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Students learning in clinical practice, supervised inpairs of students: a phenomenological study (Open Access)
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: 0000-0002-8115-5359
2013 (Swedish)In: Journal of Nursing Education and Practice, ISSN 1925-4040, E-ISSN 1925-4059, Vol. 3, no 8, 113-124 p.Article in journal (Refereed) Published
Abstract [en]

Background: Clinical studies have an important position in Nursing Education, it is thus important to develop the learning strategies of students in order to facilitate their learning process during the clinical practice. The aim of the study is to describe the process of students’ learning towards their profession, when supported by supervision in pairs.

Methods: Data has been collected through interviews of students during their clinical studies. The study has been carried out with a Reflective Lifeworld Research (RLR) approach founded on phenomenological traditions. The clinical settings are based on the model of the Developing and Learning Care Unit that has a structure that supports students in their learning towards becoming nurses.

Results: Results show that structured supervision is favourable for students learning, where pair of students, space and time play a significant role. The results are illustrated in following themes: The significance of responsibility for learning, the strength and sensitivity in pairs of students, the focus on doing, the significance of the attitude of the supervisor, the vulnerability and potential of the learning environment and Reflection as a possibility and a pre-requisite.

Conclusions: The study shows that the conduct of supervising in pair of students is of great importance for students’ learning and it is thus important to develop a reflective supervising approach and also knowledge of how to support students’ learning.

Place, publisher, year, edition, pages
2013. Vol. 3, no 8, 113-124 p.
National Category
Other Health Sciences
Research subject
Health and Caring Sciences, Caring Science
Identifiers
URN: urn:nbn:se:lnu:diva-24038DOI: 10.5430/jnep.v3n8p113OAI: oai:DiVA.org:lnu-24038DiVA: diva2:602939
Available from: 2013-02-04 Created: 2013-02-04 Last updated: 2017-12-06Bibliographically 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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