Department of Health and Caring Sciences, Linnaeus University, Växjö, Sweden.
Int J Qual Stud Health Well-being. 2023 Dec;18(1):2172796. doi: 10.1080/17482631.2023.2172796.
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.
目的是基于患者、护理学生和临床实践环境中的主管护师的观点，描述并更深入地了解“关怀-学习空间”这一现象。根据五项实证研究的基本结构，创建了一个关于“关怀-学习空间”的一般结构。分析基于反思生活世界研究方法（RLR）。
“关怀-学习”空间体现在患者、学生、主管护师和护理环境中其他参与者之间的人际关系中。只有当学习空间被视为关怀的一部分时，才会创建“关怀-学习空间”。在关怀和学习相互作用时，会表现出灵活性和接受性，使学习能够变得可见并融入关怀过程中。
以患者为焦点建立关怀-学习空间，但无论其健康状况如何，患者都是关怀和学习的共同创造者。这意味着当患者、学生、主管护师和其他医护人员基于其在空间中的能力和角色进行互动时，“关怀-学习空间”就存在。
