Lifeworld-led learning takes place in the encounter between caring science and the lifeworld

Hörberg, Ulrica; Carlsson, Gunilla; Holst, Hanna; Andersson, Niklas; Eskilsson, Camilla; Ekebergh, Margaretha

doi:10.5430/cns.v2n3p107

Cited by 12 publications

(15 citation statements)

References 28 publications

(44 reference statements)

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“…The study was conducted in a learning environment based on the DLCU model (Hörberg et al, 2014) in a general hospital. Three units with different specializations are included in this study, medicine, orthopaedic, and surgery.…”

Section: Methodsmentioning

confidence: 99%

“…A number of models have been developed to support nursing students in these aspects. These models include a focus on the context—DEUs (dedicated education unit) and DLCUs (developing and learning care unit) (Ekebergh, 2007), on students learning together—peer learning (Edgecombe, Wotton, Gonda, & Mason, 1999; Nygren & Carlson, 2017; Stenberg & Carlson, 2015) and on learning in pairs (Hörberg et al, 2014). The aim of all these models is to support students’ learning by supervision in structured learning environments.…”

Section: Introductionmentioning

confidence: 99%

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The learning space—interpersonal interactions between nursing students, patients, and supervisors at developing and learning care units

Holst

Ozolins

Brunt

et al. 2017

International Journal of Qualitative Studies on Health and Well

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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.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The learning space—interpersonal interactions between nursing students, patients, and supervisors at developing and learning care units

Holst

Ozolins

Brunt

et al. 2017

International Journal of Qualitative Studies on Health and Well

Self Cite

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show abstract

“…Bondas [25] emphasised caritative leadership as a cornerstone for creating caring environments, and sees it as an essential component of implementing a caring approach among patients and carergivers. Together with lifeworld-led didactics, [19] caritative leadership can add a theoretical standpoint to leadership in the clinical context. This common ground for caring and leadership may be one way to further develop an intertwined perspective of the importance of the learning environment in CEUs.…”

Section: Reflections Of the Resultsmentioning

confidence: 99%

“…[4,17,18] CEUs are based on a concept that aims to support both the students' learning process and the caring process by using lifeworld-led didactics. [19] A reflective attitude is a key component of learning support. This type of attitude inspires supervision that focuses on patients.…”

Section: Setting and Participantsmentioning

confidence: 99%

Managers’ responsibility to support caring and learning in clinical education units

Eskilsson

Lindberg

Carlsson

et al. 2017

CNS

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Background: Managers in clinical education units (CEUs) have the responsibility to facilitate evidence-based environments for both caring and learning. Promoting such environments might be challenging in times of financial constraints and organisation changes. Objective: The purpose of this study was to describe how managers experience their responsibility to support the caring and learning environments in CEUs. Methods: The study method followed the principles of Reflective Lifeworld Research (RLR) grounded in a phenomenological approach. The study was conducted at a hospital in Southern Sweden. Ten first-and second-line managers responsible for CEUs were interviewed. The interviews were conducted as reflective dialogues using an open, and bridled approach. Results: The results show that clinical education unit managers regard the responsibility to support caring and learning environments as a challenging experience, elucidated in three themes: (1) to have or to take responsibility; (2) cooperation that supports and challenges; and (3) bringing it all together -a daily struggle. Conclusions: In conclusion, the managers of CEUs need to be aware of the importance of common theoretical grounds for caring and learning. Caring and learning are more likely to be intertwined when responsibility is taken, when collaboration between actors is characterised by respect and when an awareness of the importance of reflection is present. Awareness of the importance of creating opportunities for reflection and mutual collaboration among the different actors involved could lead to improvements in nursing education and, therefore, improved patient care.

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“…Furthermore, there is limited research focusing on pedagogical strategies supporting learning in this area. [17,18] A definition of reflection can be transferred from Griffiths and Tann [19] teacher reflection research. They argue that the character of reflection can be described in two ways: a spontaneous here-and-now-reflection and a more systematic and perspective widening reflection.…”

Section: Introductionmentioning

confidence: 99%

The character of nursing students’ critical reflection at the end of their education

Klaeson

Berglund

Gustavsson

2016

JNEP

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Lifeworld-led learning takes place in the encounter between caring science and the lifeworld

Cited by 12 publications

References 28 publications

The learning space—interpersonal interactions between nursing students, patients, and supervisors at developing and learning care units

The learning space—interpersonal interactions between nursing students, patients, and supervisors at developing and learning care units

Managers’ responsibility to support caring and learning in clinical education units

The character of nursing students’ critical reflection at the end of their education

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