A Nursing Teacher's Ability Formation Process seen through the Trajectory Equifinality Approach

Narrative of a Nursing Teacher Facing Questions Existing in Clinical Settings

Abstract

The purpose of this study was to clarify the process of competence building by observing the experiences of a nursing teacher. I analyzed the narrative of a nursing teacher, who had 11 years of experience in educational practice, using the trajectory equifinality approach. Furthermore, focusing on her bifurcation point (BFP), I explored how “imagination” helped her to identify new horizons. At her BFP, mixed specialties functioned as a “trigger”, and her own caring experience and challenges as a nursing student became resources for her, facilitating her consideration of the value of nursing through various struggles. The process led her to a “transductional” solution of learning beyond academic disciplines as nursing faculty and feeding it back to her clinical practice. At the BFP of her ability formation process, generational and symbolic conflicts occurred, and a teacher who was producing nursing culture emerged.