Experiential and Reflective Learning of Caring Theory

• Reflective and experiential learning is put forth as essential for understanding caring (Johns, 2009), and could also be understood as a way to recognize multiple ways of knowing and create genuine teaching-learning experiences. In this project a group consisting of eight nursing teachers met for ten one and a half hour long sessions, aiming to enhance participant’s ability to deal with stress in daily life by exploring personal thoughts and feelings and how they contribute to every-day-stress, as well as developing a more mindful and authentic way of living in line with personal values. Between each session participants assign themselves to “homework” focusing different kinds of self-care. After each session and a break for personal reflection and refreshment participants joined again in order to reflect upon their experiences in relation to Watson’s (2008) ten caritas processes. Basic learning principle adopted from Kolb (1984), i.e. to have an experience and make observations during that experience, to reflect on the experience, make theoretical links and finally plan how to implement the new understanding aimed as a didactic framework in order to enhance learning and understanding. The poster presents the structure and content of these sessions, and findings from an evaluation of the project, focusing on what aspects that contributed to learning and understanding Caring Theory.

Nyckelord

caring theory

experiential and reflective learning

Watson Caring Theory

vårdvetenskap

Care Sciences

Publikations- och innehållstyp

ref (ämneskategori)

kon (ämneskategori)