This study analyzes the peer-advice produced by practical nursing students in a study circle in which advisors provide low-threshold support. Our videotaped and transcribed data make a case for a conversation analytic study to investigate the sequences of talk involving students who narrate conflictual care situations and present the necessity of care giving in the form of advice. The study presents two action types of peer-advice given by students. These two action types involve students who base their advice either on knowing-that or on their practical knowing-how. More concretely, we determine the interactional devices linked to the advising used in narratives, such as reported speech and its sequential adjacency to necessive zero-person constructions. Students use these devices to demonstrate their expertise as well as to construct themselves as morally and ethically reliable caregivers. In terms of implications, the study demonstrates that peer-interaction in a study circle among those who are quasi equals provides an appropriate environment to discuss the practical dilemmas encountered in high-conflict patient care situations and this enables students to achieve expert and successful learner status.

中文翻译：

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实践护理学习圈中的同伴建议：在包含报告演讲的序列中展示知识和知识

本研究分析了实践护理专业学生在顾问提供低门槛支持的学习圈中提出的同伴建议。我们的录像和转录数据为对话分析研究提供了案例，以调查涉及学生的谈话序列，这些学生讲述了冲突的护理情况，并以建议的形式提出了护理的必要性。该研究提出了学生提供的同伴建议的两种行动类型。这两种行动类型涉及学生，他们的建议要么基于了解，要么基于他们的实践知识。更具体地说，我们确定与叙事中使用的建议相关的互动手段，例如报告的演讲及其与必要的零人结构的顺序邻接。学生使用这些设备来展示他们的专业知识，并将自己塑造为道德和伦理上可靠的看护者。就影响而言，该研究表明，学习圈中准平等者之间的同伴互动提供了一个适当的环境，可以讨论在高度冲突的患者护理情况下遇到的实际困境，这使学生能够获得专家和成功的学习者地位。