“Seeing the patient as a human is their priority” – Patients’ experiences of being cared for by pairs of student nurses

Strömwall, Annette; Ozolins, Lise-Lotte

doi:10.5430/jnep.v8n7p97

Cited by 5 publications

(5 citation statements)

References 34 publications

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“…These findings show that the contribution of the student-patient relationship can be quite difficult to assess from one another's perspective, but patient involvement in clinical education benefits both students and patients (Suikkala et al 2018). Patients can benefit by gaining a greater understanding of their own situation and through this, by playing a more active role in their own care (Suikkala et al 2018;Strömwall et al 2018).…”

Section: Tablementioning

confidence: 96%

Congruence between nursing students’ and patients’ views of student–patient relationships

Suikkala

Koskinen

Katajisto

et al. 2020

Adv in Health Sci Educ

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The growing emphasis on learning with and from patients has shifted the focus from education and healthcare professionals to the student–patient relationship. The relationship between student and patient, with a supportive preceptor as a resource, can influence the progression and development of an authentic person-centred approach to care among students. The purpose of this study was to analyse the congruence between nursing students’ and patients’ views of their relationship during students’ clinical placement. The study compared data from cross-sectional matched cohort pairs of nursing students (n = 187) and patients (n = 187) in Finland. The data were collected between March 2015 and May 2016 using corresponding questionnaires and procedures in both cases. Both students’ and patients’ views were moderately or weakly congruent in terms of facilitative relationship, characterised as a mutually enriching relationship for both students and patients through dialogue. Patients, however, tended to see the relationship significantly more often as mechanistic, focusing on students learning practical skills, compared to students who saw the relationship more often as facilitative. Patients’ age and the reasons for care were the only background variables that predicted the congruence between students’ and patients’ views of their relationships. These findings suggest ways in which student–patient relationships can be made more meaningful in supporting learning in clinical education.

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Section: Tablementioning

confidence: 96%

Congruence between nursing students’ and patients’ views of student–patient relationships

Suikkala

Koskinen

Katajisto

et al. 2020

Adv in Health Sci Educ

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show abstract

“…The five phenomenological empirical studies (Holst & Hörberg, 2012 , 2013 ; Holst et al, 2017a , 2017b ; Strömwall et al, 2018 ) that form the foundation for the general structure were carried out in a learning environment based on the model of Developing and Learning Care Units (DLCU) in general hospitals and psychiatric clinics in Sweden. DLCU are based on caring science didactics with a lifeworld perspective (Dahlberg & Ekebergh, 2008 ), which entails a reflective supervisory approach in order to bridge the gap between theory and practice and learning in pairs of students.…”

Section: Methodsmentioning

confidence: 99%

“…This is connected to the students openly sharing their knowledge, information and communication with each other, and with the patient, in a way that can be easily understood. The students’ openness and patients’ confidence in the care being provided under supervision contributes to the patients feeling secure and satisfied in the caring situation (Strömwall et al, 2018 ).…”

Section: Methodsmentioning

confidence: 99%

The perspectives of patients, nursing students and supervisors on “the caring–learning space” – a synthesis of and further abstraction of previous studies

Holst

Ozolins

Brunt

et al. 2023

International Journal of Qualitative Studies on Health and Well

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The aim was to describe and gain a greater understanding of the phenomenon “caring-learning space” based on the perspectives of patients, nursing students, and supervisors in clinical practice contexts. A general structure of the phenomenon “caring-learning space” was created based on essential structures from five empirical studies. The analysis is based on a reflective lifeworld research approach (RLR). The “caring-learning” space shows itself in terms of interpersonal relationships between patients, students, supervisors, and other actors in the care environment. It is first when the learning space is accepted as a part of caring, that a “caring-learning space” is created. A flexibility and a receptivity are seen where the learning is allowed to become visible and be integrated in the caring processes when caring and learning to interact. A caring-learning space is established by the patient being the focal point, but also a co-creator in caring as well as learning regardless of her/his health status. This entails that the ”caring-learning space” exists when patients, students, supervisors and other healthcare professionals interact based on their ability and role in the space.

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“…16,17 Patients are often prepared to set up for student learning. 18–21 However, not all patients are comfortable with being cared for by students, and there exists a wide variety of patient experiences. Students are perceived as both supportive and helpful, but also as insufficient in competence and professional ability.…”

Section: Introductionmentioning

confidence: 99%

“…22–24 Patients might also enjoy extra attention and social activities offered by students, so there is a possibility of mutual social exchange. 21,25…”

Section: Introductionmentioning

confidence: 99%

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

Andersson

Ekebergh

Hörberg

2020

Nordic Journal of Nursing Research

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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.

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“Seeing the patient as a human is their priority” – Patients’ experiences of being cared for by pairs of student nurses

Cited by 5 publications

References 34 publications

Congruence between nursing students’ and patients’ views of student–patient relationships

Congruence between nursing students’ and patients’ views of student–patient relationships

The perspectives of patients, nursing students and supervisors on “the caring–learning space” – a synthesis of and further abstraction of previous studies

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

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