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

Ekebergh, Margaretha; Andersson, Niklas; Eskilsson, Camilla

doi:10.1016/j.nepr.2018.05.008

Cited by 25 publications

(24 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Further, there are studies where the researchers have expanded and synthesized their previously published empirical results into new theoretical ideas and e.g., clinical implications (cf. Berglund, 2014;Ekebergh et al 2018).…”

Section: The Question Of Methodsmentioning

confidence: 99%

The question of meaning—a momentous issue for qualitative research

Dahlberg

2019

International Journal of Qualitative Studies on Health and Well

View full text Add to dashboard Cite

In this article, we identify some worrying problems in the contemporary practice of qualitative research, such as the confusion regarding content and meaning in content analysis, the frequent use of standardized methods that avoids philosophy, as well as the description/ interpretation dichotomy in empirical research. Since they all arise from a failure to understand the concept of meaning, we return to the question of meaning as the axis that qualitative research pivots around. We examine the meaning of meaning, and how meaning differs from content, and we then ask what consequences this has for research. Even though our analysis is rooted in phenomenological philosophy, we argue that that the ideas that we present are valid for any qualitative research approach. The question of understanding and relating to meaning, we argue, is a momentous issue for qualitative research, where we either continue safeguarding the very essence of qualitative research as dealing with human phenomena, or give it up in favor of more pragmatic and clear-cut methods that seemingly does away with the question of meaning.

show abstract

Section: The Question Of Methodsmentioning

confidence: 99%

The question of meaning—a momentous issue for qualitative research

Dahlberg

2019

International Journal of Qualitative Studies on Health and Well

View full text Add to dashboard Cite

show abstract

“…The notions of caritas and caritative caring have influenced the education of nursing teachers at Åbo Akademi University, the Alma Mater of caring science in Finland. Articles on nursing education from a caritative perspective have been written by, among others, Matilainen and Westerlund‐Perätalo (2001), Sandvik, Eriksson, and Hilli (2015), Lejonqvist, Eriksson, and Meretoja (2016), and Ekebergh, Andersson, and Eskilsson (2018).…”

Section: Implications For Nursingmentioning

confidence: 99%

The theory of caritative caring: Katie Eriksson’s theory of caritative caring presented from a human science point of view

Näsman

2020

Nursing Philosophy

View full text Add to dashboard Cite

In 1995, Oldnall (1995) wrote an article about nursing as an emerging academic discipline stating, among other things, that the essence and uniqueness of nursing should be clarified in order to inform practice and to develop nursing as an art and a science. Referring to Kuhn's terms of "normal science," Cody (2000) ponders if there is a paradigm shift or a paradigm drift and a challenge to the received view, leading to an alternative paradigm with a new perspective on the phenomena of concern to nursing. The focus of this article, Katie Eriksson's theory of caritative caring, represents a variation of this challenging, non-medical paradigm. Eriksson represents a Nordic tradition of "caring science," that is, a knowledge tradition focusing on caring as the core of nursing. Caring science serves the (suffering)

show abstract

“…Substantial didactic strategies are then adopted to create meaning in each specific situation and encourage 'to know that' and 'know how' in order to understand the whole (cf. Ekebergh, Andersson, & Eskilsson, 2018;Hörberg, Carlsson, Holst, Andersson, & Eskilsson, 2014;Hörberg, Ozolins, & Ekebergh, 2011).…”

Section: Lifeworld As a Basis For Learningmentioning

confidence: 99%

Nursing students’ and lecturers’ experiences of learning at a university-based nursing student–run health clinic

Albinsson

Elmqvist

Hörberg

2019

Reflective Practice

View full text Add to dashboard Cite

This article aims to describe the phenomenon of learning at a university-based nursing student-run health clinic, as experienced by student nurses and lecturers. The study is based on a reflective lifeworld research approach founded on continental philosophy. Eight group interviews were conducted with 38 student nurses and 5 lecturers. The data were explored and analysed for meaning. The results show that learning is supported by a permissive learning environment that builds on both individual and common learning as well as equal relationships within the student group, in relation to the visitors at the health clinic and, to a certain extent, in relation to the lecturers. The most significant finding is that reflective, development-oriented learning takes place when the students, supported by each other and their lecturers, reflect on how to relate to problems and situations. A situation-based learning approach is thus shown to create the prerequisites for lecturers being nearby, reflective dialogue partners but also supervisors in situations where the students ask for support and guidance.

show abstract

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

Cited by 25 publications

References 47 publications

The question of meaning—a momentous issue for qualitative research

The question of meaning—a momentous issue for qualitative research

The theory of caritative caring: Katie Eriksson’s theory of caritative caring presented from a human science point of view

Nursing students’ and lecturers’ experiences of learning at a university-based nursing student–run health clinic

Contact Info

Product

Resources

About