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Andersson, Niklas
Publications (5 of 5) Show all publications
Ekebergh, M., Andersson, N. & Eskilsson, C. (2018). Intertwining of caring and learning in care practices supported by a didactic approach. Nurse Education in Practice, 31(July), 95-100
Open this publication in new window or tab >>Intertwining of caring and learning in care practices supported by a didactic approach
2018 (English)In: Nurse Education in Practice, ISSN 1471-5953, Vol. 31, no July, p. 95-100Article in journal (Refereed) Published
Abstract [en]

This paper highlights how caring and learning interact and become an intertwined phenomenon. The analysis of the research findings from two studies, in which the interaction between caring and learning in two educational units was investigated, has been guided by a Reflective Lifeworld Research approach grounded in a lifeworld-oriented phenomenology. The analysis procedure was concluded in a synthesis of the interaction between caring and learning in a Dedicated Educational Unit (DEU) and a didactic method inspired by a lifeworld educational perspective has been developed.

The results show that through trust and genuine meetings between patients and students caring and learning can converge and be intertwined. Both students and patients take an active role in the health process as well as the learning process. In order to achieve an intertwining process qualified supervision, care managers who take responsibility for a caring and learning environment and a consensus between the nursing school and the healthcare organization is required.

The didactic method that can support the intertwining of caring and learning consists of three themes; genuine meetings, sensitivity for the patient's story and reflection in interaction. These themes are tools for the supervision.

Keywords
Nursing education, Reflection Learning in practice, Patient care, Supervision Didactic method, Student-patient relationship
National Category
Medical and Health Sciences
Research subject
Människan i vården
Identifiers
urn:nbn:se:hb:diva-15341 (URN)10.1016/j.nepr.2018.05.008 (DOI)000442332500015 ()29803128 (PubMedID)2-s2.0-85047245289 (Scopus ID)
Available from: 2018-11-26 Created: 2018-11-26 Last updated: 2018-12-21Bibliographically approved
Andersson, N. (2015). När vårdande och lärande sammanfaller: Patienters, studenters och handledares erfarenheter av möten på en utbildningsvårdavdelning inom psykiatrisk vård. (Doctoral dissertation). Kalmar, Växjö: Linnaeus University Press
Open this publication in new window or tab >>När vårdande och lärande sammanfaller: Patienters, studenters och handledares erfarenheter av möten på en utbildningsvårdavdelning inom psykiatrisk vård
2015 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

When students learn caring during clinical practice, the usual point of departure is thatcaring and learning coexist, as separate and parallel phenomena. There is, however, a needto study how caring and learning relate to one another, as well as when and how theyconverge. The aim of this dissertation is to describe how caring and learning converge inthe encounters between students and patients, in a dedicated educational unit withinpsychiatric care, as experienced by students, patients, and supervisors. Describing howsupervisory support can facilitate this is another aim. A reflective lifeworld approach basedon phenomenological philosophy has been applied. Data were collected through interviews,participant observations with follow-up interviews, and narrative diaries.The result shows that caring and learning converge in those encounters between studentsand patients which are characterized by reciprocity, wherein the patient’s narrative is thepoint of departure, complemented by the student’s listening and inquiring attitude. It ishere, that the desire for and pursuit of health and understanding, give the reciprocalinteraction power. The common desire of those involved to know, to become accustomedto the new and unfamiliar, as well as the presence of a feeling of responsibility for oneanother, create questions which in turn create opportunities wherein students and patientsare available to one another.The dissertation shows that learning in a caring context can be complex. Despite theirbeing prerequisites for one another, competition and conflicts can occur when the caringand learning perspectives are not equally attended to. When they are placed counter to oneanother, there is a risk that reciprocal interaction is hindered, which can cause loneliness forall involved. For convergence to occur most propitiously, those involved must exist in acaring and learning togetherness. Responsible and present supervisors are needed, whocreate possibilities for the perspectives to converge through maintenance and monitoring, sothat caring and learning receive equal space.A didactic concept has been developed based on the dissertation’s result, focusing on themeaning of creating forums where students’, patients’, and supervisors’ caringconsiderations and reflections can intertwine.

