Berger2026
| Berger2026 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Berger2026 |
| Author(s) | Evelyne Berger, Anne-Sylvie Horlacher |
| Title | Data Session-Based Pedagogy for Developing Interactional Competence in Nursing Education: The Case of Question Design |
| Editor(s) | Laurent Filliettaz, Evelyne Berger, Anne-Sylvie Horlacher, Anna Claudia Ticca |
| Tag(s) | EMCA, nursing education, conversation analysis, data session, question design, interactional competence, professional development |
| Publisher | Springer |
| Year | 2026 |
| Language | English |
| City | Singapore |
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| Pages | 411-432 |
| URL | Link |
| DOI | 10.1007/978-981-92-0026-9_17 |
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| Howpublished | |
| Book title | Developing Interactional Competences at and for Work: Analyzing Talk-in-Interaction in different Professional and Training Contexts |
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Abstract
Social interactions with patients and their families as well as with co-workers are an integral part of nurses’ daily work. Interacting efficiently and appropriately in these professional situations can be challenging for novice healthcare professionals. The present study explores the potential of Interactional Competence as an object of professional development during vocational training. More specifically, it investigates the effectiveness of a Data Session-based Pedagogy as a pedagogical approach to exploring Interactional Competence in the context of pre-service nursing education. A series of data sessions have been carried out with a group of advanced nursing students, in which an interaction between a nurse and an autistic patient is examined. Utilising a micro-longitudinal analysis of a single 3-hour long data session, we examine how a specific language phenomenon, namely question design, emerges as a topic of interest for nursing students and how it is progressively analysed through its interactional features, thereby creating a zooming effect on Interactional Competence. In conclusion, the Data Session-based Pedagogy is shown to have the potential to advance students’ professional development by raising their interactional awareness of key professional practices.
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