2020 Volume 30 Issue 1 Pages 43-56
〔Aims〕This study aimed to elucidate a series of process in which newly appointed assistants at colleges and universities of nursing assess undergraduate nursing student’s competency for learning and deal with confusion they face in promoting their self-directed learning.
〔Methods〕We conducted semi-structured interviews with four second-year newly appointed assistants and performed individual analysis. We performed open coding, chronological re-arrangement, and abstraction by the focal coding. Finally, we evaluated the correlation among focal codes and schematized with temporal changes.
〔Results〕Assistants A, C, and D struggled with “gaps in thinking between students and themselves,” B struggled with “gap between students’ sensibilities and hers.” As a countermeasure, A began to provide learner-centered learning support by the convincing experience through reflection in the graduate school, and B was aware of her interactions with her students that influenced them, and changed the way her interactions. C frequently self-interrogated and reformed her perceptions of self-directed learning through the process. D had learnt interactions that conformed to her beliefs through the processes of reflecting on her interactions. This study uncovered each three phases where thoughts and actions switched in the process of four assistants’ struggles and the process of their countermeasures.
〔Conclusions〕In order for thoughts to change as phases develop, it is suggested that reflection is important and it is important to provide a place to look back and share experiences.
