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Table 1 Illustration of the analysis process from meaning unit to sub-category

From: Experiences using an instrument for non-technical skills in nurse anaesthesia education: a focus group study

Meaning unit

Condensed meaning unit

Code

Sub-category

I realized that this covers much of what we do all the time, what we have done as a nurse anaesthetist the past 30 years, that you always have done…it is just putting it into words

It covers much of what we do as a nurse anaesthetist all the time and have always done. It has just put it into words

Putting into words what a nurse anaesthetist does

Providing a vocabulary for tacit skills

It’s about being able to take over the role that is the function of a nurse anaesthetist… when the mentor is there too. Daring to take that responsibility… that’s asking a lot of students, it’s asking a lot

It’s about taking over the role and function of a nurse anaesthetist while the mentor is still there. Daring to take that responsibility, it’s asking a lot of students

Daring to take over the role and responsibility

Changing behaviour

Since the examples and numbers make it more concrete and measurable, it makes it easier than just the mentor’s gut feeling or view of what a student should be like

Measurable concrete examples and numbers make it easier than a mentor’s gut feeling or view of what a student should be like

Measurable evaluation, not the mentor’s gut feeling

Objectivity

I think it’s a more of a problem for my mentor to give me a low score than for me to give myself a low score

more problematic for mentor to give a low score than for me

Easier for student to give a low score

Scoring barriers