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  • 1. Almerud, S
    et al.
    Alapack, R.J.
    Fridlund, Bengt
    Växjö University.
    Ekebergh, Margaretha
    Växjö University.
    Beleuguered by technology: Care in technologically intense environments2008Ingår i: Nursing Philosophy, ISSN 1466-7681, E-ISSN 1466-769X, Vol. 9, nr 1, s. 55-61Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Modern technology has enabled the use of new forms of information in the care of critically ill patients. In intensive care units (ICUs), technology can simultaneously reduce the lived experience of illness and magnify the objective dimensions of patient care. The aim of this study, based upon two empirical studies, is to find from a philosophical point of view a more comprehensive understanding for the dominance of technology within intensive care. Along with caring for critically ill patients, technology is part of the ICU staff's everyday life. Both technology and caring relationships are of indispensable value. Tools are useful, but technology can never replace the closeness and empathy of the human touch. It is a question of harmonizing the demands of subjectivity with objective signs. The challenge for caregivers in ICU is to know when to heighten the importance of the objective and measurable dimensions provided by technology and when to magnify the patients’ lived experiences, and to live and deal with the ambiguity of the technical dimension of care and the human side of nursing.

  • 2. Almerud, S
    et al.
    Alapack, R.J.
    Fridlund, Bengt
    Växjö University.
    Ekebergh, Margaretha
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Caught in an Artificial Split: A Phenomenological Study of Being a Caregiver in the Technologically Intense Environment2007Ingår i: Intensive & Critical Care Nursing, ISSN 0964-3397, E-ISSN 1532-4036, Vol. 24, nr 2, s. 130-136Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    A symbiotic relationship exists between technology and caring, however, technologically advanced environments challenge caregivers. The aim of this study is to uncover the meaning of being a caregiver in the technologically intense environment. Ten open-ended interviews with intensive care personnel comprise the data. A phenomenological analysis shows that ambiguity abounds in the setting. The act of responsibly reading and regulating instruments easily melds the patient and the machinery into one clinical picture. The fusion skews the balance between objective distance and interpersonal closeness. The exciting captivating lure of technological gadgets seduces the caregivers and lulls them into a fictive sense of security and safety. It is mind-boggling and heart-rending to juggle ‘moments’ of slavish mastery and security menaced by insecurity in the act of monitoring a machine while caring for a patient. Whenever the beleaguered caregiver splits technique from human touch, ambiguity decays into ambivalence. Caring and technology become polarized. Everyone loses. Caregiver competence wanes; patients suffer. The intensive care unit should be technologically sophisticated, but also build-in a disclosive space where solace, trust, and reassurance naturally happen. Caring professionals need to balance state-of-the-art technology with integrated and comprehensive care and harmonize the demands of subjectivity with objective signs.

  • 3. Almerud, S
    et al.
    Alapack, R.J.
    Fridlund, Bengt
    Växjö University.
    Ekebergh, Margaretha
    Växjö University.
    Of vigilance and invisibility: being a patient in technologically intense environments2007Ingår i: Nursing in Critical Care, ISSN 1362-1017, E-ISSN 1478-5153, Vol. 12, nr 3, s. 151-158Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Equipment and procedures developed during the past several decades have made the modern intensive care unit (ICU) the hospital’s most technologically advanced environment. In terms of patient care, are these advances unmitigated gains? This study aimed to develop a knowledge base of what it means to be critically ill or injured and cared for in technologically intense environments. A lifeworld perspective guided the investigation. Nine unstructured interviews with intensive care patients comprise its data. The qualitative picture uncovered by a phenomenological analysis shows that contradiction and ambivalence characterized the entire care episode. The threat of death overshadows everything and perforates the patient’s existence. Four inter-related constituents further elucidated the patients’ experiences: the confrontation with death, the encounter with forced dependency, an incomprehensible environment and the ambiguity of being an object of clinical vigilance but invisible at the personal level. Neglect of these issues lead to alienating ‘moments’ that compromised care. Fixed at the end of a one-eyed clinical gaze, patients described feeling marginalized, subjected to rituals of power, a stranger cared for by a stranger. The roar of technology silences the shifting needs of ill people, muffles the whispers of death and compromises the competence of the caregivers. This study challenges today’s caregiving system to develop double vision that would balance clinical competence with a holistic, integrated and comprehensive approach to care. Under such vision, subjectivity and objectivity would be equally honoured, and the broken bonds re-forged between techne, ‘the act of nursing’, and poesis, ‘the art of nursing’.

