1.
Hörberg, Ulrica, 1968-, et al.
(författare)
Intertwining caring science, caring practice and caring education from a lifeworld perspective : two contextual examples
2011
Ingår i: International Journal of Qualitative Studies on Health and Well-being. - : Informa UK Limited. - 1748-2623 .- 1748-2631. ; 6:4
Tidskriftsartikel (refereegranskat) abstract
This article describes how caring science can be a helpful foundation for caring practice and what kind of learning supportthat can enable the transformation of caring science into practice. The lifeworld approach is fundamental for both caringand learning. This will be illustrated in two examples from research that show the potential for promoting health and wellbeingas well as the learning process. One example is from a caring context and the other is from a learning context. In thisarticle, learning and caring are understood as parallel processes. We emphasize that learning cannot be separated from lifeand thus caring and education is intertwined with caring science and life. The examples illustrate how an understanding ofthe intertwining can be fruitful in different contexts. The challenge is to implant a lifeworld-based approach on caring andlearning that can lead to strategies that in a more profound way have the potential to strengthen the person’s health andlearning processes.
2.
Elmqvist, Carina, et al.
(författare)
Trapped between doing and being : First provider´s experiences of ”front line” work
2012
Ingår i: International Emergency Nursing. - : Elsevier Ltd. - 1755-599X .- 1878-013X. ; 20:3, s. 113-119
Tidskriftsartikel (refereegranskat) abstract
A common focus in research studies within the Emergency Department (ED) is physician patient relations, experiences of the triage model and nurses´ experiences of caring. Little has, however, been written about different first providers´ experiences of working on the “front line” at the ED. The aim of this study was to describe and understand experiences of being the first provider on the “front line” at the ED, as expressed by nurse assistants, registered nurses and physicians. A reflective lifeworld research approach was used in four different caring situations. The data consisted of eight open-ended interviews with first providers. The analysis showed that being the first provider on the “front line” at the ED entails a continuous movement between providing and responding through performing “life-saving” actions and at the same time create a good relationship with the patient and the next of kin. Five constituents further described the variations of the phenomenon. The readiness to save lives creates a perceived stress of time pressure and the first providers adopt different strategies to cope with the work. Instead of leaving the first providers to find their own way to cope with the complex situation, there are needs for a redesigning of the internal work process within ED organizations.
3.
Almerud, Sofia, et al.
(författare)
Beleaguered by technology : care in technologically intense environments.
2008
Ingår i: Nursing Philosophy. - : Wiley-Blackwell Publishing Ltd.. - 1466-7681 .- 1466-769X. ; 9:1, s. 55-61
Tidskriftsartikel (refereegranskat) abstract
Modern technology has enabled the use of new forms of information in the care of critically ill patients. In intensive care units (ICUs), technology can simultaneously reduce the lived experience of illness and magnify the objective dimensions of patient care. The aim of this study, based upon two empirical studies, is to find from a philosophical point of view a more comprehensive understanding for the dominance of technology within intensive care. Along with caring for critically ill patients, technology is part of the ICU staff's everyday life. Both technology and caring relationships are of indispensable value. Tools are useful, but technology can never replace the closeness and empathy of the human touch. It is a question of harmonizing the demands of subjectivity with objective signs. The challenge for caregivers in ICU is to know when to heighten the importance of the objective and measurable dimensions provided by technology and when to magnify the patients' lived experiences, and to live and deal with the ambiguity of the technical dimension of care and the human side of nursing.
4.
5.
Ekebergh, Margaretha
(författare)
Developing a Didactic Method that Emphasizes Lifeworld as a basis for learning
2009
Ingår i: Reflective Practice. - : Informa UK Limited. - 1462-3943 .- 1470-1103. ; 10:1, s. 51-63
Tidskriftsartikel (refereegranskat) abstract
The learning process in a professional education is characterized by the encounter between the student's own lifeworld and scientific knowledge in theory and in practice. Didactics is needed in order to be able to provide support for this meeting and create the conditions for a reflective process that strengthens the integration between the lifeworld and theoretical and practical knowledge. This paper presents an innovative research project where the aim was to develop a new didactic method in nursing education that makes it possible for the student to encounter both the theoretical caring science structure and the patient's lived experiences in his/her learning process. A reflective group supervision model for nursing students during clinical studies was developed and tested for the duration of two years. A teacher and a nurse led each group. The supervision started in patient narratives the students collected during their clinical practices and brought to the supervision sessions. The narratives were problematized and analysed in the supervision session using caring science terminology with the purpose of creating a unity of theory and lived experiences, thus developing a deeper understanding for the patient's situation and need. During the project, data were collected and analysed phenomenologically in order to develop knowledge of the students' reflection and learning when using the supervision model. The result shows that the students, with the help of this didactic method, have developed a better understanding of the patient and that they have had good use of the theoretical caring science in creating this understanding. They have learned to reflect more systematically and the examination has become more realistic to them as it is now carried out in a patient context. However, in order to reach these results some prerequisites are required. These can be summarized as the necessity of recognizing the students' lifeworld in the supervision process.
