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The experiences of patients receiving care from nursing students at a Dedicated Education Unit: A phenomenological study
Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences. University of Borås. (Lifeworld Centre for Health, Care and Learning)ORCID iD: 0000-0003-4881-572X
University of Borås.
University of Borås.
Linnaeus University, Faculty of Health and Life Sciences, Department of Health and Caring Sciences. (Lifeworld Centre for Health, Care and Learning)ORCID iD: 0000-0002-8115-5359
2015 (English)In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 15, no 5, p. 353-358Article in journal (Refereed) Published
Abstract [en]

The purpose of this study is to describe how patients perceive being cared for by student nurses, in a clinical context in the form of a Dedicated Education Unit (DEU). The study has been performed with a Reflective Lifeworld Research (RLR) approach grounded in phenomenology. Lifeworld interviews were conducted with patients who had received care from student nurses on an orthopaedic dedicated education unit (DEU) and data have been analysed for meanings. The findings reveal how patients experience to be carried along as a part of the students' learning process. This is described in more detail via the constituents: a mutual invitation to participe, the importance of genuine encounters, and essential support. Patients experience both a stable and a less stable care in a learning environment and it is thus essential for them to be invited to be a part of both the students’ learning process and their own health process. The findings also highlight the key role of the supervisors for patients’ sense of security. Finally there are indications that concepts such as DEU with a lifeworld-led didactic, based on reflection on both the patients’ stories and the students’ experiences, can create learning environments that support patients’ health processes and also students’ learning processes.

Place, publisher, year, edition, pages
Elsevier, 2015. Vol. 15, no 5, p. 353-358
Keywords [en]
Patient, caring, learning, Dedicated education unit (DEU), Lifeworld
National Category
Nursing
Research subject
Health and Caring Sciences, Caring Science
Identifiers
URN: urn:nbn:se:lnu:diva-42673DOI: 10.1016/j.nepr.2015.04.001ISI: 000361868300004PubMedID: 25913170Scopus ID: 2-s2.0-84941809749OAI: oai:DiVA.org:lnu-42673DiVA, id: diva2:805897
Available from: 2015-04-16 Created: 2015-04-16 Last updated: 2017-12-04Bibliographically 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. p. 77
Series
Linnaeus University Dissertations ; 241/2016
Keywords
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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Eskilsson, CamillaEkebergh, MargarethaHörberg, Ulrica

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