A learning model for nursing students during clinical studies.

Area of Science:

• Nursing Education
• Caring Science
• Phenomenology

Background:

• Nursing education requires integrating theoretical knowledge with practical, patient-centered experiences.
• Traditional models may not adequately bridge the gap between caring science theory and lived patient realities.

Purpose of the Study:

• To develop and evaluate a novel reflective group supervision model for nursing students.
• To facilitate the integration of caring science concepts with patient narratives in the learning process.

Main Methods:

• Development and implementation of a reflective group supervision model led by a teacher and a nurse.
• Analysis of patient narratives using caring science concepts.
• Phenomenological data collection and analysis to assess student reflection and learning.

Main Results:

• Students effectively utilized theoretical concepts for deeper patient understanding.
• Enhanced systematic reflection and a more realistic, patient-near learning context for students.
• The model fostered a unity between theoretical frameworks and lived experiences.

Conclusions:

• Recognizing students' lifeworld is crucial for effective supervision in nursing education.
• The developed model significantly improves nursing students' reflective capacity and learning realism.
• Integrating theory and practice through patient narratives enriches nursing education.