A Nordic model for learning compassionate care in clinical education
Background Preceptorship is one model of supporting student nurses' learning and development during their clinical education. However, little is known about what there is in preceptorship that promotes or hinders learning. Earlier studies found that there were ethical dimensions to students...
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ftnorduniv:oai:nordopen.nord.no:11250/2669247 2023-05-15T17:45:06+02:00 A Nordic model for learning compassionate care in clinical education Hilli, Yvonne Sandvik, Ann-Helén 2020 application/pdf https://hdl.handle.net/11250/2669247 https://doi.org/10.1016/j.nedt.2020.104454 eng eng Elsevier Hilli, Y. & Sandvik, Ann-H. (2020). A Nordic model for learning compassionate care in clinical education. Nurse Education Today, 90: 104454. doi: urn:issn:1532-2793 https://hdl.handle.net/11250/2669247 https://doi.org/10.1016/j.nedt.2020.104454 cristin:1808353 Navngivelse 4.0 Internasjonal http://creativecommons.org/licenses/by/4.0/deed.no © 2020 The Author(s) CC-BY 6 90 Nurse Education Today VDP::Medisinske Fag: 700::Helsefag: 800 VDP::Medisinske Fag: 700::Helsefag: 800::Sykepleievitenskap: 808 Peer reviewed Journal article 2020 ftnorduniv https://doi.org/10.1016/j.nedt.2020.104454 2021-07-13T18:13:07Z Background Preceptorship is one model of supporting student nurses' learning and development during their clinical education. However, little is known about what there is in preceptorship that promotes or hinders learning. Earlier studies found that there were ethical dimensions to students' encounters with preceptors. Aim The overall purpose of this Nordic follow-up study was to develop a model for learning compassionate care among student nurses during their clinical education - first, to deeper understand the learning of student nurses, and second, to investigate the phenomenon of preceptorship from the preceptors´ point of view. Method This study used a mixed methods design. Undergraduate student nurses (n = 139) from three universities in Finland and Sweden were shadowed for a period of three years. Quantitative data were collected through a questionnaire and were analysed using statistical methods. To better understand the learning acquired by the student nurses, focus group interviews (n = 70) were conducted. The phenomenological-hermeneutical approach was adopted. To capture the preceptors' point of view, narrative interviews were held with them (n = 88) in western Finland and northern Sweden. A hermeneutical approach was used when analysing the data. Findings According to both student nurses and preceptors, a caring student-preceptor relationship, imbued with commitment, reverence and responsibility, is fundamental and serves as the basis for students' learning and development more than pedagogical methods used. Three main themes emerged: a caring student-preceptor relationship; a caring manner of being—the conduct; and a caring culture—the tone of the learning space. Conclusions This study shows the importance of preceptorship on student nurses in their quest of becoming compassionate and caring nurses. Therefore, based on earlier findings and the findings in this study, there is a need to facilitate and support the students' transformation, that is, the process of becoming, from student to a professional nurse. publishedVersion Unit Licence Agreement Article in Journal/Newspaper Northern Sweden Open archive Nord universitet Nurse Education Today 90 104454 |
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Open archive Nord universitet |
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English |
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VDP::Medisinske Fag: 700::Helsefag: 800 VDP::Medisinske Fag: 700::Helsefag: 800::Sykepleievitenskap: 808 |
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VDP::Medisinske Fag: 700::Helsefag: 800 VDP::Medisinske Fag: 700::Helsefag: 800::Sykepleievitenskap: 808 Hilli, Yvonne Sandvik, Ann-Helén A Nordic model for learning compassionate care in clinical education |
topic_facet |
VDP::Medisinske Fag: 700::Helsefag: 800 VDP::Medisinske Fag: 700::Helsefag: 800::Sykepleievitenskap: 808 |
description |
Background Preceptorship is one model of supporting student nurses' learning and development during their clinical education. However, little is known about what there is in preceptorship that promotes or hinders learning. Earlier studies found that there were ethical dimensions to students' encounters with preceptors. Aim The overall purpose of this Nordic follow-up study was to develop a model for learning compassionate care among student nurses during their clinical education - first, to deeper understand the learning of student nurses, and second, to investigate the phenomenon of preceptorship from the preceptors´ point of view. Method This study used a mixed methods design. Undergraduate student nurses (n = 139) from three universities in Finland and Sweden were shadowed for a period of three years. Quantitative data were collected through a questionnaire and were analysed using statistical methods. To better understand the learning acquired by the student nurses, focus group interviews (n = 70) were conducted. The phenomenological-hermeneutical approach was adopted. To capture the preceptors' point of view, narrative interviews were held with them (n = 88) in western Finland and northern Sweden. A hermeneutical approach was used when analysing the data. Findings According to both student nurses and preceptors, a caring student-preceptor relationship, imbued with commitment, reverence and responsibility, is fundamental and serves as the basis for students' learning and development more than pedagogical methods used. Three main themes emerged: a caring student-preceptor relationship; a caring manner of being—the conduct; and a caring culture—the tone of the learning space. Conclusions This study shows the importance of preceptorship on student nurses in their quest of becoming compassionate and caring nurses. Therefore, based on earlier findings and the findings in this study, there is a need to facilitate and support the students' transformation, that is, the process of becoming, from student to a professional nurse. publishedVersion Unit Licence Agreement |
format |
Article in Journal/Newspaper |
author |
Hilli, Yvonne Sandvik, Ann-Helén |
author_facet |
Hilli, Yvonne Sandvik, Ann-Helén |
author_sort |
Hilli, Yvonne |
title |
A Nordic model for learning compassionate care in clinical education |
title_short |
A Nordic model for learning compassionate care in clinical education |
title_full |
A Nordic model for learning compassionate care in clinical education |
title_fullStr |
A Nordic model for learning compassionate care in clinical education |
title_full_unstemmed |
A Nordic model for learning compassionate care in clinical education |
title_sort |
nordic model for learning compassionate care in clinical education |
publisher |
Elsevier |
publishDate |
2020 |
url |
https://hdl.handle.net/11250/2669247 https://doi.org/10.1016/j.nedt.2020.104454 |
genre |
Northern Sweden |
genre_facet |
Northern Sweden |
op_source |
6 90 Nurse Education Today |
op_relation |
Hilli, Y. & Sandvik, Ann-H. (2020). A Nordic model for learning compassionate care in clinical education. Nurse Education Today, 90: 104454. doi: urn:issn:1532-2793 https://hdl.handle.net/11250/2669247 https://doi.org/10.1016/j.nedt.2020.104454 cristin:1808353 |
op_rights |
Navngivelse 4.0 Internasjonal http://creativecommons.org/licenses/by/4.0/deed.no © 2020 The Author(s) |
op_rightsnorm |
CC-BY |
op_doi |
https://doi.org/10.1016/j.nedt.2020.104454 |
container_title |
Nurse Education Today |
container_volume |
90 |
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104454 |
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