| 1. |
- Almerud Österberg, Sofia, 1969-, et al.
(författare)
-
Exposed : a semantic concept analysis of its origin, meaning change over time and its relevance for caring science
- 2023
-
Ingår i: International Journal of Qualitative Studies on Health and Well-being. - : Taylor & Francis. - 1748-2623 .- 1748-2631. ; 18:1
-
Tidskriftsartikel (refereegranskat)abstract
- Purpose: A patient is vulnerable and exposed due to illness, relies on and surrender to other people. In caring this means a special dependency. The aim of this study was to describe the origin of the concept ‘exposed’, to elucidate how the definition of this term has changed over time, and to outline its relevance in caring science. Method: A semantic concept analysis in two phases was conducted. Results: The findings show that over time, the degree of binding of the following synonyms has become stronger; unprotected/defenseless, naked/bare, pressed/jostled and unsafe/unprotected and can easily be transferred to a clinical nursing context. Conclusions: This study provides a deeper understanding of the concept 'exposed' semantically. Being exposed is a profound experience for patients who need to be seen as the person they really are. A life-world led care has an existential power that can support professionals, strengthen patients’ health processes, and alleviate the patient’s suffering.
|
|
| 2. |
|
|
| 3. |
- Holst, Hanna, 1986-, et al.
(författare)
-
How to support students’ learning in pairs
- 2015
-
Ingår i: 'Exploring care for human service professions'. - 9788790880538 ; , s. 33-33
-
Konferensbidrag (refereegranskat)abstract
- The aim of this study was to describe how supervisors’ support nursing students learning in pairs, during their clinical practice. The research is based on a Reflective Lifeworld Research approach founded in phenomenology. The analysis is based on seven individual interviews with head supervisors and four group interviews with base supervisors at Developing and Learning Care Units. There is a total of eleven Developing and Care Units in both somatic and psychiatric care. This learning environment is designed to integrate theory and practice through lifeworld didactics in order to support pairs of students in their professional development. The results show that supporting students’ learning in pairs is based on interpersonal meetings and entails focusing on learning in pairs, where both each individual student and the pair of students as a unit are given space. Being the ultimate support for students’ learning is a major challenge that requires flexibility towards the pair of students. Supporting students’ learning is also characterized by being present for the students with a reflective supervising approach, at the same time as supporting means to take a step back in relation to not be too prominent. The learning support, which is characterized by structure and reflection, is also challenged by the competing “reality of the nursing situation”, which is shown in a balancing act between the demands of the “reality of the nursing situation” and the space needed for reflective learning.
|
|
| 4. |
- Holst, Hanna, 1986-, et al.
(författare)
-
Learning to care in changing times
- 2017
-
Ingår i: European Academy of Caring Sciences in collaboration with Nordic College of Caring Science: “Wellbeing and caring in changing times”, Nord University, Bodø, Norway, 20–21 April 2017. ; , s. 20-20
-
Konferensbidrag (refereegranskat)abstract
- A Developing and Learning Care Unit is a learning environment in clinical practice designed to integrate theory and practice by using lifeworld didactics in order to support pairs of students in their professional development. Lifeworld didactics is based on a lifeworld led learning approach, which focuses on each student’s experiences and knowledge and supports each individual student and the students as a pair. The aim of this study is to explain and create an understanding of the phenomenon “learning space” that occurs in the interaction between patient, pairs of students and supervisors, during clinical practice. This hermeneutic study is based on a Reflective Lifeworld Research approach. The analysis is based on observations and interviews with patients, pairs of student nurses and supervisors at Developing and Learning Care Units. The result shows that the patient, pairs of students and supervisors are placed in the learning space, and are therefore related to each other. The relationships that arise in the learning space are enhanced through responsibility and the respect shown to each other. A relationship that appears to be supportive is characterized by: thoughtfulness, understanding of each other and enabling to ask questions. This creates an interplay of dynamic movements that are directed toward a common goal and thus provide opportunities to give and receive support. A balance between the patient, pairs of students and supervisor should thus be recognized to facilitate a favorable learning environment.
|
|
| 5. |
- Holst, Hanna, 1985-, et al.
(författare)
-
Life situation of older people living with severe mental illness - A scoping review
- 2024
-
Ingår i: International Journal of Mental Health Nursing. - : John Wiley & Sons. - 1445-8330 .- 1447-0349.
