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Reflect and learn together - when two supervisors interact in the learning support process of nurse education
Mia Berglund1, Reet Sjögren, Margaretha Ekebergh
1School of Life Sciences, University of Skövde, Skövde, Sweden. mia.berglund@his.se
Aim:
To describe the importance of supervisors working together in supporting the learning process of nurse students through reflective caring science supervision.
Background:
A supervision model has been developed in order to meet the need for interweaving theory and practice. The model is characterized by learning reflection in caring science. A unique aspect of the present project was that the student groups were led by a teacher and a nurse.
Method:
Data were collected through interviews with the supervisors. The analysis was performed with a phenomenological approach.
Results:
The results showed that theory and practice can be made more tangible and interwoven by using two supervisors in a dual supervision. The essential structure is built on the constituents 'Reflection as Learning Support', 'Interweaving Caring Science with the Patient's Narrative', 'The Student as a Learning Subject' and 'The Learning Environment of Supervision'.
Conclusion:
The study concludes that supervision in pairs provides unique possibilities for interweaving and developing theory and practice.
Implications For Nursing Management:
The supervision model offers unique opportunities for cooperation, for the development of theory and practice and for the development of the professional roll of nurses and teachers.
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