  • 4. Arman, Maria
    et al.
    Dahlberg, Karin
    Ekebergh, Margaretha
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    Teoretiska grunder för vårdande2015Bok (Övrigt vetenskapligt)
  • 5. Berglund, Mia
    et al.
    Ekebergh, Margaretha
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    Reflektion i lärande och vård: en utmaning för sjuksköterskan2015Bok (Övrigt vetenskapligt)
  • 6. Berglund, Mia
    et al.
    Sjögren, Reet
    Ekebergh, Margaretha
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Reflect and learn together: when two supervisors interact in the learning support process of nurse education2012Ingår i: Journal of Nursing Management, ISSN 0966-0429, E-ISSN 1365-2834, Vol. 20, nr 2, s. 152-158Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Aim  To describe the importance of supervisors working together in supporting the learning process of nurse students through reflective caring science supervision. Background  A supervision model has been developed in order to meet the need for interweaving theory and practice. The model is characterized by learning reflection in caring science. A unique aspect of the present project was that the student groups were led by a teacher and a nurse. Method  Data were collected through interviews with the supervisors. The analysis was performed with a phenomenological approach. Results  The results showed that theory and practice can be made more tangible and interwoven by using two supervisors in a dual supervision. The essential structure is built on the constituents ‘Reflection as Learning Support’, ‘Interweaving Caring Science with the Patient’s Narrative’, ‘The Student as a Learning Subject’ and ‘The Learning Environment of Supervision’. Conclusion  The study concludes that supervision in pairs provides unique possibilities for interweaving and developing theory and practice. Implications for nursing management  The supervision model offers unique opportunities for cooperation, for the development of theory and practice and for the development of the professional roll of nurses and teachers.

  • 7.
    Carlsson, Gunilla
    et al.
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Dahlberg, Karin
    Dahlberg, H
    Ekebergh, Margaretha
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Patients longing for authentic personal care: A phenomenological study of violent encounters in psychiatric settings2006Ingår i: Mental Health Nursing, ISSN 1353-0283, Vol. 27, nr 3, s. 287-305Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article focuses on patients' violence against caregivers. Several studies show that violence and threats within the health care setting are an increasing problem. Encounters that become violent have been the issue of many debates but the phenomenon is still not fully understood. It is important to understand the course of events in violent encounters, both for the sake of the patients and the caregivers' well-being. The aim of this study was to describe the essence of violent encounters, as experienced by nine patients within psychiatric care. Guided by a phenomenological method, data were analyzed within a reflective lifeworld approach. The findings explicate violent encounters characterized by a tension between “authentic personal” and “detached impersonal” caring. “Authentic personal” patients are encountered in an undisguised, straightforward, and open way, and they sense unrestricted respect that caregivers would show another human being. In these encounters violence does not develop well. However, in caring that is “detached impersonal,” the encounters are experienced by the patients as uncontrolled and insecure. These encounters are full of risks and potential violence.

