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- Ekebergh, Margaretha, et al.
(author)
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Caring and learning as intertwined- an educational curriculum challenge
- 2014
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In: Presented at the Sigma Theta Tau International Honor Society 2nd European Regional Conference, Gothenburg, Sweden, June 16-18, 2014.
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Conference paper (peer-reviewed)abstract
- Background Caring and learning in clinical educational contexts is characterized by an encounter between lived experiences of the patient and the student’s knowledge and understanding. In other words, it is an encounter between two lifeworlds, which has the potential to create a fruitful tension to develop deep knowledge about the patient’s world that can give direction for practice. We will argue that a particular kind of Caring science knowledge becomes an important tool to support this caring and learning process where the goal is to intertwine lived experiences of health and illness with professional knowing and scientific knowledge. From this perspective is even caring and learning an intertwined phenomenon, and it is this intertwining that enables lifeworld led care. Aim This paper presents a study that illustrate how caring and learning is intertwined from the students’ view in an educational clinical context. Method/design The study was carried out using Reflective Lifeworld Research (RLR) with a phenomenological approach. Lifeworld interviews were conducted with students after their clinical placement on a Dedicated Education Unit (DEU). Result The result shows that the essential meaning of the intertwined phenomenon is a movement where caring and learning fall into place which appears in an atmosphere filled with appealing challenges, but has to be sensitive to the students’ readiness. The atmosphere depends on their sense of security and how they experience confirming and affirming responses. Encountering the patient means that the students can gain a sense of the whole and the theory falls into place. The results also highlight how the student, in this atmosphere, has a desire to find a new role in a personal style. Conclusions On the basis of this study a challenge to the curriculum is presented, that is, to develop didactics and supervision models that use a holistic approach and adopt a reflective attitude upon caring and learning as intertwined and not separated.
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| 2. |
- Eskilsson, Camilla, et al.
(author)
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Student nurses’ experiences of how caring andlearning is intertwined : A phenomenological study
- 2014
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In: Journal of Nursing Education and Practice. - : Sciedu Press. - 1925-4040 .- 1925-4059. ; 4:2, s. 82-93
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Journal article (peer-reviewed)abstract
- Background: Clinical studies in nursing education ought to create conditions for the students to link theory to praxis.Previous research in this field focuses on the gap between theory and practice, learning environments, supervision andreflection connected to caring and learning. In addition there are studies that propose the concept of learning and caring asintertwined. The aim of this study is to describe how caring and learning is intertwined from a student perspective.Methods: The study was carried out using Reflective Lifeworld Research (RLR) with a phenomenological approach.Lifeworld interviews were conducted with students after their clinical placement on a Dedicated Education Unit (DEU).Results: The essential meaning is a movement where caring and learning fall into place which appears in an atmospherefilled with appealing challenges, but has to be sensitive to the students’ readiness. The atmosphere depends on their senseof security and how they experience confirming and affirming responses. Encountering the patient means that the studentscan gain a sense of the whole and the theory falls into place. The results also highlight how the student, in this atmosphere,has a desire to find a new role in a personal style.Conclusions: The study emphasizes the importance of supporting the students in understanding learning and caring asintertwined and not separated. A dualistic approach could harm the students’ aim to get the knowledge embodied. Thisholistic perspective requires a reflective attitude on caring and learning and has to be further developed in the didactics andsupervision.
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| 3. |
- Holst, Hanna, 1986-, et al.
(author)
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Students learning in clinical practice, supervised inpairs of students : a phenomenological study
- 2013
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In: Journal of Nursing Education and Practice. - : Sciedu Press. - 1925-4040 .- 1925-4059. ; 3:8, s. 113-124
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Journal article (peer-reviewed)abstract
- Background: Clinical studies have an important position in Nursing Education, it is thus important to develop the learning strategies of students in order to facilitate their learning process during the clinical practice. The aim of the study is to describe the process of students’ learning towards their profession, when supported by supervision in pairs.Methods: Data has been collected through interviews of students during their clinical studies. The study has been carried out with a Reflective Lifeworld Research (RLR) approach founded on phenomenological traditions. The clinical settings are based on the model of the Developing and Learning Care Unit that has a structure that supports students in their learning towards becoming nurses.Results: Results show that structured supervision is favourable for students learning, where pair of students, space and time play a significant role. The results are illustrated in following themes: The significance of responsibility for learning, the strength and sensitivity in pairs of students, the focus on doing, the significance of the attitude of the supervisor, the vulnerability and potential of the learning environment and Reflection as a possibility and a pre-requisite.Conclusions: The study shows that the conduct of supervising in pair of students is of great importance for students’ learning and it is thus important to develop a reflective supervising approach and also knowledge of how to support students’ learning.
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| 5. |
- Hörberg, Ulrica, 1968-, et al.