Place, publisher, year, edition, pages
Kalmar, Växjö: Linnaeus University Press, 2015. p. 221
Series
Linnaeus University Dissertations ; 212/2015
Keywords
caring, learning, student-patient relationship, dedicated education unit, psychiatric care, phenomenology, lifeworld research, lifeworld-led didactics, caring science
National Category
Nursing
Research subject
Health and Caring Sciences; Människan i vården
Identifiers
urn:nbn:se:hb:diva-117 (URN)978-91-87925-50-4 (ISBN)
Public defence
2015-04-01, Sal Wicksell, Hus K, Växjö, 10:30 (Swedish)
Opponent
Available from: 2015-05-26 Created: 2015-05-26 Last updated: 2016-01-21Bibliographically approved
Ekebergh, M., Hörberg, U., Carlsson, G., Lindberg, E., Eskilsson, C., Andersson, N. & Holst, H. (2012). The encounter between Caring Science and the Lifeworld. In: : . Paper presented at The 31st  International Human Science Research Conference, June 25 – 29, 2012 University of Quebec in Montreal (UQAM), Canada.
Open this publication in new window or tab >>The encounter between Caring Science and the Lifeworld
Show others...
2012 (English)Conference paper, Published paper (Other academic)
Abstract [en]

Scientific knowledge is characterized by abstract descriptions and structures which are not identical to the lived reality. Scientific knowledge cannot directly be applied on the lived existence, without being transformed and adjusted to the individual’s very complex lifeworld. Learning in caring contexts is an encounter between the scientific knowledge of caring and the learner’s lifeworld. This encounter needs a support that has the potential to bring caring science to life and to start an intertwining process with the lifeworld that creates embodied knowledge. Lifeworld didactics are built on an approach about learning as an individual process and that learning takes its point of departure in the learner’s previous experiences, which accompanies the learning process. The challenges within lifeworld didactics is to be open and sensitive to the learner’s lifeworld and with tact support the development of a reflective attitude in the learning process. Lifeworld didactics strategies are of crucial importance in different caring contexts. This paper presents three lifeworld led phenomenological research projects that have focused on acquiring caring science knowledge in caring contexts, more precisely it is the encounter between caring science and the lifeworld. The research is within the framework of lifeworld didactics, but the three projects each have a special focus. The first illustrates how the learning and caring processes merge and become an intertwined phenomenon in nursing students’ learning. The research is carried out in Dedicated Educational Units (DEU), within psychiatric and orthopedic care. Three perspectives are illustrated in the project; that of the students, the supervisors and the patients. The overall aim is to develop a supervision model that has the potential to support the students’ learning processes as well as the patients’ caring processes. The second illustrates how the concepts ‘patient perspective’ and ‘patient participation’ can be implemented in a clinical setting for elderly patients in order to improve the quality of care. This project is inspired by Participatory Action Research and is built on collaboration between the university and the health care services. The aim is to develop reflective educational material in terms of filmed drama episodes, based on the result of two studies about elderly patients’ participation in team meetings. The third illustrates the perspective of lifeworld didactics in two phenomenological studies that focus on Students` learning in an encounter with patients and Students` learning on the way to becoming professional - supported by supervision in pairs of students. The findings show patterns of essential meanings that have specific significance in the art of supporting students` learning in clinical education. These are; the significance of responsibility, its extent and shape in relation to the supervisor’s ability to adopt a reflective supervising attitude and to be supportive enough but at the same time to not assume the responsibility. The learning process shows to be a challenge for students, where safety in pairs of students has a great significance when coping with the challenge to learn and develop.