  • 8. Dahlberg, Karin
    et al.
    Ekebergh, Margaretha
    To use a method without being ruled by it: Learning supported by drama in the integration of theory with healthcare Practice2008Ingår i: Indo-Pacific Journal of Phenomenology, ISSN 2079-7222, E-ISSN 1445-7377, Vol. 8, nr special edition, s. 1-20Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The study reported in this paper focused on nursing students' learning and, in particular, their integration of caring science in theory and practice. An educational model incorporating educational drama was developed for implementation in three different teaching contexts within the nursing and midwifery study programmes at a Swedish college. A central aim was to understand the dynamics of educational drama in the healthcare context and its impact on learning and teaching. Using a phenomenological approach, seventeen students and six teachers were interviewed and their experience of drama as an educational method explored. The research findings illustrate the meaning of learning and teaching that is sensitive to students' lifeworld experiences. In order to be a successful method for closing the gap between caring science theory and practice, not only the educational drama, but teaching in general, must be anchored in the lived world of the students - that is, their experiences of health and care. While embodied reflection, as a key factor in integrating theory and practice, was shown to be well supported by educational drama, it was also found that "the method" tends too readily to take over and govern teaching and learning. The findings of this study further indicate how learning in practice and embodied reflection can be supported by the inclusion of well-chosen caring science theory to cast light on caring practice dilemmas.

  • 9.
    Dahlberg, Karin
    et al.
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    Ekebergh, Margaretha
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    Ironside, P.M.
    Converging conversations from phenomenological pedagogies: Toward a science of health professions education2003Ingår i: Teaching the Practitioners of Care: New Pedagogies for the Health Professions, University of Wisconsin Press, 2003, s. 22-58Kapitel i bok, del av antologi (Refereegranskat)
  • 10.
    Ekebergh, Margaretha
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    A Learning Model for Nursing Students during Clinical Studies2011Ingår i: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 11, nr 6, s. 384-389Artikel i tidskrift (Refereegranskat)
    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.

  • 11.
    Ekebergh, Margaretha
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    Are you in control of the method or is the method in control of you?2005Ingår i: Nurse Educator, ISSN 0363-3624, E-ISSN 1538-9855, Vol. 30, nr 6, s. 259-262Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The starting point for this article is the concept that there is a risk in slavishly adhering to one particular method in nursing education. With this approach in mind, the aim was to examine the use of an educational model with drama in relation to Gadamer's idea of method, as well as to discuss the conditions for lifeworld dialogues in learning encounters.

  • 12.
    Ekebergh, Margaretha
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    Att lära sig vårda - med hjälp av reflexion och handledning2018 (uppl. 2:1)Bok (Övrigt vetenskapligt)
  • 13.
    Ekebergh, Margaretha
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Att lära sig vårda med hjälp av handledning2009Bok (Övrigt vetenskapligt)
    Abstract [sv]

    Den livsvärldsdidaktiska forskningen har fokus på hur lärandet kan optimeras med betoning på hur teoretisk praxisrelaterad kunskap kan sammanflätas med den lärandes livsvärld. Reflexionens betydelse i denna lärandeprocess är central i forskningen. Forskningen syftar till att utveckla lärandestöd, såsom handledning, som kan öka vårdstudenters och vårdares möjligheter att möta och förstå patientens värld. Detta är en grundförutsättning för god vård. Avsikten med denna bok, som bygger på resultat av just denna forskning, är att klargöra vad lärande innebär, dess villkor och förutsättningar men också hur lärande om och i vårdsammanhang kan stödjas ur ett livsvärldsdidaktiskt perspektiv. Nyckelfenomenen är reflexion och handledning.

