Patient experiences of being cared for by nursing students in a psychiatric education unit

Abstract

Patients are vital for student learning. However, research has primarily focused on student nurse learning from a student or supervisor perspective; few studies have investigated patient perspectives. This study examines student care practice for patients in acute psychiatric day care. The aim was to describe patients’ experiences of care by student nurses in a psychiatric education unit, a collaboration between the clinic and academia. Data were collected through 17 lifeworld interviews with patients, of which 10 also included observations. Data have been analysed for meanings using reflective, lifeworld research (RLR). The findings reveal that the encounters involve an interactive process of giving and receiving, providing students with both health opportunities and risks. The findings can further be described by the following constituents: exposed and vulnerable; responsibility to support; the importance of accessibility; reciprocity; and engagement that evokes the desire to live a life with dignity. In a patient–student community, there are prerequisites for proper caring. Patient health seems to be positively affected when patients are involved in both their own care and student learning.

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

“…With the lifeworld perspective as a foundation of the research on learning, the concept of learning encounter in healthcare has evolved (Andersson et al, 2020 ;Ekebergh, 2007;2009, 2011Ekebergh et al, 2018;Eskilsson et al, 2014;Hörberg et al, 2014;Lindberg et al, 2018;Lindberg , 2018). This encounter is thought to occur between theoretical knowledge (i.e.…”

“…What learning and caring have in common is that both are based on reflection (Ekebergh, 2007(Ekebergh, , 2009(Ekebergh, , 2011. Furthermore, learning and caring cannot be separated in clinical practice; they are meshed in such a way that in every care situation or meeting with a patient, there is a learning opportunity for both the patient and the carer (Andersson et al, 2020 ;Eskilsson et al, 2015a).…”

“…Nursing students need to be trained in the theoretical application of reflection and in interpreting and understanding their interactions with patients. They also need to train their ability to encourage their patients to reflect upon and develop an understanding of their own experiences (Andersson et al, 2020 ;Bullington et al, 2019). This involves, among other things, practicing sensitivity, which means taking cognisance of and responding to verbal and non-verbal bodily expressions during interactions with the patient.…”

“…Against this background, we have studied the connection between learning and caring in a deeper sense. The purpose of these studies was to create awareness of when and how learning and caring converge in meetings between student nurses and patients (Andersson et al, 2020 ;Ekebergh et al, 2018;Eskilsson et al, 2014;Eskilsson et al, 2015a, 2015b, Eskilsson et al, 2017.…”

The meaning of reflection for understanding caring and becoming a caring nurse

“…According to Hörberg [ 22 ], true caring is not possible without carers adopting a caring attitude to gain insight into the patient's lifeworld and thus an opportunity to understand the patient's lived experiences and life situation. A wealth of literature demonstrates that the students’ awareness of the reflective process within themselves, reflection interacting with caring science theory, can integrate and improve the ability to care for suffering human beings [ 23 , 24 , 25 , 26 , 27 , 28 ]. Sandvik et al [ 29 ] similarly indicates that through active and continuous reflection, caring science theory can live and become lasting.…”