| 000 | 01319cam a2200229 4500500 | ||
|---|---|---|---|
| 005 | 20250112045917.0 | ||
| 041 | _afre | ||
| 042 | _adc | ||
| 100 | 1 | 0 |
_aChilotti, Pasquale _eauthor |
| 245 | 0 | 0 | _aConsidering the nursing student as an “other” to co-construct the tutorial space |
| 260 | _c2023. | ||
| 500 | _a80 | ||
| 520 | _aThis article shows the importance of a shared vision of the common world of care (sharing of values, rules of the profession, scientific and professional vocabulary) between the nurse tutor and the student in order to be able to co-construct a tutoring world. Only then can the novice co-construct the end-of-course evaluation. However, this tutoring function requires a particular posture that is not so easy to grasp. Indeed, the professional must take the novice’s unique characteristics into account (in terms of their training course, life path, learning capacities, etc.) in order to co-construct a common world of care with them. | ||
| 690 | _acommon world | ||
| 690 | _atutorial space | ||
| 690 | _adialogical activity | ||
| 690 | _acommon world | ||
| 690 | _atutorial space | ||
| 690 | _adialogical activity | ||
| 786 | 0 | _nPhronesis | Special issue | HS1 | 2023-09-11 | p. 37-50 | |
| 856 | 4 | 1 | _uhttps://shs.cairn.info/journal-phronesis-2023-HS1-page-37?lang=en |
| 999 |
_c196338 _d196338 |
||