  • 14.
    Ekebergh, Margaretha
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    Caritativ didaktik i patientnära kontexter: konsten att stödja lärandet på en vårdvetenskaplig grund2004Ingår i: Vårdvetenskapens didaktik, Caritativ didaktik i vårdandets tjänst, ISSN 0786-3578, Vol. 9, s. 101-113Artikel i tidskrift (Refereegranskat)
  • 15.
    Ekebergh, Margaretha
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Dedicated Educational Unit: A Scandinavian model2014Ingår i: Clinical Learning and Teaching Innovations in Nursing: Dedicated Education Unites Building a Better Future. / [ed] Kay Edgecombe, Margaret Bowden, Springer , 2014, s. 123-130Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    This chapter gives a Swedish perspective of the Dedicated Education Unit as a learning environment where caring and learning are united in ‘reflective tutoring’ at the University of Borås. The author discusses the overall purpose and structure of the Borås Dedicated Education Units, their scientific and philosophical bases and their focus on patient-centred student learning, reflection and research. She explains the key tutoring roles within the Borås Dedicated Educational Units, the lifeworld perspective of caring science that forms a frame of reference for learning and tutoring there and strategies that affirm and clarify the fundamental principle that caring and learning are parallel and common phenomena. She also describes the challenge for Borås Dedicated Education Units to focus on active patient care development through research, reflects on what is needed for successful tutoring, explains how Dedicated Education Units contain rich possibilities for concretising caring theory into practice and outlines six themes that characterise a Dedicated Education Unit from the students’ and tutors’ perspectives. The chapter concludes with the results of research evaluating the effectiveness of the DEUs as student clinical learning environments and suggests strategies for future development of the Borås Dedicated Education Units.

  • 16.
    Ekebergh, Margaretha
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    Developing a Didactic Method that Emphasizes Lifeworld as a basis for learning2007Rapport (Övrigt vetenskapligt)
    Abstract [en]

    The learning process for nursing students is characterised by the encounter between the student’s own lifeworld and scientific knowledge in theory and in practice. The aim is for the students to be able to gain sufficient knowledge so that they can understand the patient and the care context where the world of the patient is in focus. Didactics is needed in order to provide support for this meeting and create the conditions for a reflective process that strengthens the integration between the lifeworld and theoretical and practical knowledge. The purpose of the present project was to develop a supervision model which is able to meet these demands. Furthermore, we intended to develop a form of examination for the clinical training that makes it possible to assess the development of the student’s understanding of the patient’s own situation and needs. This project has been financially supported by the Council for the Renewal of Higher Education in Sweden.

  • 17.
    Ekebergh, Margaretha
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Developing a Didactic Method that Emphasizes Lifeworld as a Basis for Learning2009Ingår i: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 10, nr 1, s. 51-63Artikel i tidskrift (Refereegranskat)
  • 18.
    Ekebergh, Margaretha
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Developing a supervision model in clinical practice that emphasizes lifeworld as a basis for learning2010Konferensbidrag (Refereegranskat)
  • 19.
    Ekebergh, Margaretha
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Didaktik med livsvärlden som grund inom vård och omsorg2011Konferensbidrag (Refereegranskat)
  • 20. Ekebergh, Margaretha
    Didaktik med livsvärlden som grund inom vårdvetenskap2004Ingår i: Vårdforskning, ISSN 0786-3578, Vol. 9, s. 115-133Artikel i tidskrift (Refereegranskat)
  • 21.
    Ekebergh, Margaretha
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    En grundstruktur med tre didaktiska teser för vårdvetenskapens didaktik2004Ingår i: Vårdforskning, ISSN 0786-3578, Vol. 9, s. 85-99Artikel i tidskrift (Refereegranskat)
  • 22.
    Ekebergh, Margaretha
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    Handledning i yrkesmässig växt i sjuksköterskeutbildningen1998Ingår i: HYV – Handledning i yrkesmässig växt inom vården / [ed] Karin Dahlberg, Lund: Studentlitteratur , 1998Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 23. Ekebergh, Margaretha
    Handledning som ett vårddidaktiskt redskap i personlig: och yrkesmässig växt i sjuksköterskeutbildningen2000Konferensbidrag (Refereegranskat)
  • 24.
    Ekebergh, Margaretha
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    Hur kan ”konsten att förstå patientens värld ” integreras i vården?2017Ingår i: Vägen till patientens värld och personcentrerad vård: att bli lyssnad på och förstådd / [ed] Dahlberg, K. & Ekman, I, Stockholm: Liber, 2017, s. 291-316Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 25.
    Ekebergh, Margaretha
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    Learning Caring Science Theory in Nursing Education2007Ingår i: Nursing Education Challenges in the 21st Century / [ed] Leana E Callara, New Jersey: Nova Science Publishers, Inc , 2007, s. 295-308Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 26.
    Ekebergh, Margaretha
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    Lifeworld based learning and reflection2004Konferensbidrag (Refereegranskat)
  • 27.
    Ekebergh, Margaretha
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    Lifeworld-based reflection and learning: a contribution to the reflective practice in nursing and nursing education2007Ingår i: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 8, nr 3, s. 331-343Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article illustrates the significance of reflection in nursing and nursing education. In this context reflection is often used as a method that has its roots in Schön's theory of developing knowledge in action through reflection. This approach to reflection is investigated by using the lifeworld theory. Three aspects are used to comprehend the meaning of reflection; the natural attitude, the reflective attitude and the open-minded attitude. These lead us to an understanding that reflection may never be objectified or reduced to a separate process. The article thus strongly refutes the idea that reflection has a technological function in relation to the learning of nursing and caring science knowledge. Describing reflection merely as an educational method or tool is, on this understanding, considered insufficient. A lifeworld perspective allows a new and deeper understanding of the role of reflection in nursing students' learning processes and also in students' abilities to integrate caring science theory with caring practice. This new understanding may have considerable implications for changes in nursing education.