6.
7.
Lindberg, Elisabeth, et al.
(författare)
It made me feel human. A phenomenological study on older patients´ experiences of participating in a Team meeting.
2013
Ingår i: International Journal of Qualitative Studies on Health and Well-being. - : CoAction Publishing. - 1748-2623 .- 1748-2631. ; 8:1
Tidskriftsartikel (refereegranskat) abstract
This study focused on older patients participating in a team meeting (TM) in a hospital ward in Sweden. A process had taken place on the ward, in which the traditional round had developed into a TM and understanding what participating in a TM means for the older patient is necessary for the development of care that facilitates older patient's participation. The aim of this study was to describe the caring, as experienced by the older patients on a ward for older persons, with a specific focus on the team meeting. A reflective lifeworld research (RLR) design was used. Fifteen patients, 12 women and three men (mean age of 82 years) were interviewed while they were hospitalized in a hospital ward for older people. In the essential meaning of the phenomenon, the TM is described as being a part of a wider context of both caring and life. The need for hospitalization is an emotional struggle to overcome vulnerability and regain everyday freedom. The way in which the professionals are able to confirm vulnerability and create a caring relationship affects both the struggle for well-being and the possibilities for maintaining dignity. The essence is further explicated through its constituents; Vulnerability limits life; Life is left in the hands of someone else; Life is a whole and Space for existence. The result raises concern about how the care needs to be adjusted to older people's needs as lived bodies. The encounter between the carer and the patient needs to be developed in order to get away from the view of the patient as object. An expanded vision may open up for existential dimensions of what brings meaning to life. One way, as described by the patients, is via the patient's life stories, through which the patients can be seen as a whole human being.
8.
Carlsson, Gunilla, et al.
(författare)
Patients longing for authentic personal care: A phenomenological study of violent encounters in psychiatric settings
2006
Ingår i: Issues in Mental Health Nursing. - : Informa UK Limited. - 0161-2840 .- 1096-4673. ; 27:3, s. 287-305
Tidskriftsartikel (refereegranskat) abstract
This article focuses on patients' violence against caregivers. Several studies show that violence and threats within the health care setting are an increasing problem. Encounters that become violent have been the issue of many debates but the phenomenon is still not fully understood. It is important to understand the course of events in violent encounters, both for the sake of the patients and the caregivers' well-being. The aim of this study was to describe the essence of violent encounters, as experienced by nine patients within psychiatric care. Guided by a phenomenological method, data were analyzed within a reflective lifeworld approach. The findings explicate violent encounters characterized by a tension between "authentic personal" and "detached impersonal" caring. "Authentic personal" patients are encountered in an undisguised, straightforward, and open way, and they sense unrestricted respect that caregivers would show another human being. In these encounters violence does not develop well. However, in caring that is "detached impersonal," the encounters are experienced by the patients as uncontrolled and insecure. These encounters are full of risks and potential violence. Copyright © Taylor & Francis Group, LLC.
9.
Dahlberg, Karin, et al.
(författare)
To use a method without being ruled by it: Learning supported by drama in the integrations of theory with healthcare practice.
2008
Ingår i: Indo-Pacific Journal of Phenomenology. - : NISC (Pty) Ltd. - 2079-7222 .- 1445-7377. ; 8:Special edition: Phenomenology in Education - February, s. 1-20
Tidskriftsartikel (refereegranskat) abstract
The study reported in this paper focused on nursing students' learning and, in particular, their integration of caring science in theory and practice. An educational model incorporating educational drama was developed for implementation in three different teaching contexts within the nursing and midwifery study programmes at a Swedish college. A central aim was to understand the dynamics of educational drama in the healthcare context and its impact on learning and teaching. Using a phenomenological approach, seventeen students and six teachers were interviewed and their experience of drama as an educational method explored.The research findings illustrate the meaning of learning and teaching that is sensitive to students' lifeworld experiences. In order to be a successful method for closing the gap between caring science theory and practice, not only the educational drama, but teaching in general, must be anchored in the lived world of the students - that is, their experiences of health and care. While embodied reflection, as a key factor in integrating theory and practice, was shown to be well supported by educational drama, it was also found that "the method" tends too readily to take over and govern teaching and learning. The findings of this study further indicate how learning in practice and embodied reflection can be supported by the inclusion of well-chosen caring science theory to cast light on caring practice dilemmas.
10.