Keywords
Livsvärldsdidaktik
National Category
Medical and Health Sciences
Research subject
Integrated Caring Science
Identifiers
urn:nbn:se:hb:diva-6808 (URN)2320/11276 (Local ID)2320/11276 (Archive number)2320/11276 (OAI)
Conference
The 31st  International Human Science Research Conference, June 25 – 29, 2012 University of Quebec in Montreal (UQAM), Canada
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2017-03-16Bibliographically approved
Ekebergh, M., Horberg, U., Carlsson, G., Lindberg, E., Eskilsson, C., Holst, H. & Andersson, N. (2012). The Encounter between Caring Sciences and the Lifeworld: The Art of Making Knowledge Alive and Embodied. In: : . Paper presented at 31st International Human Science Research Conference, University of Quebec in Montreal, Canada, 25-29 juni, 2012.
Open this publication in new window or tab >>The Encounter between Caring Sciences and the Lifeworld: The Art of Making Knowledge Alive and Embodied
Show others...
2012 (English)Conference paper, Published paper (Refereed)
Abstract [en]

Scientific knowledge is characterized by abstract descriptions and structures, which are not identical to the lived reality. Scientific knowledge cannot directly be applied on the lived existence, without being transformed and adjusted to the individual’s very complex lifeworld. Learning in caring contexts is an encounter between the scientific knowledge of caring and the learner’s lifeworld. This encounter needs a support that has the potential to bring caring science to life and to start an intertwining process with the lifeworld that creates embodied knowledge. Lifeworld didactics are built on an approach about learning as an individual process and that learning takes its point of departure in the learner’s previous experiences, which accompanies the learning process. The challenges within lifeworld didactics are to be open and sensitive to the learner’s lifeworld and with tact support the development of a reflective attitude in the learning process. Lifeworld didactics strategies are of crucial importance in different caring contexts. This symposium presents three lifeworld led phenomenological research projects that have focused on acquiring caring science knowledge in caring contexts, more precisely it is the encounter between caring science and the lifeworld. The research is within the framework of lifeworld didactics, but the three projects each have a special focus.

National Category
Medical and Health Sciences
Research subject
Integrated Caring Science
Identifiers
urn:nbn:se:hb:diva-6910 (URN)2320/11799 (Local ID)2320/11799 (Archive number)2320/11799 (OAI)
Conference
31st International Human Science Research Conference, University of Quebec in Montreal, Canada, 25-29 juni, 2012
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2019-02-15Bibliographically approved
Eskilsson, C., Andersson, N. & Ekebergh, M. (2011). Is caring and learning an intertwined Phenomenon?. In: : . Paper presented at Knowledge for Caring Science - Directions and Options, Borås, May 5th, 2011.
Open this publication in new window or tab >>Is caring and learning an intertwined Phenomenon?
2011 (English)Conference paper, Poster (with or without abstract) (Other academic)
Abstract [en]

This research aims to deepen knowledge whether caring and learning are an intertwined phenomenon in Dedicated Educational Units (DEU). The context is psychiatric and orthopaedic care, and the research is based on caring science.

The research question is this: What characterizes the relationship between caring and learning in a DEU? This will be illuminated from three perspectives; the student, supervisor and patient perspectives.

The question for the student is this: What is it like to learn the nursing profession by caring for patients on a DEU? The question for the supervisor is this: What is it like to supervise nursing students on a DEU? And the final question is directed at the patient: What is it like to be cared for by nursing students in a DEU?

The underpinning philosophical and theoretical perspectives are lifeworld theory, caring science and its didactics.

The aim of this project is to develop a supervision model that views caring and learning as an intertwined concept with the potential to support students‟ learning processes as well as patients‟ caring processes.

Keywords
Caring science, didactic
National Category
Nursing
Research subject
Integrated Caring Science
Identifiers
urn:nbn:se:hb:diva-6929 (URN)2320/14392 (Local ID)2320/14392 (Archive number)2320/14392 (OAI)
Conference
Knowledge for Caring Science - Directions and Options, Borås, May 5th, 2011
Available from: 2015-12-22 Created: 2015-12-22 Last updated: 2016-02-05
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