Becoming a caring nurse : the heart of the matter in nurse education
Sandvik, Ann-Helén (2015-04-17)
Sandvik, Ann-Helén
Åbo Akademi - Åbo Akademi University
17.04.2015
Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi-fe201504082316
https://urn.fi/URN:NBN:fi-fe201504082316
Tiivistelmä
This thesis in caring science didactics is based on a thinking, where the fundamental basis for
the didactic is science-based, i.e. it does not emanate from the nursing profession but brings
forward a didactic that grows out of caring science and its core substance and ethos. This view
on didactics arises from the caritative theory developed by Eriksson.
The overall aim of the study is to clarify the meaning and essence of understanding, as well as
to explore and deepen the understanding of student nurses' processes of understanding and
becoming with the intention of developing a theory model for caring didactics. The overarching
research questions are: What is the essence of understanding (of caring science knowledge)?
What are the possibilities and importance of understanding in the appropriation of caring
science? What characterizes and impels the process of becoming?
The thesis consists of four sub studies and a summary section. The overall methodological
approach is hermeneutic involving quantitative as well as qualitative methods. The data for the
study has been collected through a longitudinal research project that followed student nurses
at three universities during their entire education. The empirical sub studies form the basis for
the interpreted knowledge that is formulated in the new understanding. This new
understanding have, through additional theory-charging with the theory fragments from
Gadamer, generated the heuristic synthesis which is illustrated in the theory model.
The findings shows that understanding can be described as something unlimited, as an endless
movement, which can be illustrated as a lying eighth, a lemniscate. The lemiscate of
understanding is characterized by seeing, knowing and becoming and consists of seven
differently named phases; the acquired horizon of understanding, the encounter of horizons,
the dialogue of horizons, the fusion of horizons, application, reflection and shaping a new
horizon of understanding. Bildung (formation), is the ultimate imprint of the endless spiral
movement of understanding. Ethos and arête constitute the hubs around which the lemniscate
of understanding circles. These include the spirit and driving force that the student carries
within. The caring culture encloses the lemniscate of understanding. The caring culture
provides the life space of understanding and the prevailing basic values are evinced in the culture.
the didactic is science-based, i.e. it does not emanate from the nursing profession but brings
forward a didactic that grows out of caring science and its core substance and ethos. This view
on didactics arises from the caritative theory developed by Eriksson.
The overall aim of the study is to clarify the meaning and essence of understanding, as well as
to explore and deepen the understanding of student nurses' processes of understanding and
becoming with the intention of developing a theory model for caring didactics. The overarching
research questions are: What is the essence of understanding (of caring science knowledge)?
What are the possibilities and importance of understanding in the appropriation of caring
science? What characterizes and impels the process of becoming?
The thesis consists of four sub studies and a summary section. The overall methodological
approach is hermeneutic involving quantitative as well as qualitative methods. The data for the
study has been collected through a longitudinal research project that followed student nurses
at three universities during their entire education. The empirical sub studies form the basis for
the interpreted knowledge that is formulated in the new understanding. This new
understanding have, through additional theory-charging with the theory fragments from
Gadamer, generated the heuristic synthesis which is illustrated in the theory model.
The findings shows that understanding can be described as something unlimited, as an endless
movement, which can be illustrated as a lying eighth, a lemniscate. The lemiscate of
understanding is characterized by seeing, knowing and becoming and consists of seven
differently named phases; the acquired horizon of understanding, the encounter of horizons,
the dialogue of horizons, the fusion of horizons, application, reflection and shaping a new
horizon of understanding. Bildung (formation), is the ultimate imprint of the endless spiral
movement of understanding. Ethos and arête constitute the hubs around which the lemniscate
of understanding circles. These include the spirit and driving force that the student carries
within. The caring culture encloses the lemniscate of understanding. The caring culture
provides the life space of understanding and the prevailing basic values are evinced in the culture.
Kokoelmat
- 316 Hoitotiede [64]