Holst Hanna, Ozolins Lise-Lotte, Brunt David, Hörberg Ulrica
Faculty of Health and Life Sciences, Department of Health and Caring Sciences, Linnaeus University, SE-351 95, Växjö, Sweden.
Faculty of Health and Life Sciences, Department of Health and Caring Sciences, Linnaeus University, SE-351 95, Växjö, Sweden.
Nurse Educ Pract. 2017 Sep;26:6-11. doi: 10.1016/j.nepr.2017.06.002. Epub 2017 Jun 9.
The purpose of this study is to describe how supervisors experience supporting nursing students' learning in pairs on a Developing and Learning Care Unit in Sweden. The present study has been carried out with a Reflective Lifeworld Research (RLR) approach founded on phenomenology. A total of 25 lifeworld interviews were conducted with supervisors who had supervised pairs of students. The findings reveal how supervisors support students' learning in pairs through a reflective approach creating learning space in the encounter with patients, students and supervisors. Supervisors experience a movement that resembles balancing between providing support in learning together and individual learning. The findings also highlight the challenge in supporting both the pairs of students and being present in the reality of caring. In conclusion, the learning space has the potential of creating a relative level of independency in the interaction between pairs of students and their supervisor when the supervisor strives towards a reflective approach.
本研究的目的是描述在瑞典的一个发展与学习护理单元中，督导如何体验支持护理专业学生结对学习的过程。本研究采用了基于现象学的反思性生活世界研究（RLR）方法。总共对督导过学生结对的督导进行了25次生活世界访谈。研究结果揭示了督导如何通过一种反思性方法在与患者、学生和督导的互动中创造学习空间，从而支持学生结对学习。督导体验到一种类似于在共同学习中提供支持和个人学习之间进行平衡的动态过程。研究结果还凸显了在支持学生结对以及置身于护理现实情境时所面临的挑战。总之，当督导努力采用反思性方法时，学习空间有潜力在学生结对与其督导之间的互动中创造出一定程度的独立性。
