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Living With Ambiguity: A Gift and a Challenge for Teaching-Learning
11 Professor Emeritus, College of Nursing and Health Professions, Lewis University, Romeoville, IL, USA.
Nursing Science Quarterly
|June 20, 2018
Summary
Navigating nursing education involves embracing ambiguity, a common experience for new graduates. Creating safe spaces with faculty mentors is crucial for fostering inquiry and competence in nursing students.
Area of Science:
- Nursing Education
- Pedagogy
- Professional Development
Background:
- The transition from student to professional nurse involves navigating complex learning environments.
- Nurse academicians often reflect on their experiences to improve educational practices.
- Ambiguity is an inherent aspect of the teaching-learning process in healthcare education.
Purpose of the Study:
- To explore the phenomenon of living with ambiguity in the context of nursing education.
- To identify the paradoxical experiences of new nursing graduates related to ambiguity.
- To offer insights into creating supportive learning environments for nursing students.
Main Methods:
- The study is based on the author's personal reflections as a nurse academician.
- Qualitative data were gathered from the experiences of new baccalaureate nursing program graduates.
- Phenomenological exploration of lived experiences with ambiguity.
Main Results:
- New nursing graduates experience paradoxical rhythms of comfort-discomfort and sureness-unsureness when living with ambiguity.
- The concept of 'living with ambiguity' is a significant aspect of the nursing education journey.
- Challenges exist in creating 'sacred space' within contemporary nursing curricula to accommodate ambiguity.
Conclusions:
- Creating a safe, sacred space with trusted faculty mentors is essential for nursing students.
- Valuing discovery and inquiry within the curriculum supports students' development of competence.
- Embracing ambiguity is part of the ongoing professional journey for nurses.
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