<i>‘It has given me tools to meet patients’ needs’</i>: students’ experiences of learning caring science in reflection seminars

Knutsson, Susanne; Jarling, Aleksandra; Thorén, Ann-Britt

doi:10.1080/14623943.2015.1053445

Cited by 12 publications

(7 citation statements)

References 11 publications

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“…Caring science didactics focuses on knowledge development of the art of supportive learning, within caring science. Innovative research within this discipline has shown how an awareness of reflection and the interaction between caring and learning can improve both caring and learning in caring contextsAndersson et al, 2020, ;Ekebergh, 2007;2009, 2011Eskilsson et al, 2014;Eskilsson et al, 2015aEskilsson et al, , 2015bEskilsson et al, 2017;Hörberg et al, 2011;Knutsson et al, 2015;Lindberg et al, 2018;Lindberg, 2018). Through a holistic perspective on the connection between learning and caring and based on a lifeworld perspective, new dimensions in both the learning and caring processes become visible.…”

Section: Introductionmentioning

confidence: 99%

The interaction between learning and caring - the patient’s narrative as a foundation for lifeworld-led reflection in learning and caring

Ekebergh

Lindberg

2020

Reflective Practice

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In this article, we present a knowledge approach to the interaction between learning and caring, which should play a significant role in the challenge of promoting sustainable healthcare. This knowledge approach requires awareness of the interactions between learning and caring in caring contexts. The intention is to present an exploration of knowledge and theory development based on research with a lifeworld perspective within caring science didactics. We are illuminating issues concerning reflection and learning encounters in a caring context, which include key concepts such as the patient's narrative. A strategy for reflective learning and caring based on the lifeworld concept is presented. This strategy includes four main components: the encounter between general knowledge and the patient's lived world, the patient's narrative, caring relationship creation through interaction with the patient and reflection through supervision. All of these components are permeated by a reflective approach. We are also clarifying what it means to intertwine learning and caring in addition to how this process can be strengthened in caring practices to optimise patient care. Three components are particularly important in facilitating the intertwining of learning and caring in clinical practice, namely genuine meetings, sensitivity towards the patient's narrative and reflection during interactions.

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Section: Introductionmentioning

confidence: 99%

The interaction between learning and caring - the patient’s narrative as a foundation for lifeworld-led reflection in learning and caring

Ekebergh

Lindberg

2020

Reflective Practice

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“…From this it can be concluded that students need to have trained conversations or simulated conversations in clinical training centers or similar places prior to a clinical placement, as well as practicing reflection in reflection seminars during the theoretical section. This is of crucial importance for the students to get the most out of the real meeting with the patient (Bulman, Lathlean, & Gobbi, 2012;Knutsson et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

Intertwining of caring and learning in care practices supported by a didactic approach

Ekebergh

Andersson

Eskilsson

2018

Nurse Education in Practice

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This paper highlights how caring and learning interact and become an intertwined phenomenon. The analysis of the research findings from two studies, in which the interaction between caring and learning in two educational units was investigated, has been guided by a Reflective Lifeworld Research approach grounded in a lifeworld-oriented phenomenology. The analysis procedure was concluded in a synthesis of the interaction between caring and learning in a Dedicated Educational Unit (DEU) and a didactic method inspired by a lifeworld educational perspective has been developed. The results show that through trust and genuine meetings between patients and students caring and learning can converge and be intertwined. Both students and patients take an active role in the health process as well as the learning process. In order to achieve an intertwining process qualified supervision, care managers who take responsibility for a caring and learning environment and a consensus between the nursing school and the healthcare organization is required. The didactic method that can support the intertwining of caring and learning consists of three themes; genuine meetings, sensitivity for the patient's story and reflection in interaction. These themes are tools for the supervision.

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“…These findings are congruent with earlier research. 1,18 Clear information can lead to maintainance of control and thereby also a higher level of satisfaction. On the other hand, reflection consists of processing what is experienced in relation to past experiences.…”

Section: Discussionmentioning

confidence: 99%

“…The present study is part of a longitudinal research project focusing on students’ learning of caring science during the course of a three-year nursing programme at a university in western Sweden. Reflection seminars were integrated throughout the three years of education 1 with the goal of increasing the students’ preparedness to use caring science in their future profession as nurses. 2 An earlier study, conducted after the students had completed their first term, found that the reflective seminaries contributed to increased understanding of caring science.…”

Section: Introductionmentioning

confidence: 99%

“…As an example, trust and security in the group and a clear framework derived from a lifeworld perspective, were described as important for learning. 1 The present study focused on how students who have completed their third term of the nursing programme experienced learning caring science by participating in reflective seminars grounded in lifeworld perspective and with a focus on caring science.…”

Section: Introductionmentioning

confidence: 99%

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Participating in reflection seminars: Progressing towards a deeper understanding of caring science described by nursing students

Knutsson

Lundvall

Lindberg

2017

Nordic Journal of Nursing Research

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PostprintThis is the accepted version of a paper published in Nordic journal of nursing research. This paper has been peer-reviewed but does not include the final publisher proof-corrections or journal pagination. Citation for the original published paper (version of record): Knutsson, S., Lundvall, M., Lindberg, E. (2018) Participating in reflection seminars: Progressing towards a deeper understanding of caring science described by nursing students Nordic journal of nursing research, 38(2): 111-116 AbstractFew studies focusing how reflection seminars can support the learning of knowledge in caring science when inserted throughout the curriculum. The aim is to describe the students´ experiences of participating in reflection seminars, using lifeworld theory and focusing on caring science. A qualitative descriptive study based on interviews were performed and ten students, between 21 -33 years of age volunteered to participate. A reflective lifeworld research (RLR) approach was used.Reflection seminars contributes to develop the students' ability to relate to caring and life. A deeper understanding is obtained when reflection sessions are spread over a longer period and when reflection becomes a process. The process helps caring science to become more natural and useful. Reflective seminaries based on a theoretical foundation contribute to facilitate learning more readily. A good atmosphere pervaded by a lifeworld perspective characterized by openness and thoughtfulness contributes to learning.

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‘It has given me tools to meet patients’ needs’: students’ experiences of learning caring science in reflection seminars

Cited by 12 publications

References 11 publications

The interaction between learning and caring - the patient’s narrative as a foundation for lifeworld-led reflection in learning and caring

The interaction between learning and caring - the patient’s narrative as a foundation for lifeworld-led reflection in learning and caring

Intertwining of caring and learning in care practices supported by a didactic approach

Participating in reflection seminars: Progressing towards a deeper understanding of caring science described by nursing students

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