods:

Qualitative study employing a larger doctoral study framework.
Data collection through observation of teaching sessions and interviews with nurse teachers.
Focus on storytelling activities as a primary site for discursive analysis.

Main Results:

Identified three key discursive modes used by nurse educators in constructing learning disability/intellectual disability.
Demonstrated how these discursive modes influence the understanding and experience of learning disability/intellectual disability.
Highlighted the role of storytelling in perpetuating or challenging dominant discourses.

Conclusions:

Nurse educators' discursive practices significantly contribute to the social construction of learning disability/intellectual disability.
Understanding these discursive modes is crucial for addressing personal and professional tensions in nursing.
Further research is needed to explore the impact of these findings on nursing practice and education.