When caring becomes an art-how clinical gaze are perceived to be developed

Purpose This qualitative study describes nurses' experiences and perceptions of how they develop the clinical gaze. Methods This qualitative study used an inductive approach and content analysis to assess the experiences of newly graduated nurses, nurse managers, and nursing teachers. Nineteen interviews were conducted. To achieve credibility, the study followed the guidelines of the Consolidated Criteria for Reporting Qualitative research (COREQ). Results Two themes emerged: nurses' personal abilities and the learning culture. Learning culture was considered the foundation of the development of the clinical gaze. The clinical gaze was found to be developed in relationships with patients and when learning together with colleagues, in which the opportunities for reflection are central. To develop the clinical gaze, structures for learning activities, such as reflection, communication exercises, and simulation, are needed so that they become a natural part of daily work. This can also be achieved through supervision and skills training both at university and in a care context. Conclusions Prerequisites for the development of the clinical gaze include physical presence with the patient combined with learning activities such as conscious reflection with others in a safe learning culture.

Automated summary

This qualitative study explores nurses' experiences and perceptions in developing clinical gaze, revealing that nurses' personal abilities and learning culture are crucial for its development. The clinical gaze is found to be nurtured through building relationships with patients, learning together with colleagues, and engaging in reflection and learning activities.