  • 28.
    Ekebergh, Margaretha
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Livsvärldsdidaktik på vårdvetenskaplig grund i sjuksköterske- och specialistutbildningar: utveckling av en handledningsmodell2009Rapport (Övrigt vetenskapligt)
  • 29. Ekebergh, Margaretha
    Livsvärldspedagogik i sjuksköterskeutbildningen och specialistutbildningen- utveckling av en didaktisk metod som bejakar livsvärlden som grund i lärandet2008Konferensbidrag (Refereegranskat)
  • 30.
    Ekebergh, Margaretha
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    Omvårdnadsdokumentationens referensram1996Ingår i: Konsten att dokumentera omvårdnad / [ed] Karin Dahlberg, Lund: Studentlitteratur , 1996Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 31. Ekebergh, Margaretha
    Reflection as a tool to integrate theory and practice1999Konferensbidrag (Refereegranskat)
  • 32.
    Ekebergh, Margaretha
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    Reflection as learning from a lifeworld perspective2002Konferensbidrag (Refereegranskat)
  • 33. Ekebergh, Margaretha
    Supervision as nursing education tool for personal and professional growth1999Konferensbidrag (Refereegranskat)
  • 34.
    Ekebergh, Margaretha
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    The art of practicing a method without being directed by the method2003Konferensbidrag (Refereegranskat)
  • 35.
    Ekebergh, Margaretha
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    The challange to enable the path from theory to parctice on the basis of a lifeworld perrspective in nursing education2008Konferensbidrag (Refereegranskat)
  • 36.
    Ekebergh, Margaretha
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    Tillämpning av vårdvetenskapliga begrepp i vårdandet.2012Ingår i: Vårdvetenskapliga begrepp i teori och praktik. / [ed] I L.Wiklund Gustin & I. Bergbom(red)., Lund: Studentlitteratur AB, 2012, 1, s. 487-502Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 37.
    Ekebergh, Margaretha
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    Utveckling av ett dokumentationsinstrument för omvårdnad inom somatisk länssjukvård1996Ingår i: Konsten att dokumentera omvårdnad / [ed] Karin Dahlberg, Lund: Studentlitteratur , 1996Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 38.
    Ekebergh, Margaretha
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    Vårdvetenskapens didaktik2008Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Parallellt med uppbyggnaden av den vårdvetenskapliga forskarutbildningen vid Växjö universitet har utveckling och forskning av didaktiken inom vårdvetenskapen pågått. Med vårdvetenskaplig didaktik, avses lärandestöd i vårdkontexter i såväl utbildningar som kliniska verksamheter. Mer preciserat handlar det om hur lärandet kan stödjas för att optimera möjligheterna att stödja patienters hälsoprocesser i vårdandet. Av detta följer att vårdvetenskapens didaktik som kunskapsområde inbegriper lärandestöd för vårdstuderande av alla slag samt vårdpersonal, men också för patienter och deras närstående. I föreliggande sammanställning används främst begreppet student för den lärande, beroende på att den didaktik som här beskrivs härleds företrädesvis från vårdvetenskapliga utbildningssammanhang, så som sjuksköterskeutbildning.

