Borås University, School of Health Sciences, SE-501 90, Borås, Sweden.
Nurse Educ Pract. 2011 Nov;11(6):384-9. doi: 10.1016/j.nepr.2011.03.018. Epub 2011 Apr 13.
This paper presents a research project where the aim was to develop a new model for learning support in nursing education that makes it possible for the student to encounter both the theoretical caring science structure and the patient's lived experiences in his/her learning process. A reflective group supervision model was developed and tested. The supervision was lead by a teacher and a nurse and started in patient narratives that the students brought to the supervision sessions. The narratives were analyzed by using caring science concepts with the purpose of creating a unity of theory and lived experiences. Data has been collected and analyzed phenomenologically in order to develop knowledge of the students' reflection and learning when using the supervision model. The result shows that the students have had good use of the theoretical concepts in creating a deeper understanding for the patient. They have learned to reflect more systematically and the learning situation has become more realistic to them as it is now carried out in a patient near context. In order to reach these results, however, demands the necessity of recognizing the students' lifeworld in the supervision process.
本文介绍了一个研究项目，旨在为护理教育开发一种新的学习支持模式，使学生在学习过程中既能接触到理论关怀科学结构，又能接触到患者的生活体验。开发并测试了一种反思性小组监督模式。监督由一名教师和一名护士领导，从学生带到监督会议上的患者叙述开始。使用关怀科学概念对这些叙述进行了分析，目的是创建理论和生活体验的统一体。为了发展对学生在使用监督模式时的反思和学习的认识，已经进行了数据的收集和现象学分析。结果表明，学生在使用理论概念方面表现出色，对患者有了更深入的了解。他们学会了更系统地反思，学习情境对他们来说变得更加真实，因为它现在是在患者附近的环境中进行的。然而，要取得这些结果，需要在监督过程中认识到学生的生活世界。
