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The experiences of supporting learning in pairs of nursing students in clinical practice
Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.
Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.
Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.ORCID iD: 0000-0002-3164-8681
Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.ORCID iD: 0000-0002-8115-5359
2017 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 26, no September, 6-11 p.Article in journal (Refereed) Published
Abstract [en]

The purpose of this study is to describe how supervisors experience supporting nursing students' learning in pairs on a Developing and Learning Care Unit in Sweden. The present study has been carried out with a Reflective Lifeworld Research (RLR) approach founded on phenomenology. A total of 25 lifeworld interviews were conducted with supervisors who had supervised pairs of students. The findings reveal how supervisors support students' learning in pairs through a reflective approach creating learning space in the encounter with patients, students and supervisors. Supervisors experience a movement that resembles balancing between providing support in learning together and individual learning. The findings also highlight the challenge in supporting both the pairs of students and being present in the reality of caring. In conclusion, the learning space has the potential of creating a relative level of independency in the interaction between pairs of students and their supervisor when the supervisor strives towards a reflective approach.

Place, publisher, year, edition, pages
Elsevier, 2017. Vol. 26, no September, 6-11 p.
Keyword [en]
Learning, Supervision, Pairs of students, Nurse education, Lifeworld, Phenomenology
National Category
Other Health Sciences
Research subject
Health and Caring Sciences, Caring Science
Identifiers
URN: urn:nbn:se:lnu:diva-65709DOI: 10.1016/j.nepr.2017.06.002ISI: 000412249800003PubMedID: 28646680OAI: oai:DiVA.org:lnu-65709DiVA: diva2:1113307
Available from: 2017-06-21 Created: 2017-06-21 Last updated: 2017-11-01Bibliographically approved
In thesis
1. Det lärande utrymmet: lärande och vårdande möten mellan patienter, studentpar och handledare vid Utvecklande och Lärande Vårdenheter
Open this publication in new window or tab >>Det lärande utrymmet: lärande och vårdande möten mellan patienter, studentpar och handledare vid Utvecklande och Lärande Vårdenheter
2017 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Aim: The overall aim is to create knowledge about how nursing students’ learning in pairs can be supported in order to create prerequisites for encounters that provide caring and learning support during clinical practice.

Approach and method: A reflective lifeworld research (RLR) approach founded on the epistemology of phenomenology and hermeneutics was used. Based on interviews, diary entries and observations with patients, students and supervisors, descriptive and interpretive analysis in accordance with the RLR approach was performed.

Main findings: Students’ learning in pairs is based on encountering and caring for the patients together. The responsibility of caring for the patients, which is given to the students by their supervisors, is based on supportive relationships that are characterized by movements between independence and cooperation. Supporting students learning in pairs is characterized by a reflective approach focusing on learning in togetherness, where the individual student is also reached and seen, providing opportunities for developing important abilities for learning and caring. Depending on the ability to show respect and to take responsibility a more or less supportive relationship between the patients, the students and the supervisors is created within the learning space.

Conclusions: Supporting students’ learning in pairs is complex due to it taking place in a caring context, where respect must be given towards the patients, the students, the supervisors and other participants who are closely connected to the learning space. Since learning in pairs affects and interweaves learning and caring environments, a reduction to either one of them, learning or caring, is not possible but instead the learning space must be understood as a whole. Optimal conditions for learning in pairs are based on dynamic movements, which require a reflective supervising approach. If these conditions are missing, there is a risk of creating both fragmented caring and learning, where the patients ́ vulnerability and safety needs to be taken into account.

Keywords: caring science; clinical practice; learning space; learning support; pairs of nursing students; reflective lifeworld approach 

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2017. 73 p.
Series
Linnaeus University Dissertations, 291/2017
Keyword
caring science; clinical practice; learning space; learning support; pairs of nursing students; reflective lifeworld approach, vårdvetenskap, verksamhetsförlagd utbildning, lärande utrymme, lärande stöd, par av sjuksköterskestudenter, reflekterande livsvärldsforskning
National Category
Nursing
Research subject
Health and Caring Sciences, Caring Science
Identifiers
urn:nbn:se:lnu:diva-67723 (URN)978-91-88357-83-0 (ISBN)
Public defence
2017-09-15, Wicksell, Hus K, Växjö, 10:30 (Swedish)
Opponent
Supervisors
Available from: 2017-09-05 Created: 2017-09-04 Last updated: 2017-09-05Bibliographically approved

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Holst, HannaOzolins, Lise-LotteBrunt, DavidHörberg, Ulrica

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