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Analytic autoethnography: a tool to inform the lecturer’s use of self when teaching mental health nursing?

Research output: ThesisDoctoral Thesis

Published
  • John Struthers
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Publication date2012
Number of pages248
QualificationPhD
Awarding Institution
Supervisors/Advisors
Award date30/11/2012
Place of PublicationLancaster
Publisher
  • Lancaster University
Original languageEnglish

Abstract

This research explores the value of analytic autoethnography to develop the lecturer’s
use of self when teaching mental health nursing. Sharing the lecturer’s selfunderstanding
developed through analytic reflexivity focused on their
autoethnographic narrative offers a pedagogical approach to contribute to the nursing
profession’s policy drive to increase the use of reflective practices. The research
design required me to develop my own analytic autoethnography. Four themes
emerged from the data ‘Being in between’, ‘Perceived vulnerability of self’,
‘Knowing and doing’, and ‘Uniting selves’. A methodological analysis of the
processes involved in undertaking my analytic autoethnography raised issues
pertaining to the timing and health warnings of exploring memory as data.
Actor-Network Theory was used as an evaluative framework to reposition the
research findings back into relationships which support educational practices. The
conclusion supports the use of analytic autoethnography to enable lecturers to share
hidden practices which underpin the use of self within professional identities.
Recommendations seek methodological literature which makes explicit possible
emotional reactions to the reconstruction of self through analysis of memories. Being
able to share narratives offers a pedagogical approach based on the dilemmas and
tensions of being human, bridging the humanity between service user, student and
lecturer.