When caring becomes an art - how clinical gaze are perceived to be developed

Abstract

Purpose This qualitative study describes nurses’ experiences and perceptions of how they develop the clinical gaze. Methods This qualitative study used an inductive approach and content analysis to assess the experiences of newly graduated nurses, nurse managers, and nursing teachers. Nineteen interviews were conducted. To achieve credibility, the study followed the guidelines of the Consolidated Criteria for Reporting Qualitative research (COREQ). Results Two themes emerged: nurses’ personal abilities and the learning culture. Learning culture was considered the foundation of the development of the clinical gaze. The clinical gaze was found to be developed in relationships with patients and when learning together with colleagues, in which the opportunities for reflection are central. To develop the clinical gaze, structures for learning activities, such as reflection, communication exercises, and simulation, are needed so that they become a natural part of daily work. This can also be achieved through supervision and skills training both at university and in a care context. Conclusions Prerequisites for the development of the clinical gaze include physical presence with the patient combined with learning activities such as conscious reflection with others in a safe learning culture.

Finding meaning in complex care nursing in a hospital setting

“…The practice environment was in a dynamic relationship with the nature of the participants’ work, each informing the other and the overall experience of complex caregiving. Furthermore, although the participants’ accounts were unique, they were also ‘typical’ (Källestedt et al, 2023), such that Bella had already begun adopting a ‘complexity‐oriented’ mindset, like that of experienced participants. The following sub‐themes illustrate these observations.…”

Body work and body meanings in patient-centered care

“…Through the clinical gaze, the patient’s participation is not conceived as being instrumental to the actual purpose of the medical relationship, which revolves around the knowledge that HPs build through their own autonomous reflection. In this light, patients’ bodies are identified with the disease or the issue the patient presents; if patients are empowered to do something through this approach, it is self-education about their disease and self-discipline (Källestedt et al, 2023; Linander et al, 2017; Suijker, 2023). More recent studies have unveiled other aspects of the gaze in order to understand the HP–patient link and how patients can be more involved and express themselves when presented with the gaze of the HPs.…”

“…Now, we will analyze several studies on those body practices in health care sectors that are vital to grasping the HP-patient relationship, together with their potential and their gaps, for a better understanding of PCC implementation in this setting. The body practices are gazing (Foucault, 1963;Juhila et al, 2022;Källestedt et al, 2023;Nagington et al, 2021;Suijker, 2023;Turnbull & Reich, 2023), touching (Christensen et al, 2023;Cocksedge et al, 2013;Gleeson & Higgins, 2009;Kelly et al, 2018), and playing (Finlay et al, 2008;Hardy, 2020;Scholl & Ragan, 2003).…”