  • 39.
    Ekebergh, Margaretha
    et al.
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    Andersson, Niklas
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    Eskilsson, Camilla
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    Intertwining of caring and learning in care practices supported by a didactic approach2018Ingår i: Nurse Education in Practice, ISSN 1471-5953, Vol. 31, nr July, s. 95-100Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper highlights how caring and learning interact and become an intertwined phenomenon. The analysis of the research findings from two studies, in which the interaction between caring and learning in two educational units was investigated, has been guided by a Reflective Lifeworld Research approach grounded in a lifeworld-oriented phenomenology. The analysis procedure was concluded in a synthesis of the interaction between caring and learning in a Dedicated Educational Unit (DEU) and a didactic method inspired by a lifeworld educational perspective has been developed.

    The results show that through trust and genuine meetings between patients and students caring and learning can converge and be intertwined. Both students and patients take an active role in the health process as well as the learning process. In order to achieve an intertwining process qualified supervision, care managers who take responsibility for a caring and learning environment and a consensus between the nursing school and the healthcare organization is required.

    The didactic method that can support the intertwining of caring and learning consists of three themes; genuine meetings, sensitivity for the patient's story and reflection in interaction. These themes are tools for the supervision.

  • 40.
    Ekebergh, Margaretha
    et al.
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Dahlberg, Karin
    Lepp, Margret
    Reflekterande handledning med dramapedagogik: en metod för integrering av vårdvetenskap i teori med vård303 praxis2004Rapport (Övrigt vetenskapligt)
  • 41.
    Ekebergh, Margaretha
    et al.
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Eskilsson, Camilla
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Carlsson, Gunilla
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Hörberg, Ulrica
    Caring and learning as intertwined- an educational curriculum challenge2014Konferensbidrag (Refereegranskat)
    Abstract [en]

    Background Caring and learning in clinical educational contexts is characterized by an encounter between lived experiences of the patient and the student’s knowledge and understanding. In other words, it is an encounter between two lifeworlds, which has the potential to create a fruitful tension to develop deep knowledge about the patient’s world that can give direction for practice. We will argue that a particular kind of Caring science knowledge becomes an important tool to support this caring and learning process where the goal is to intertwine lived experiences of health and illness with professional knowing and scientific knowledge. From this perspective is even caring and learning an intertwined phenomenon, and it is this intertwining that enables lifeworld led care. Aim This paper presents a study that illustrate how caring and learning is intertwined from the students’ view in an educational clinical context. Method/design 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). Result The result shows that the essential meaning of the intertwined phenomenon 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 On the basis of this study a challenge to the curriculum is presented, that is, to develop didactics and supervision models that use a holistic approach and adopt a reflective attitude upon caring and learning as intertwined and not separated.

  • 42.
    Ekebergh, Margaretha
    et al.
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Horberg, Ulrica
    Carlsson, Gunilla
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Lindberg, Elisabeth
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Eskilsson, Camilla
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Holst, Hanna
    Andersson, Niklas
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    The Encounter between Caring Sciences and the Lifeworld: The Art of Making Knowledge Alive and Embodied2012Konferensbidrag (Refereegranskat)
    Abstract [en]

