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Students ’ learning in an encounter with patients – supervised in pairs of students
Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Health and Caring Sciences. (HVL)
Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Health and Caring Sciences. (HVL)ORCID iD: 0000-0002-8115-5359
2012 (English)In: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 13, no 5, 693-708 p.Article in journal (Refereed) Published
Abstract [en]

Caring science didactics is the framework of a supervision model that includes students learning process, from a lifeworld perspective, in an encounter with patients, supported by supervision in pair of students. A challenge in nursing education is to bridge the gap between theory and praxis. Reflection and a model for learning and supervision enable students to learn in meeting patients and to get a deeper understanding of their lifeworld. The aim of this study was to describe the learning process of students, in an encounter with a patient, when supported by supervision given to pair of students. Data were collected through interviews and diary entries, interviews in pair of students, and diary entries in private. The analysis was based on reflective lifeworld research approach, founded on phenomenology. Results show that security and insecurity in pair of students, environmental conditions and attitude of health care professionals have influence on students’ learning process. Meeting patients is described as important for the student learning process, but also as indiscernible and that supervised reflection serves to bridge the gap between theoretical and practical knowledge. Structured supervision is shown to be supportive for nursing students when developing in their learning process.

Keywords: caring science; learning; lifeworld; nursing students; phenomenology; reflection

Place, publisher, year, edition, pages
Taylor & Francis, 2012. Vol. 13, no 5, 693-708 p.
National Category
Nursing
Research subject
Health and Caring Sciences, Caring Science
Identifiers
URN: urn:nbn:se:lnu:diva-19718DOI: 10.1080/14623943.2012.670623Scopus ID: 2-s2.0-84866725593OAI: oai:DiVA.org:lnu-19718DiVA: diva2:532329
Available from: 2012-06-11 Created: 2012-06-11 Last updated: 2017-12-07Bibliographically 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, HannaHörberg, Ulrica

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