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Managers’ responsibility to support caring and learning in clinical education units
University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
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2017 (English)In: Clinical Nursing Studies, ISSN 2324-7940, E-ISSN 2324-7959, Vol. 5, no 3Article in journal (Refereed) Published
Place, publisher, year, edition, pages
2017. Vol. 5, no 3
Keyword [en]
Clinical education unit, Managers
National Category
Medical and Health Sciences
Research subject
Människan i vården
Identifiers
URN: urn:nbn:se:hb:diva-13033DOI: 10.5430/cns.v5n3p34OAI: oai:DiVA.org:hb-13033DiVA: diva2:1162476
Note

Background:

Managers in clinical education units (CEUs) have the responsibility to facilitate evidence-based environments for

both caring and learning. Promoting such environments might be challenging in times of financial constraints and organisation

changes.

Objective:

The purpose of this study was to describe how managers experience their responsibility to support the caring and

learning environments in CEUs.

Methods:

The study method followed the principles of Reflective Lifeworld Research (RLR) grounded in a phenomenological

approach. The study was conducted at a hospital in Southern Sweden. Ten first- and second-line managers responsible for CEUs

were interviewed. The interviews were conducted as reflective dialogues using an open, and bridled approach.

Results:

The results show that clinical education unit managers regard the responsibility to support caring and learning

environments as a challenging experience, elucidated in three themes: (1) to have or to take responsibility; (2) cooperation that

supports and challenges; and (3) bringing it all together— a daily struggle.

Conclusions:

In conclusion, the managers of CEUs need to be aware of the importance of common theoretical grounds for caring

and learning. Caring and learning are more likely to be intertwined when responsibility is taken, when collaboration between

actors is characterised by respect and when an awareness of the importance of reflection is present. Awareness of the importance

of creating opportunities for reflection and mutual collaboration among the different actors involved could lead to improvements

in nursing education and, therefore, improved patient care.

Available from: 2017-12-04 Created: 2017-12-04 Last updated: 2017-12-04

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Publisher's full texthttps://doi.org/10.5430/cns.v5n3p34

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