    Scientific knowledge is characterized by abstract descriptions and structures, which are not identical to the lived reality. Scientific knowledge cannot directly be applied on the lived existence, without being transformed and adjusted to the individual’s very complex lifeworld. Learning in caring contexts is an encounter between the scientific knowledge of caring and the learner’s lifeworld. This encounter needs a support that has the potential to bring caring science to life and to start an intertwining process with the lifeworld that creates embodied knowledge. Lifeworld didactics are built on an approach about learning as an individual process and that learning takes its point of departure in the learner’s previous experiences, which accompanies the learning process. The challenges within lifeworld didactics are to be open and sensitive to the learner’s lifeworld and with tact support the development of a reflective attitude in the learning process. Lifeworld didactics strategies are of crucial importance in different caring contexts. This symposium presents three lifeworld led phenomenological research projects that have focused on acquiring caring science knowledge in caring contexts, more precisely it is the encounter between caring science and the lifeworld. The research is within the framework of lifeworld didactics, but the three projects each have a special focus.

  • 43.
    Ekebergh, Margaretha
    et al.
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Hörberg, Ulrica
    Carlsson, Gunilla
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Lindberg, Elisabeth
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Eskilsson, Camilla
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Andersson, Niklas
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Holst, Hanna
    The encounter between Caring Science and the Lifeworld2012Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Scientific knowledge is characterized by abstract descriptions and structures which are not identical to the lived reality. Scientific knowledge cannot directly be applied on the lived existence, without being transformed and adjusted to the individual’s very complex lifeworld. Learning in caring contexts is an encounter between the scientific knowledge of caring and the learner’s lifeworld. This encounter needs a support that has the potential to bring caring science to life and to start an intertwining process with the lifeworld that creates embodied knowledge. Lifeworld didactics are built on an approach about learning as an individual process and that learning takes its point of departure in the learner’s previous experiences, which accompanies the learning process. The challenges within lifeworld didactics is to be open and sensitive to the learner’s lifeworld and with tact support the development of a reflective attitude in the learning process. Lifeworld didactics strategies are of crucial importance in different caring contexts. This paper presents three lifeworld led phenomenological research projects that have focused on acquiring caring science knowledge in caring contexts, more precisely it is the encounter between caring science and the lifeworld. The research is within the framework of lifeworld didactics, but the three projects each have a special focus. The first illustrates how the learning and caring processes merge and become an intertwined phenomenon in nursing students’ learning. The research is carried out in Dedicated Educational Units (DEU), within psychiatric and orthopedic care. Three perspectives are illustrated in the project; that of the students, the supervisors and the patients. The overall aim is to develop a supervision model that has the potential to support the students’ learning processes as well as the patients’ caring processes. The second illustrates how the concepts ‘patient perspective’ and ‘patient participation’ can be implemented in a clinical setting for elderly patients in order to improve the quality of care. This project is inspired by Participatory Action Research and is built on collaboration between the university and the health care services. The aim is to develop reflective educational material in terms of filmed drama episodes, based on the result of two studies about elderly patients’ participation in team meetings. The third illustrates the perspective of lifeworld didactics in two phenomenological studies that focus on Students` learning in an encounter with patients and Students` learning on the way to becoming professional - supported by supervision in pairs of students. The findings show patterns of essential meanings that have specific significance in the art of supporting students` learning in clinical education. These are; the significance of responsibility, its extent and shape in relation to the supervisor’s ability to adopt a reflective supervising attitude and to be supportive enough but at the same time to not assume the responsibility. The learning process shows to be a challenge for students, where safety in pairs of students has a great significance when coping with the challenge to learn and develop.

