The perspectives of patients, nursing students and supervisors on the caring-learning space - a synthesis of and further abstracton of previous studies

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.

Automated summary

This study aimed to describe and gain a deeper understanding of the phenomenon of caring-learning space from the perspectives of patients, nursing students, and supervisors in clinical practice contexts. A general structure of the caring-learning space was created based on essential structures from five empirical studies. The analysis was conducted using a reflective lifeworld research approach. The caring-learning space manifests through interpersonal relationships between patients, students, supervisors, and other actors in the care environment. It is only when the learning space is accepted as a part of caring that a caring-learning space is created. Flexibility and receptivity allow for learning to be visible and integrated into the caring processes when caring and learning interact. A caring-learning space is established by placing the patient as the focal point and co-creator in both caring and learning, regardless of their health status. This means that the caring-learning space exists when patients, students, supervisors, and other healthcare professionals interact based on their ability and role in the space.