-
Tidskriftsartikel (refereegranskat)abstract
- An increasing number of older people with severe mental illness (SMI) poses additional challenges to healthcare and social services. This scoping review aimed to investigate the life situation of older people living with severe mental illness and identify the research gaps in the existing literature. The current review followed the methodological framework for conducting scoping reviews by Arksey and O'Malley, consisting of five main stages: (1) identifying the research question (2) identifying relevant studies, (3) selecting the studies, (4) charting the data, and (5) collating, summarising, and reporting the results. An optional sixth stage, a consultation exercise, has also been used in this study: The scoping review was conducted in accordance with the PRISMA extension for scoping reviews PRISMA-ScR, and the databases PsychINFO Scopus, Cinahl, Web of Science and PubMed were used. A total of 24 studies were included in the review. The thematic analysis focused on: (1) the perspective of older people with SMI, (2) the perspective of healthcare professionals supporting older people with SMI, and (3) the perspective of informal carers supporting older people with SMI. The results describe the life situation of older people living with SMI, especially in relation to the older peoples' experiences of suffering and well-being. The staff and the informal carers need adequate knowledge to provide support to the older people with SMI. To gain greater knowledge about the life situation and support needed by older people with SMI, we strongly advocate additional research focusing on their own experiences.
|
|
| 6. |
- Holst, Hanna, 1986-, et al.
(författare)
-
The experiences of supporting learning in pairs of nursing students in clinical practice
- 2017
-
Ingår i: Nurse Education in Practice. - : Elsevier. - 1471-5953 .- 1873-5223. ; 26:September, s. 6-11
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study is to describe how supervisors experience supporting nursing students' learning in pairs on a Developing and Learning Care Unit in Sweden. The present study has been carried out with a Reflective Lifeworld Research (RLR) approach founded on phenomenology. A total of 25 lifeworld interviews were conducted with supervisors who had supervised pairs of students. The findings reveal how supervisors support students' learning in pairs through a reflective approach creating learning space in the encounter with patients, students and supervisors. Supervisors experience a movement that resembles balancing between providing support in learning together and individual learning. The findings also highlight the challenge in supporting both the pairs of students and being present in the reality of caring. In conclusion, the learning space has the potential of creating a relative level of independency in the interaction between pairs of students and their supervisor when the supervisor strives towards a reflective approach.
|
|
| 7. |
- Holst, Hanna, 1986-, et al.
(författare)
-
The learning space : interpersonal interactions between nursing students, patients, and supervisors at developing and learning care units
- 2017
-
Ingår i: International Journal of Qualitative Studies on Health and Well-being. - : Taylor & Francis. - 1748-2623 .- 1748-2631. ; 12:1
-
Tidskriftsartikel (refereegranskat)abstract
- 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.
|
|
| 8. |
- Holst, Hanna, 1985-, et al.
(författare)
-
The perspectives of patients, nursing students and supervisors on “the caring–learning space” : a synthesis of and further abstracton of previous studies
- 2023
-
Ingår i: International Journal of Qualitative Studies on Health and Well-being. - London : Taylor & Francis. - 1748-2623 .- 1748-2631. ; 18:1
-
Tidskriftsartikel (refereegranskat)abstract
- The aim was to describe and gain a greater understanding of the phenomenon “caring-learning space” based on the perspectives of patients, nursing students, and supervisors in clinical practice contexts.A general structure of the phenomenon “caring-learning space” was created based on essential structures from five empirical studies. The analysis is based on a reflective lifeworld research approach (RLR).The “caring-learning” space shows itself in terms of interpersonal relationships between patients, students, supervisors, and other actors in the care environment. It is first when the learning space is accepted as a part of caring, that a “caring-learning space” is created. A flexibility and a receptivity are seen where the learning is allowed to become visible and be integrated in the caring processes when caring and learning to interact.A caring-learning space is established by the patient being the focal point, but also a co-creator in caring as well as learning regardless of her/his health status. This entails that the ”caring-learning space” exists when patients, students, supervisors and other healthcare professionals interact based on their ability and role in the space.KEYWORDS:
|
|
| 9. |
|
|
| 10. |
- Hörberg, Ulrica, 1968-, et al.
(författare)
-
Do you understand me? : how music and singing can create a meaningful space of importance to express and understand wellbeing and suffering
- 2017
-
Ingår i: European Academy of Caring Sciences in collaboration with Nordic College of Caring Science: “Wellbeing and caring in changing times”, Nord University, Bodø, Norway, 20–21 April 2017. ; , s. 22-22
-
Konferensbidrag (refereegranskat)abstract
- Wellbeing has many forms and can be expressed in many different ways. Earlier research has shown that using films in nursing education can support the learning of caring science, and bring a touching context for the students that can be related to nursing practice. This presentation focus on how wellbeing and suffering are expressed in the film Once by John Camey and how this can be understood in relation to caring and the support of health processes. In addition, it is of importance to educate both sensible and sensitive nurses, and we suggest that different kinds of learning strategies such as using films that touch upon existential aspects. By relating the film to the students' experiences, caring science concepts and philosophy, the understanding of human existence can be expanded and deepened. In this particular presentation we use the philosophy of Merleau-Ponty to clarify how intersubjectivity points both to the individuality and individual expression, and at the same time to the in-between and co-existence through music and singing together. Vignettes from the film are analysed in order to provide a deepened understanding of how music and singing can contribute to wellbeing and health processes.
|
|
