Holst Hanna, Ozolins Lise-Lotte, Brunt David, Hörberg Ulrica
a Department of Health and Caring Sciences , Linnaeus University , Växjö , Sweden.
Int J Qual Stud Health Well-being. 2017;12(sup2):1368337. doi: 10.1080/17482631.2017.1368337.
Previous research shows that the learning space is significant for students' learning in pairs in clinical practice but does not explain the meaning of the phenomenon. The aim of this study is thus to explain and understand the learning space that occurs in the interaction between the patients, the pairs of nursing students, and the supervisors on a developing and learning care unit in Sweden.
The study has been carried out with a Reflective Lifeworld Research (RLR) approach founded on hermeneutics. A total of 39 informants, consisting of 16 patients, five pairs of students (10 students), and 13 supervisors, were observed and interviewed.
The results reveal that an interpersonal linkage between the patients, the students, and the supervisors is created within the learning space. A learning space, based on respect towards each other, creates the prerequisite for beneficial and supportive interactions that contribute to a deeper relationship.
The phenomenon is complex due to its expandable nature and due to the fact that the learning space cannot be isolated from the surrounding environment. In order to exploit the potential of the learning space it is of importance to understand and consider the learning space as a whole.
先前的研究表明，学习空间对临床实践中以小组形式学习的学生具有重要意义，但并未解释该现象的含义。因此，本研究的目的是解释和理解在瑞典一个正在发展和学习的护理单元中，患者、护理学生小组和督导员之间互动所产生的学习空间。
本研究采用基于诠释学的反思性生活世界研究（RLR）方法进行。共观察并访谈了39名受访者，包括16名患者、5对学生（10名学生）和13名督导员。
结果显示，在学习空间内，患者、学生和督导员之间建立了人际联系。基于相互尊重的学习空间为有益和支持性的互动创造了前提条件，有助于建立更深厚的关系。
由于其可扩展性以及学习空间不能与周围环境相隔离，该现象较为复杂。为了挖掘学习空间的潜力，将学习空间作为一个整体来理解和考虑非常重要。