(author)
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Film as Support for Promoting Reflection and Learning in Caring Science
- 2012
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In: Indo-Pacific Journal of Phenomenology. - : National Inquiry Services Center (NISC). - 2079-7222 .- 1445-7377. ; 12, s. 1-12
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Journal article (peer-reviewed)abstract
- Caring science with a foundation in “the lived experience” may be viewed as a “patient science” i.e. the nursing has its starting point in the patient’s perspective. To support the students to learn caring science, the learning situation has to embrace the students’ lived experience in relation to the substance of caring science. One of the challenges in education is how to make the theoretical meanings more vivid, when there are no patients present. To obtain lived experiences as a foundation for teaching, written patient narratives and fiction like novels in combination with scientific literature are often used. Questions about how film can be used in this context to support learning of caring science have recently emerged. The aim of this study was to describe how film as learning-support may boost reflection in learning caring science. The data was collected through audio-taped seminars, written reflections and group-interviews with students on basic-, advanced-, and doctoral levels. The analysis was based on the Reflective Lifeworld Research (RLR) approach, founded on phenomenology. The result shows how film as a learning-support enhances the understanding of the caring science theory, and gives a deeper understanding of the subject. Film can be very touching and supportive for the students’ embodied reflections. Hence, it is important that the students are encouraged to watch the film from a caring science perspective and this requires a structure for learning-support related to the film, such as focus and purposes of watching the film, as well as support for follow-ups. The film per se does not create such support and guidance, but must be combined with well considered pedagogic thoughts on what learning is and how learning can be supported. The result is highlighted with the help of Maurice Merleau-Pontys philosophy of “the lived body”, and “the flesh of the world”.
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| 6. |
- Hörberg, Ulrica, 1968-, et al.
(author)
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Intertwining caring science, caring practice and caring education from a lifeworld perspective : two contextual examples
- 2011
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In: International Journal of Qualitative Studies on Health and Well-being. - : Informa UK Limited. - 1748-2623 .- 1748-2631. ; 6:4
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Journal article (peer-reviewed)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.
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| 7. |
- Hörberg, Ulrica, 1968-, et al.
(author)
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Lifeworld-led learning takes place in the encounter between caring science and the lifeworld
- 2014
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In: Clinical Nursing Studies. - : Sciedu Press. - 2324-7959 .- 2324-7940. ; 2:3, s. 107-115
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Journal article (peer-reviewed)abstract
- Learning in caring contexts could be illustrated as an encounter between the scientific knowledge of caring and thelearner’s lifeworld. This encounter needs a support that has the potential to bring caring science to life and to start anintertwining process with the lifeworld that creates embodied knowledge. The aim of this article is to illustrate themeaning of this encounter with help of a theoretical foundation and two examples of research projects with a reflective lifeworld research approach (RLR) founded on phenomenology. Both examples describe the student nurses’ perspective.One illustrates promoting learning through lifeworld-led supervision in pairs of students. The other illustrates learning environments that bridges the gap between theory and practice. These two examples show how the intertwining of caring science theory with lived experience required a certain learning and caring atmosphere that is open and sensitive for the lifeworld. In conclusion, lifeworld-led learning is more than learning per se. Lifeworld theory as a basis for supporting students’ learning could provide both a broadened and deepened understanding of the meaning of learning and also a greater understanding of how to support students’ learning.
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| 8. |
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| 9. |
- Hörberg, Ulrica, 1968-, et al.
(author)
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To be strategically struggling against resignation : The lived experience of being cared for in forensic psychiatric care
- 2012
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In: Issues in Mental Health Nursing. - : Informa UK Limited. - 0161-2840 .- 1096-4673. ; 33:11, s. 743-751
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Journal article (peer-reviewed)abstract
- To be referred to care in forensic psychiatric services can be seen as one of the most comprehensive encroachments society can impose upon a person's life, as it entails a limitation of the individual's freedom with no time limit. This study focuses upon patients' experiences of their life situation in forensic psychiatric wards. Using a Reflective Lifeworld Research approach founded in phenomenology, we analysed 11 qualitative interviews with patients cared for on a maximum security unit in a Swedish forensic psychiatric service. Results show how forensic psychiatric care can be non-caring with only moments of good care, from the patient's perspective. By using different strategies, the patients attempt to adapt to the demands of the caregivers in order to gain privileges. At the same time the patients are lacking meaningful and close relationships and long to get away from the system of forensic care. Being cared for entails struggling against an approaching overwhelming sense of resignation.
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| 10. |
- Lindberg, Elisabeth, et al.
(author)
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It made me feel human. A phenomenological study on older patients´ experiences of participating in a Team meeting.
- 2013
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In: International Journal of Qualitative Studies on Health and Well-being. - : CoAction Publishing. - 1748-2623 .- 1748-2631. ; 8:1
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Journal article (peer-reviewed)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.
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