Students’ learning in an encounter with patients – supervised in pairs of students

Authors: Holst, Hanna E.E.; Hörberg, Ulrica

Source: Reflective Practice, Volume 13, Number 5, 1 October 2012 , pp. 693-708(16)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

Caring science didactics is the framework of a supervision model that includes students learning process, from a lifeworld perspective, in an encounter with patients, supported by supervision in pair of students. A challenge in nursing education is to bridge the gap between theory and praxis. Reflection and a model for learning and supervision enable students to learn in meeting patients and to get a deeper understanding of their lifeworld. The aim of this study was to describe the learning process of students, in an encounter with a patient, when supported by supervision given to pair of students. Data were collected through interviews and diary entries, interviews in pair of students, and diary entries in private. The analysis was based on reflective lifeworld research approach, founded on phenomenology. Results show that security and insecurity in pair of students, environmental conditions and attitude of health care professionals have influence on students’ learning process. Meeting patients is described as important for the student learning process, but also as indiscernible and that supervised reflection serves to bridge the gap between theoretical and practical knowledge. Structured supervision is shown to be supportive for nursing students when developing in their learning process.

Keywords: caring science; learning; lifeworld; nursing students; phenomenology; reflection

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/14623943.2012.670623

Affiliations: School of Health and Caring Sciences, Linnæus University, George Lückligs väg 8Växjö,351 95, Sweden

Publication date: October 1, 2012

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