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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