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Caring and learning intertwined in supervision 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.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
University of Borås.
University of Borås.
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2015 (English)In: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103, Vol. 16, no 6, 753-764 p.Article in journal (Refereed) Published
Abstract [en]

Supervising student nurses in clinical praxis entails dealing with both caring and learning aspects. There is a dearth of research focusing on both the caring and learning aspects in supervision. The present study describes how caring and learning is intertwined in supervision. The study was performed with a Reflective Lifeworld Research approach and analyzed phenomenologically for meanings. Eight interviews were conducted with supervisors on an orthopedic-dedicated education unit. The findings reveal how supervisors constantly move in order to be either close to or standing back, adjusting to the students’ and the patients’ needs. This is described in more detail via the constituents: handling responsibility in constant movement, participating in a new and different way, coexisting with students creates meaning and development. The findings show that a reflective attitude in supervision, clear structure for daily activities, and a lifeworld-led didactics can promote a learning and caring environment. Supervisors’ demanding task requires pauses in order to maintain motivation among supervisors. A mutual link between supervisors, students and patients is crucial in order to create an environment where caring and learning are intertwined.

Place, publisher, year, edition, pages
Taylor & Francis, 2015. Vol. 16, no 6, 753-764 p.
Keyword [en]
supervisor, caring, dedicated education unit, lifeworld, phenomenology
National Category
Didactics Nursing Pedagogy
Research subject
Health and Caring Sciences, Caring Science
Identifiers
URN: urn:nbn:se:lnu:diva-47609DOI: 10.1080/14623943.2015.1095726ISI: 000365611200004OAI: oai:DiVA.org:lnu-47609DiVA: diva2:874390
Available from: 2015-11-26 Created: 2015-11-26 Last updated: 2017-02-17Bibliographically 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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