[The teaching-learning process in ICU: a phenomenological study]

Area of Science:

• Nursing Education
• Qualitative Research
• Phenomenology

Context:

• The study focuses on the teaching and learning process during intensive care unit (ICU) traineeships for undergraduate nursing students.
• It examines the lived experiences and perceptions of teaching staff within this critical care setting.

Purpose:

• To understand the meaning attributed by nursing teaching staff to the teaching and learning process during undergraduate traineeships in intensive care.
• To explore the subjective experiences of educators in facilitating student learning in a high-acuity environment.

Summary:

• A phenomenological qualitative study was conducted using semi-structured interviews with guiding question: 'How do you live the teaching-learning process at the ICU traineeship?'.
• Four emergent themes were identified: 'An awakening to ICU', 'A searching for how to teach Nursing in Intensive Care', 'A connection between the teaching staff and the students', and 'A meaningful experience'.
• The findings indicate that shared living experiences foster connection and facilitate the teaching-learning process between staff and students in the ICU.

Impact:

• Highlights the importance of shared experiences in bridging the gap between nursing educators and students in intensive care settings.
• Provides insights into the subjective meaning of teaching and learning from the perspective of nursing staff in critical care.
• Informs pedagogical strategies to enhance the effectiveness of intensive care nursing education and student support.