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Vårdande och lärande sammanflätas i genuina möten: erfarenheter, förutsättningar och ansvarpå utbildningsvårdavdelning
University of Borås, Faculty of Caring Science, Work Life and Social Welfare. Linnéuniversitetet.
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 [en]
Caring, learning, reflective lifeworld research, genuine encounter, dedicated education unit, phenomenology, lifeworld-led didactics
National Category
Nursing
Research subject
Människan i vården
Identifiers
URN: urn:nbn:se:hb:diva-8781ISBN: 978-91-87925-99-3 (print)OAI: oai:DiVA.org:hb-8781DiVA: diva2:900911
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
List of papers
1. Student nurses’ experiences of how caring and learning is intertwined: A phenomenological study
Open this publication in new window or tab >>Student nurses’ experiences of how caring and learning is intertwined: A phenomenological study
2013 (English)In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 4, no 2, 82-93 p.Article in journal (Refereed) Published
Abstract [en]

Background: Clinical studies in nursing education ought to create conditions for the students to link theory to praxis. Previous research in this field focuses on the gap between theory and practice, learning environments, supervision and reflection connected to caring and learning. In addition there are studies that propose the concept of learning and caring as intertwined. The aim of this study is to describe how caring and learning is intertwined from a student perspective. Methods: The study was carried out using Reflective Lifeworld Research (RLR) with a phenomenological approach. Lifeworld interviews were conducted with students after their clinical placement on a Dedicated Education Unit (DEU). Results: The essential meaning is a movement where caring and learning fall into place which appears in an atmosphere filled with appealing challenges, but has to be sensitive to the students’ readiness. The atmosphere depends on their sense of security and how they experience confirming and affirming responses. Encountering the patient means that the students can gain a sense of the whole and the theory falls into place. The results also highlight how the student, in this atmosphere, has a desire to find a new role in a personal style. Conclusions: The study emphasizes the importance of supporting the students in understanding learning and caring as intertwined and not separated. A dualistic approach could harm the students’ aim to get the knowledge embodied. This holistic perspective requires a reflective attitude on caring and learning and has to be further developed in the didactics and supervision.

Place, publisher, year, edition, pages
Sciedu Press, 2013
Keyword
didaktik, Vårdvetenskap
National Category
Nursing
Research subject
Integrated Caring Science
Identifiers
urn:nbn:se:hb:diva-1612 (URN)10.5430/jnep.v4n2p82 (DOI)2320/12660 (Local ID)2320/12660 (Archive number)2320/12660 (OAI)
Available from: 2015-11-13 Created: 2015-11-13 Last updated: 2016-09-29Bibliographically approved
2. The experiences of patients receiving care from nursing students at a Dedicatd Education Unit: A phenomenological study
Open this publication in new window or tab >>The experiences of patients receiving care from nursing students at a Dedicatd Education Unit: A phenomenological study
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.

Keyword
Patient, Caring, Learning, Dedicated Education Unit (DEU), Lifeworld
National Category
Nursing
Research subject
Människan i vården
Identifiers
urn:nbn:se:hb:diva-8381 (URN)10.1016/j.nepr.2015.04.001 (DOI)
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
3. Caring and learning intertwined in supervision at a dedicated education unit ‒ a phenomenological study
Open this publication in new window or tab >>Caring and learning intertwined in supervision at a dedicated education unit ‒ a phenomenological study
Show others...
2015 (English)In: Reflective Practice, Vol. 16, no 6, 753-764 p.Article in journal (Refereed) Published
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.

Keyword
caring, dedicated education unit, lifeworld, phenomenology, supervisor
National Category
Nursing
Research subject
Människan i vården
Identifiers
urn:nbn:se:hb:diva-3964 (URN)10.1080/14623943.2015.1095726 (DOI)2-s2.0-84948580554 (Scopus ID)
Note

Export Date: 9 December 2015

Available from: 2015-12-09 Created: 2015-12-09 Last updated: 2017-08-23

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