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The experiences of patients receiving care from nursing students at a Dedicatd Education Unit: A phenomenological study
University of Borås, Faculty of Caring Science, Work Life and Social Welfare. (Vårdande och lärande med livsvärlden som grund)ORCID iD: 0000-0003-4881-572X
University of Borås, Faculty of Caring Science, Work Life and Social Welfare. (Vårdande och lärande med livsvärlden som grund)
University of Borås, Faculty of Caring Science, Work Life and Social Welfare. (Vårdande och lärande med livsvärlden som grund)
Linnéuniversitetet, Växjö, Institutionen för hälso- och vårdvetenskap.
2015 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 15, no 5, 353-358 p.Article in journal (Refereed) Published
Abstract [en]

The purpose of this study is to describe how patients perceive being cared for by student nurses, in aclinical context in the form of a Dedicated Education Unit (DEU). The study has been performed with aReflective Lifeworld Research (RLR) approach grounded in phenomenology. Lifeworld interviews wereconducted with patients who had received care from student nurses on an orthopaedic DEU and datahave been analysed for meanings. The findings reveal how patients experience to be carried along as apart of the students' learning process. This is described in more detail via the constituents: a mutualinvitation to participate, the importance of genuine encounters, and essential support. Patients experienceboth a stable and a less stable care in a learning environment and it is thus essential for them to beinvited to be a part of both the students' learning process and their own health process. The findings alsohighlight the key role of the supervisors for patients' sense of security. Finally there are indications thatconcepts such as DEU with a lifeworld-led didactic, based on reflection on both the patients' stories andthe students' experiences, can create learning environments that support patients' health processes andalso students’ learning processes.

Place, publisher, year, edition, pages
2015. Vol. 15, no 5, 353-358 p.
Keyword [en]
Patient, Caring, Learning, Dedicated Education Unit (DEU), Lifeworld
National Category
Nursing
Research subject
Människan i vården
Identifiers
URN: urn:nbn:se:hb:diva-8381DOI: 10.1016/j.nepr.2015.04.001OAI: oai:DiVA.org:hb-8381DiVA: diva2:892255
Projects
Innovativa miljöer som kan bygga broar mellan teori och praxis i en professionsutbildning – samspelet mellan vårdande och lärande
Available from: 2016-01-09 Created: 2016-01-09 Last updated: 2017-05-04
In thesis
1. Vårdande och lärande sammanflätas i genuina möten: erfarenheter, förutsättningar och ansvarpå utbildningsvårdavdelning
Open this publication in new window or tab >>Vårdande och lärande sammanflätas i genuina möten: erfarenheter, förutsättningar och ansvarpå utbildningsvårdavdelning
2016 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
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.

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2016. 150 p.
Keyword
Caring, learning, reflective lifeworld research, genuine encounter, dedicated education unit, phenomenology, lifeworld-led didactics
National Category
Nursing
Research subject
Människan i vården
Identifiers
urn:nbn:se:hb:diva-8781 (URN)978-91-87925-99-3 (ISBN)
Public defence
2016-03-04, Sparbankssalen, Allégatan 1, Borås, 13:00 (Swedish)
Available from: 2016-02-05 Created: 2016-02-05 Last updated: 2017-05-02

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Citation style
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