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

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

Lancaster : Lancaster University, 2012. 248 p.

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@phdthesis{56ec8fe6a122408197fe43c649e22df2,
title = "Analytic autoethnography: a tool to inform the lecturer{\textquoteright}s use of self when teaching mental health nursing?",
abstract = "This research explores the value of analytic autoethnography to develop the lecturer{\textquoteright}suse of self when teaching mental health nursing. Sharing the lecturer{\textquoteright}s selfunderstandingdeveloped through analytic reflexivity focused on theirautoethnographic narrative offers a pedagogical approach to contribute to the nursingprofession{\textquoteright}s policy drive to increase the use of reflective practices. The researchdesign required me to develop my own analytic autoethnography. Four themesemerged from the data {\textquoteleft}Being in between{\textquoteright}, {\textquoteleft}Perceived vulnerability of self{\textquoteright},{\textquoteleft}Knowing and doing{\textquoteright}, and {\textquoteleft}Uniting selves{\textquoteright}. A methodological analysis of theprocesses involved in undertaking my analytic autoethnography raised issuespertaining to the timing and health warnings of exploring memory as data.Actor-Network Theory was used as an evaluative framework to reposition theresearch findings back into relationships which support educational practices. Theconclusion supports the use of analytic autoethnography to enable lecturers to sharehidden practices which underpin the use of self within professional identities.Recommendations seek methodological literature which makes explicit possibleemotional reactions to the reconstruction of self through analysis of memories. Beingable to share narratives offers a pedagogical approach based on the dilemmas andtensions of being human, bridging the humanity between service user, student andlecturer.",
author = "John Struthers",
year = "2012",
language = "English",
publisher = "Lancaster University",
school = "Lancaster University",

}

RIS

TY - THES

T1 - Analytic autoethnography

T2 - a tool to inform the lecturer’s use of self when teaching mental health nursing?

AU - Struthers, John

PY - 2012

Y1 - 2012

N2 - This research explores the value of analytic autoethnography to develop the lecturer’suse of self when teaching mental health nursing. Sharing the lecturer’s selfunderstandingdeveloped through analytic reflexivity focused on theirautoethnographic narrative offers a pedagogical approach to contribute to the nursingprofession’s policy drive to increase the use of reflective practices. The researchdesign required me to develop my own analytic autoethnography. Four themesemerged from the data ‘Being in between’, ‘Perceived vulnerability of self’,‘Knowing and doing’, and ‘Uniting selves’. A methodological analysis of theprocesses involved in undertaking my analytic autoethnography raised issuespertaining to the timing and health warnings of exploring memory as data.Actor-Network Theory was used as an evaluative framework to reposition theresearch findings back into relationships which support educational practices. Theconclusion supports the use of analytic autoethnography to enable lecturers to sharehidden practices which underpin the use of self within professional identities.Recommendations seek methodological literature which makes explicit possibleemotional reactions to the reconstruction of self through analysis of memories. Beingable to share narratives offers a pedagogical approach based on the dilemmas andtensions of being human, bridging the humanity between service user, student andlecturer.

AB - This research explores the value of analytic autoethnography to develop the lecturer’suse of self when teaching mental health nursing. Sharing the lecturer’s selfunderstandingdeveloped through analytic reflexivity focused on theirautoethnographic narrative offers a pedagogical approach to contribute to the nursingprofession’s policy drive to increase the use of reflective practices. The researchdesign required me to develop my own analytic autoethnography. Four themesemerged from the data ‘Being in between’, ‘Perceived vulnerability of self’,‘Knowing and doing’, and ‘Uniting selves’. A methodological analysis of theprocesses involved in undertaking my analytic autoethnography raised issuespertaining to the timing and health warnings of exploring memory as data.Actor-Network Theory was used as an evaluative framework to reposition theresearch findings back into relationships which support educational practices. Theconclusion supports the use of analytic autoethnography to enable lecturers to sharehidden practices which underpin the use of self within professional identities.Recommendations seek methodological literature which makes explicit possibleemotional reactions to the reconstruction of self through analysis of memories. Beingable to share narratives offers a pedagogical approach based on the dilemmas andtensions of being human, bridging the humanity between service user, student andlecturer.

M3 - Doctoral Thesis

PB - Lancaster University

CY - Lancaster

ER -