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Caring and learning intertwined in supervision at a dedicated education unit ‒ a phenomenological study
Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap.
Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
Vise andre og tillknytning
2015 (engelsk)Inngår i: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 16, nr 6, s. 753-764Artikkel i tidsskrift (Fagfellevurdert) Published
Resurstyp
Text
Abstract [en]

Supervising student nurses in clinical praxis entails dealing with both caring and learning aspects. There is a dearth of research focusing on both the caring and learning aspects in supervision. The present study describes how caring and learning is intertwined in supervision. The study was performed with a Reflective Lifeworld Research approach and analyzed phenomenologically for meanings. Eight interviews were conducted with supervisors on an orthopedic-dedicated education unit. The findings reveal how supervisors constantly move in order to be either close to or standing back, adjusting to the students’ and the patients’ needs. This is described in more detail via the constituents: handling responsibility in constant movement, participating in a new and different way, coexisting with students creates meaning and development. The findings show that a reflective attitude in supervision , clear structure for daily activities, and a lifeworld-led didactics can promote a learning and caring environment. Supervisors’ demanding task requires pauses in order to maintain motivation among supervisors. A mutual link between supervisors, students and patients is crucial in order to create an environment where caring and learning are intertwined. © 2015 Taylor & Francis.

sted, utgiver, år, opplag, sider
2015. Vol. 16, nr 6, s. 753-764
Emneord [en]
caring, dedicated education unit, lifeworld, phenomenology, supervisor
HSV kategori
Forskningsprogram
Människan i vården
Identifikatorer
URN: urn:nbn:se:hb:diva-3964DOI: 10.1080/14623943.2015.1095726ISI: 000365611200004Scopus ID: 2-s2.0-84948580554OAI: oai:DiVA.org:hb-3964DiVA, id: diva2:878714
Merknad

Export Date: 9 December 2015

Tilgjengelig fra: 2015-12-09 Laget: 2015-12-09 Sist oppdatert: 2018-12-07bibliografisk kontrollert
Inngår i avhandling
1. Vårdande och lärande sammanflätas i genuina möten: erfarenheter, förutsättningar och ansvarpå utbildningsvårdavdelning
Åpne denne publikasjonen i ny fane eller vindu >>Vårdande och lärande sammanflätas i genuina möten: erfarenheter, förutsättningar och ansvarpå utbildningsvårdavdelning
2016 (svensk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

Aim: The overall aim of this thesis is to create knowledge about caring and learning asan intertwining phenomenon at a Dedicated Education Unit and how it can bedeveloped.

Approach and methodA lifeworld approach, based on the phenomenological philosophies foremost derivedfrom Husserl and Merleau-Ponty was used and carried out in lifeworld interviews andwith meaning-oriented analysis in accordance with reflective lifeworld research. Theparticipants were: 13 student nurses (study I), 11 patients (study II), 8 supervisors (studyIII) all from the same DEU in orthopedic care and 10 managers from various DEUs(study IV).

Main findingsIntertwined caring and learning is most evident in genuine encounters between studentsand patients, supported by supervisors and managers. The intertwining is created inappealing challenges where students feel safe and ready. In the encounter with thepatient they gain a sense of the whole where they can find their personal style. Patients,who feel invited to participate, could describe the encounter with students as genuineand a new dimension in nursing care. These encounters are characterized by closeness,thoroughness, accessibility, acknowledgement and sensitivity. When the encounter isless genuine, supervisors constitute an essential support for stabilizing the care.Supervisors constantly move in order to either stay close to or stand back, adjusting tothe students’ and patients’ needs. Their demanding task as reflective supervisors requirespauses in order to maintain motivation. The managers’ daily struggle in a stressful andchallenging reality is influenced by them either having or taking responsibility.Differences in approaches are shown in terms of more or less involvement andcommitment in caring environment and educational issues.

ConclusionsGenuine encounters are characterized by the core of both caring and learning and willthereby benefit both the students and the patients. Identifying and supporting genuineencounters is necessary for students, supervisors and managers. It is time to find ways todevelop a unified view of how caring and learning can be intertwined.

sted, utgiver, år, opplag, sider
Växjö: Linnaeus University Press, 2016. s. 150
Emneord
Caring, learning, reflective lifeworld research, genuine encounter, dedicated education unit, phenomenology, lifeworld-led didactics
HSV kategori
Forskningsprogram
Människan i vården
Identifikatorer
urn:nbn:se:hb:diva-8781 (URN)978-91-87925-99-3 (ISBN)
Disputas
2016-03-04, Sparbankssalen, Allégatan 1, Borås, 13:00 (svensk)
Tilgjengelig fra: 2016-02-05 Laget: 2016-02-05 Sist oppdatert: 2017-05-02

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