Social justice, capabilities and learning support provided by lecturers: A phenomenological-hermeneutic study

Deering, Kris; Williams, Joanna

Abstract

© 2018 Many student nurses require additional support to undertake university level education. Lecturers are well placed to deliver learning support, which may enrich attainment with assignments. Yet fairness in how support is offered, for example if it is accessible and enables learning abilities, may impact on its utility. This study examined these aspects, exploring capabilities of learning support provided by lecturers. Capabilities are a feature of a social justice theory and involve having opportunities that shape abilities, to achieve, or strive for outcomes people value. Hence, identifying capabilities of learning support may enlighten what develops equity in how students are able to utilise lecturers’ support and develop their abilities to learn. A phenomenological-hermeneutic research approach was adopted, employing focus groups to explore lived experiences of learning support provided by lecturers. Capabilities were located within the social contacts of students and lecturers, identified as themes; ‘collaborative relationships’, ‘making space for learning’, and ‘modelling’. Findings were consolidated illustrating lecturers' interaction with students' enhanced capabilities in how students could utilise support, to progress learning abilities. It is hoped these insights develop understanding in what might have utility when lecturers aid learning and show a relevancy of social justice when students are assisted within university.

Citation

Deering, K., & Williams, J. (2019). Social justice, capabilities and learning support provided by lecturers: A phenomenological-hermeneutic study. Nurse Education in Practice, 37, 153-158. https://doi.org/10.1016/j.nepr.2018.08.014

• Journal Article Type: Article
• Acceptance Date: Aug 21, 2018
• Online Publication Date: Sep 8, 2018
• Publication Date: May 1, 2019
• Deposit Date: Nov 22, 2018
• Journal: Nurse Education in Practice
• Print ISSN: 1471-5953
• Publisher: Elsevier
• Peer Reviewed: Peer Reviewed
• Volume: 37
• Pages: 153-158
• DOI: https://doi.org/10.1016/j.nepr.2018.08.014
• Public URL: https://uwe-repository.worktribe.com/output/860785
• Publisher URL: https://doi.org/10.1016/j.nepr.2018.08.014
• Additional Information: Additional Information : This is the author's accepted manuscript. The final published version is available here: https://doi.org/10.1016/j.nepr.2018.08.014.