Intertwining caring science, caring practice and caring education from a lifeworld perspective—two contextual examples

This article describes how caring science can be a helpful foundation for caring practice and what kind of learning support that can enable the transformation of caring science into practice. The lifeworld approach is fundamental for both caring and learning. This will be illustrated in two examples from research that show the potential for promoting health and well-being as well as the learning process. One example is from a caring context and the other is from a learning context. In this article, learning and caring are understood as parallel processes. We emphasize that learning cannot be separated from life and thus caring and education is intertwined with caring science and life. The examples illustrate how an understanding of the intertwining can be fruitful in different contexts. The challenge is to implant a lifeworld-based approach on caring and learning that can lead to strategies that in a more profound way have the potential to strengthen the person's health and learning processes

The interaction between learning and caring - the patient’s narrative as a foundation for lifeworld-led reflection inlearning and caring

In this article, we present a knowledge approach to the interaction between learning and caring, which should play a significant role in the challenge of promoting sustainable healthcare. This knowledge approach requires awareness of the interactions between learning and caring in caring contexts. The intention is to present an exploration of knowledge and theory development based on research with a lifeworld perspective within caring science didactics. We are illuminating issues concerning reflection and learning encounters in a caring context, which include key concepts such as the patient’s narrative. A strategy for reflective learning and caring based on the lifeworld concept is presented. This strategy includes four main components: the encounter between general knowledge and the patient’s lived world, the patient’s narrative, caring relationship creation through interaction with the patient and reflection through supervision. All of these components are permeated by a reflective approach. We are also clarifying what it means to intertwine learning and caring in addition to how this process can be strengthened in caring practices to optimise patient care. Three components are particularly important in facilitating the intertwining of learning and caring in clinical practice, namely genuine meetings, sensitivity towards the patient’s narrative and reflection during interactions

Patient safety in relation to the design of the patient room

he demographic changes in Western countries, with an aging population and medical and technological progresses, have meant an increased demand on treating multi-morbid patients in intensive care units (Rashid, 2006). Intensive care room is the core of all activities in providing care for the most critically ill patients. According to European Society of intensive Care Medicine, providing a safe and high quality care requires an integration of human, technological and spatial recourses. The patient rooms in ICU are usually crowded places, characterized by high prevalence of stressors such as high levels of sound and strong lighting and constant activity with a negative effect on the patients’ recovery process. Previous research indicates that the design of patient rooms in ICU can be one of the causes of developing ICU delirium (Dubois, Bergeron, Dumont, Dial och Skrobik 2001). Furthermore, it is highlighted that there is an increase risk of medical errors in ICU environment due to high levels of sound (Christensen, 2002). Patient safety means preventing suffering or damages of any kind, caused by the health care provider or due to milieu related factors. The design and interior of ICU can have an impact on the patient safety and treatment outcomes. The presentation will focus on how design and interior of ICU rooms can meet the demands of patient safety

Knowledge for Caring Science– Directions and Options

This research aims to deepen knowledge whether caring and learning are an intertwined phenomenon in Dedicated Educational Units (DEU). The context is psychiatric and orthopaedic care, and the research is based on caring science.The research question is this: What characterizes the relationship between caring and learning in a DEU? This will be illuminated from three perspectives; the student, supervisor and patient perspectives.The question for the student is this: What is it like to learn the nursing profession by caring for patients on a DEU? The question for the supervisor is this: What is it like to supervise nursing students on a DEU? And the final question is directed at the patient: What is it like to be cared for by nursing students in a DEU?The underpinning philosophical and theoretical perspectives are lifeworld theory, caring science and its didactics.The aim of this project is to develop a supervision model that views caring and learning as an intertwined concept with the potential to support students‟ learning processes as well as patients‟ caring processes

Knowledge for Caring Science– Directions and Options

This research aims to deepen knowledge whether caring and learning are an intertwined phenomenon in Dedicated Educational Units (DEU). The context is psychiatric and orthopaedic care, and the research is based on caring science.The research question is this: What characterizes the relationship between caring and learning in a DEU? This will be illuminated from three perspectives; the student, supervisor and patient perspectives.The question for the student is this: What is it like to learn the nursing profession by caring for patients on a DEU? The question for the supervisor is this: What is it like to supervise nursing students on a DEU? And the final question is directed at the patient: What is it like to be cared for by nursing students in a DEU?The underpinning philosophical and theoretical perspectives are lifeworld theory, caring science and its didactics.The aim of this project is to develop a supervision model that views caring and learning as an intertwined concept with the potential to support students‟ learning processes as well as patients‟ caring processes