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Student nurses’ experiences of how caring andlearning is intertwined: A phenomenological study
Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.ORCID iD: 0000-0003-4881-572X
Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences.ORCID iD: 0000-0002-8115-5359
Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences. Högskolan i Borås.
Högskolan i Borås.
2014 (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 andreflection connected to caring and learning. In addition there are studies that propose the concept of learning and caring asintertwined. 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 atmospherefilled with appealing challenges, but has to be sensitive to the students’ readiness. The atmosphere depends on their senseof security and how they experience confirming and affirming responses. Encountering the patient means that the studentscan 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 asintertwined and not separated. A dualistic approach could harm the students’ aim to get the knowledge embodied. Thisholistic perspective requires a reflective attitude on caring and learning and has to be further developed in the didactics andsupervision.

Place, publisher, year, edition, pages
Sciedu Press , 2014. Vol. 4, no 2, 82-93 p.
Keyword [en]
Caring, Learning, Student nurse, Experience, Dedicated education unit, Lifeworld, Didactic, Phenomenological
National Category
Other Health Sciences
Research subject
Health and Caring Sciences, Caring Science
Identifiers
URN: urn:nbn:se:lnu:diva-29614DOI: 10.5430/jnep.v4n2p82OAI: oai:DiVA.org:lnu-29614DiVA: diva2:656502
Available from: 2013-10-16 Created: 2013-10-16 Last updated: 2017-12-06Bibliographically approved
In thesis
1. Vårdande och lärande sammanflätas i genuina möten: erfarenheter, förutsättningar och ansvar på utbildningsvårdavdelning
Open this publication in new window or tab >>Vårdande och lärande sammanflätas i genuina möten: erfarenheter, förutsättningar och ansvar på utbildningsvårdavdelning
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 as an intertwining phenomenon at a Dedicated Education Unit and how it can be developed.

Approach and method

A lifeworld approach, based on the phenomenological philosophies foremost derived from Husserl and Merleau-Ponty was used and carried out in lifeworld interviews and with meaning-oriented analysis in accordance with reflective lifeworld research. The participants were: 13 student nurses (study I), 11 patients (study II), 8 supervisors (study III) all from the same DEU in orthopedic care and 10 managers from various DEUs (study IV).

Main findings

Intertwined caring and learning is most evident in genuine encounters between students and patients, supported by supervisors and managers. The intertwining is created in appealing challenges where students feel safe and ready. In the encounter with the patient 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 genuine and a new dimension in nursing care. These encounters are characterized by closeness, thoroughness, accessibility, acknowledgement and sensitivity. When the encounter is less genuine, supervisors constitute an essential support for stabilizing the care.  Supervisors constantly move in order to either stay close to or stand back, adjusting to the students’ and patients’ needs. Their demanding task as reflective supervisors requires pauses in order to maintain motivation. The managers’ daily struggle in a stressful and challenging reality is influenced by them either having or taking responsibility. Differences in approaches are shown in terms of more or less involvement and commitment in caring environment and educational issues. 

Conclusions

Genuine encounters are characterized by the core of both caring and learning and will thereby benefit both the students and the patients. Identifying and supporting genuine encounters is necessary for students, supervisors and managers. It is time to find ways to develop a unified view of how caring and learning can be intertwined. 

Place, publisher, year, edition, pages
Växjö: Linnaeus University Press, 2016. 77 p.
Series
Linnaeus University Dissertations, 241/2016
Keyword
Caring, learning, reflective lifeworld research, genuine encounter, dedicated education unit, phenomenology. lifeworld-led didactics
National Category
Nursing
Research subject
Health and Caring Sciences, Caring Science
Identifiers
urn:nbn:se:lnu:diva-49776 (URN)978-91-87925-99-3 (ISBN)
Public defence
2016-03-04, Sparbankssalen, Högskolan i Borås, Allégatan 1, Borås, 13:00 (Swedish)
Opponent
Supervisors
Available from: 2016-02-17 Created: 2016-02-15 Last updated: 2016-11-18Bibliographically approved

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Publisher's full texthttp://dx.doi.org/10.5430/jnep.v4n2p82

Authority records BETA

Eskilsson, CamillaHörberg, UlricaEkebergh, Margaretha

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