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Ways of intertwining caring and learning: supporting an embodied understanding of how patients can be cared for within an existential framework
Högskolan Borås.
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
University of Hull.
2013 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

To support care for patients in an adequate way, Caring science theory and nursing practice need to be intertwined to bridge problematic dualisms such as mind and body, sense and sensibility, theory and practice, learning and caring. The overall aim in caring is to support wellbeing and to strengthen health and how this is achieved has been discussed extensively. However ways of overcoming such dualistic understandings are needed to pave the way for a care that is up to the task of responding to human possibilities and vulnerabilities within the complexity of existence.

In supporting patients, we argue that a range of aspects, inter-relational, intellectual, emotional and embodied need to be evoked and reflected upon by students as a beginning foundation for the incorporation of, and the intertwining of Caring science theory and practice. This intertwining draws on knowledge for ‘the head’, ‘the heart’, ‘the hand’ (Galvin & Todres, 2013) and can develop and support a particular sensibility and sensitivity both of which are needed within clinical and learning contexts.

In this presentation we will show the importance of a solid theoretical foundation drawn from Husserl’s lifeworld theory and theory of intentionality, Merleau-Ponty’s later philosophy concerning how everything is intertwined in existence, as well as Gadamer’s ideas about shared understandings and Gendlin’s work on embodied relational understanding. While we have drawn from all these phenomenological perspectives, we will show how they serve as a coherent direction for overcoming the dualistic consequences of ‘splits’ such as, between human and world, illness and well-being , caring and technology, learning and caring, youth and old age, life and death and so on (Dahlberg et al., 2009).

Such existential ways of understanding and well considered ‘didactic tools’ are needed to support this concern. We will share a number of illustrations from the lifeworld led care and education theme within EACS to contribute to such developments:

  • Embodied interpretations shared as poems (Galvin & Todres, 2011)
  • Using films to support the understanding of Caring science theory and practice (Hörberg, Ozolins & Ekebergh, 2011; Hörberg & Ozolins, 2012)
  • Learning through students’ creating poems from their responses to film (Hörberg, Ozolins & Galvin)
  • The intertwining of caring and learning in clinical settings illustrated through two examples: firstly, a ‘developing and learning care unit’ (Ekebergh, 2009, 2011; Holst & Hörberg, 2012, 2013) and secondly, as a student led health clinic (Ozolins & Elmqvist & Hörberg, 2013) both supported by structures specifically from the lifeworld perspective.

This paper could serve reflection on how to integrate Caring science theory with practice in order to develop new curricula and practice to take care of the pending dualisms and other obscuring influences, such as 21st century organisational structures and demands that are problematic in research, learning and caring.

Place, publisher, year, edition, pages
2013.
National Category
Nursing
Research subject
Health and Caring Sciences, Caring Science
Identifiers
URN: urn:nbn:se:lnu:diva-30673OAI: oai:DiVA.org:lnu-30673DiVA: diva2:666428
Conference
European Academy of Caring Science Conference, Aarhus, Denmark, April 10, 2013
Available from: 2013-11-22 Created: 2013-11-22 Last updated: 2015-03-05Bibliographically approved

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Ekebergh, MargarethaOzolins, Lise-LotteHörberg, Ulrica

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
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Language
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Output format
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