  • 44.
    Ekebergh, Margaretha
    et al.
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Karlsson, Ann-Christin
    Larsson Mauléon, Annika
    Almerud Österberg, Sofia
    An intraoperative caring model: the ’awake’ patient’s need for a genuine caring encounter2013Ingår i: Clinical Nursing Studies, ISSN 2324-7940, E-ISSN 2324-7959, Vol. 1, nr 4, s. 23-35Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Anaesthesia nursing care during regional anaesthesia is characterized by the encounter between the ‘awake’ patient’s own lifeworld and the nurse anaesthetist’s knowledge in theory and in practice. This study aims to present an intraoperative caring model from the patient’s perspective that will facilitate nurse anaesthetists’ (NA) practice to enhance and support the ‘awake’ patient’s intraoperative well-being during surgery under regional anaesthesia. The model is underpinned by a synthesis based on interviews with patients, a philosophical reflection using Merleau-Ponty’s philosophy, and video recordings from orthopaedic surgeries under regional anaesthesia. The model can be used as a tool to encounter awake patients’ existential needs in the intraoperative situation and to further enlighten NAs about the possible impact of their proximity, interaction and communication behaviour in the delivery of intraoperative nursing care. The model can help NAs to access, understand and learn through lived experiences, thereby deepening their professional caring skills. The model is a way to get research knowledge ready for use by NAs to reflect on what gaps need to be filled between what nurses know (research) and do (practice).

  • 45.
    Ekebergh, Margaretha
    et al.
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Karlsson, Ann-Christin
    Larsson Mauléon, Annika
    Almerud Österberg, Sofia
    Patient-nurse anesthetist interaction during regional anesthesia and surgery based on video recordings2013Ingår i: Journal of Perianesthesia Nursing, ISSN 1089-9472, E-ISSN 1532-8473, Vol. 28, nr 5, s. 260-270Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Purpose The purpose of this study was to interpret and describe the patient-nurse anesthetist (NA) interaction during regional anesthesia. Design Video recordings conducted during orthopedic surgery at a surgical clinic in Sweden formed the basis for the study, in which three patients and three NAs participated. Methods A hermeneutic analysis was conducted on the data. Finding The findings of the analysis demonstrated that the NA was in either “present” presence or “absent” presence in the awake patient's visual field during surgery. The NA's professional actions at times dominated the patient's existential being in the intraoperative situation. The findings conveyed insights about the patient-NA interaction that open up possibilities for nurses to understand and reflect upon their own practice in an expanded way. Conclusions Using video recordings for reflections enables development of professional skills that positively influence the care quality for patients during regional anesthesia.

  • 46.
    Ekebergh, Margaretha
    et al.
    Högskolan i Borås, Akademin för vård, arbetsliv och välfärd.
    Lepp, Margret
    Dahlberg, Karin
    Reflective learning with Drama in Nursing Education: a Swedish attempt to overcome the theory praxis gap2004Ingår i: Nurse Education Today, ISSN 0260-6917, E-ISSN 1532-2793, Vol. 24, nr 8, s. 622-628Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    It is obvious that the gap between theory and praxis in nursing education affects the students’ ability to develop understanding and professional knowledge that stems both from theory and practice. Appropriate didactic methods are thus needed in nursing education. In a project we developed and practised a didactic model with the intention of encouraging a reflective attitude within the student, considering caring science in theory as well as in praxis. The didactic model, based on educational drama, was implemented during three terms of the nursing education programme. In this paper we present the educational model and its theoretical foundation. We also present the preliminary outcomes of the project.

  • 47.
    Ekebergh, Margaretha
    et al.
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Määttä, Sylvia
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Lärandet på en utbildningsvårdavdelning: att sammanbinda vårdvetenskaplig teori med vårdpraxis2005Rapport (Övrigt vetenskapligt)
  • 48. Ekebergh, Margaretha
    et al.
    Petersson, B-O
    Developing a didactic method that emphasises lifeworld as a basis for learning2005Konferensbidrag (Refereegranskat)
  • 49.
    Ekebergh, Margaretha
    et al.
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Petersson, B-O
    Developing a didactic method that links the student’s lifeworld with caring science in theory and practice2006Ingår i: 4th International Research and Development Conference, Theory and Practice in nursing Education, County of Aarhus, DenmarkArtikel i tidskrift (Refereegranskat)
  • 50.
    Ekebergh, Margaretha
    et al.
    Högskolan i Borås, Institutionen för Vårdvetenskap.
    Petersson, B-O
    Developing a didactic method that links the student’s lifeworld with caring science in theory and practice2005Konferensbidrag (Refereegranskat)
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