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A Learning Model for Nursing Students during Clinical Studies
Högskolan i Borås, Institutionen för Vårdvetenskap.
2011 (engelsk)Inngår i: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 11, nr 6, s. 384-389Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

This paper presents a research project where the aim was to develop a new model for learning support in nursing education that makes it possible for the student to encounter both the theoretical caring science structure and the patient’s lived experiences in his/her learning process. A reflective group supervision model was developed and tested. The supervision was lead by a teacher and a nurse and started in patient narratives that the students brought to the supervision sessions. The narratives were analyzed by using caring science concepts with the purpose of creating a unity of theory and lived experiences. Data has been collected and analyzed phenomenologically in order to develop knowledge of the students’ reflection and learning when using the supervision model. The result shows that the students have had good use of the theoretical concepts in creating a deeper understanding for the patient. They have learned to reflect more systematically and the learning situation has become more realistic to them as it is now carried out in a patient near context. In order to reach these results, however, demands the necessity of recognizing the students’ lifeworld in the supervision process.

sted, utgiver, år, opplag, sider
Churchill Livingstone , 2011. Vol. 11, nr 6, s. 384-389
Emneord [en]
theory/practice, lifeworld theory, nursing training, supervision, reflection
HSV kategori
Forskningsprogram
Integrerad vårdutveckling
Identifikatorer
URN: urn:nbn:se:hb:diva-1193Lokal ID: 2320/10079OAI: oai:DiVA.org:hb-1193DiVA, id: diva2:869217
Tilgjengelig fra: 2015-11-13 Laget: 2015-11-13 Sist oppdatert: 2018-01-10bibliografisk kontrollert

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Ekebergh, Margaretha

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