Student nurses’ experiences of how caring and learning is intertwined – A phenomenological study

Eskilsson, Camilla; Hörberg, Ulrica; Ekebergh, Margaretha; Carlsson, Gunilla

doi:10.5430/jnep.v4n2p82

Cited by 14 publications

(30 citation statements)

References 32 publications

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“…Nursing students experience the learning environment at a DEU as challenging because of the expectations of intertwining theory in practice (Edgecombe & Bowden, 2009; Eskilsson, Hörberg, Ekebergh, & Carlsson, 2014). At the same time, the nursing students experience a potential for developing when learning at DEUs (Grealish & Ranse, 2009; Moscato, Miller, Logsdon, Weinberg, & Chorpenning, 2007; Ranse & Grealish, 2007; Wotton & Gonda, 2004) both in reaching the goal for their course and in developing their nursing skills in the encounters with the patients (Aston & Molassiotis, 2003; Edgecombe & Bowden, 2009; Stone, Cooper, & Cant, 2013).…”

Section: Introductionmentioning

confidence: 99%

The learning space—interpersonal interactions between nursing students, patients, and supervisors at developing and learning care units

Holst

Ozolins

Brunt

et al. 2017

International Journal of Qualitative Studies on Health and Well

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Purpose: Previous research shows that the learning space is significant for students’ learning in pairs in clinical practice but does not explain the meaning of the phenomenon. The aim of this study is thus to explain and understand the learning space that occurs in the interaction between the patients, the pairs of nursing students, and the supervisors on a developing and learning care unit in Sweden. Method: The study has been carried out with a Reflective Lifeworld Research (RLR) approach founded on hermeneutics. A total of 39 informants, consisting of 16 patients, five pairs of students (10 students), and 13 supervisors, were observed and interviewed. Results: The results reveal that an interpersonal linkage between the patients, the students, and the supervisors is created within the learning space. A learning space, based on respect towards each other, creates the prerequisite for beneficial and supportive interactions that contribute to a deeper relationship. Conclusion: The phenomenon is complex due to its expandable nature and due to the fact that the learning space cannot be isolated from the surrounding environment. In order to exploit the potential of the learning space it is of importance to understand and consider the learning space as a whole.

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Section: Introductionmentioning

confidence: 99%

The learning space—interpersonal interactions between nursing students, patients, and supervisors at developing and learning care units

Holst

Ozolins

Brunt

et al. 2017

International Journal of Qualitative Studies on Health and Well

Self Cite

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“…[1][2][3] The summary aimed to stimulate a reflective process during the interviews. The interviews were conducted as reflective dialogues using an open and bridled approach.…”

Section: Data Collectionmentioning

confidence: 99%

“…[12] In general, a CEU is expected to accept more students, have an elaborate educational structure and provide excellent care based on evidence than a traditional hospital ward. [13] Although CEUs have been reported to facilitate student learning [1][2][3]14] certain challenges need to be addressed. The primary challenge can be described as creating genuine encounters in an environment that supports caring and learning, which demands collaboration among faculty, students, patients and supervisors.…”

Section: Introductionmentioning

confidence: 99%

“…The primary challenge can be described as creating genuine encounters in an environment that supports caring and learning, which demands collaboration among faculty, students, patients and supervisors. [1][2][3] Managers have a key role in facilitate this collaboration. However, they also have heavy responsibilities to provide good conditions for both caring and learning and to address the needs of staff, patients and students.…”

Section: Introductionmentioning

confidence: 99%

“…This study is part of a larger project that describes the intertwined phenomenon of caring and learning in clinical education units (CEUs) based on the experiences of student nurses, [1] patients [2] and supervisors. [3] In this study, CEU is defined as an academic clinical partnership in which nursing students can develop their clinical and theoretical knowledge.…”

Section: Introductionmentioning

confidence: 99%

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Managers’ responsibility to support caring and learning in clinical education units

Eskilsson

Lindberg

Carlsson

et al. 2017

CNS

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Background: Managers in clinical education units (CEUs) have the responsibility to facilitate evidence-based environments for both caring and learning. Promoting such environments might be challenging in times of financial constraints and organisation changes. Objective: The purpose of this study was to describe how managers experience their responsibility to support the caring and learning environments in CEUs. Methods: The study method followed the principles of Reflective Lifeworld Research (RLR) grounded in a phenomenological approach. The study was conducted at a hospital in Southern Sweden. Ten first-and second-line managers responsible for CEUs were interviewed. The interviews were conducted as reflective dialogues using an open, and bridled approach. Results: The results show that clinical education unit managers regard the responsibility to support caring and learning environments as a challenging experience, elucidated in three themes: (1) to have or to take responsibility; (2) cooperation that supports and challenges; and (3) bringing it all together -a daily struggle. Conclusions: In conclusion, the managers of CEUs need to be aware of the importance of common theoretical grounds for caring and learning. Caring and learning are more likely to be intertwined when responsibility is taken, when collaboration between actors is characterised by respect and when an awareness of the importance of reflection is present. Awareness of the importance of creating opportunities for reflection and mutual collaboration among the different actors involved could lead to improvements in nursing education and, therefore, improved patient care.

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Intertwining of caring and learning in care practices supported by a didactic approach

Ekebergh

Andersson

Eskilsson

2018

Nurse Education in Practice

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This paper highlights how caring and learning interact and become an intertwined phenomenon. The analysis of the research findings from two studies, in which the interaction between caring and learning in two educational units was investigated, has been guided by a Reflective Lifeworld Research approach grounded in a lifeworld-oriented phenomenology. The analysis procedure was concluded in a synthesis of the interaction between caring and learning in a Dedicated Educational Unit (DEU) and a didactic method inspired by a lifeworld educational perspective has been developed. The results show that through trust and genuine meetings between patients and students caring and learning can converge and be intertwined. Both students and patients take an active role in the health process as well as the learning process. In order to achieve an intertwining process qualified supervision, care managers who take responsibility for a caring and learning environment and a consensus between the nursing school and the healthcare organization is required. The didactic method that can support the intertwining of caring and learning consists of three themes; genuine meetings, sensitivity for the patient's story and reflection in interaction. These themes are tools for the supervision.

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Student nurses’ experiences of how caring and learning is intertwined – A phenomenological study

Cited by 14 publications

References 32 publications

The learning space—interpersonal interactions between nursing students, patients, and supervisors at developing and learning care units

The learning space—interpersonal interactions between nursing students, patients, and supervisors at developing and learning care units

Managers’ responsibility to support caring and learning in clinical education units

Intertwining of caring and learning in care practices supported by a didactic approach

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