MEANING OF HUMOR FOR NURSING STUDENTS WITHIN THE STUDENT-CLINICAL INSTRUCTOR RELATIONSHIP: A HERMENEUTIC INQUIRY.
Contributors: Adelphi University.
Published: 1995
Number of pages: 163
Subjects: Health Sciences, Nursing.; Philosophy.
Description: Clinical learning for nurses takes place in a stressful environment in which students frequently do not feel competent and fear a single mistake can harm the patient. A critical role of the clinical instructor is to foster a learning environment in which the students may skillfully apply their knowledge in the clinical area.

Numerous studies have demonstrated that the quality of the learning experience is affected by student-clinical instructor relationship. The purpose of this inquiry was to explore the meaning of humor for nursing students within this relationship. Most of the current research had been grounded in the positivist research tradition, wherein the goals of explanation and prediction are based on the researchers' interpretation of observed phenomena. Because these studies are unable to yield knowledge about human experience within the context of social and cultural connections, the totality of this experience remained unexplored.

Ontological hermeneutics was used to contribute to an increased understanding of the meaning of humor within the student-clinical instructor relationship, from the perspective of the students. An interpretation of the meaning humor held for nursing students was derived from an exegesis of the transcribed texts of in-depth, unstructured interviews with four students. The interpretation revealed shared practices and common meanings among the students.

The narratives revealed that humor had an impact on the students' fear, stress, and uncertainty by changing the fundamental nature of the relationship they had with their clinical instructors. This change involved moving from relating to the instructor, to being in a trusting relationship with the instructor. Students' stress was then manageable, and they were willing to admit mistakes, and to be open to new learning experiences.

Humor meant that they were involved in a respectful, trusting relationship with a human being, who was a partner in learning. Humor meant that they were free of oppression, and engendered the hope of becoming nurses.

The findings of this study demonstrate that humor has enormous meaning for nursing students, as well as the potential to foster learning and enhance the preparation of nursing students for professional practice.
Notes: Source: Dissertation Abstracts International, Volume: 56-06, Section: B, page: 3126.

Thesis (PH.D.)--ADELPHI UNIVERSITY, 1995.

School code: 0001.