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Nurse Educ Pract. 2018 Oct 3;33:148-153. doi: 10.1016/j.nepr.2018.09.007. [Epub ahead of print]

Facilitating affective elements in learning - In a palliative care context.

Author information

1
Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Sweden.
2
The Swedish Red Cross University College, Department of Health Sciences, Department of Learning, Informatics, Management and Ethics, LIME, Karolinska Institut, Sweden. Electronic address: janet.mattsson@ki.se.

Abstract

The aim of this study was to explore ways clinical supervisors facilitate the learning of the affective elements of professional competence in a clinical palliative care environment. The secondary aim was to advocate for and raise awareness of the importance of the affective domain in medical education. A clinical palliative care learning environment has been reported to be emotionally challenging. The affective and transformative learning processes taking place requires special support. However, little is known about how clinical supervisors facilitate this learning processes. A qualitative, explorative study was designed to capture supervisors' perceptions of their supervision using semi-structured interviews. Six experienced clinical supervisors working within a palliative care context were recruited using convenience sampling. Data were analyzed using inductive content analysis. The affective elements were viewed as essential for learning, clinical supervision, and professional competency. Supervisors use a variety of different ways of facilitation. Four main themes were identified; building a relationship, creating space for learning, creating a pedagogical environment, and Mirroring.

KEYWORDS:

Affective elements; Clinical learning; Competence; Home care; Nursing students; Palliative care

PMID:
30296727
DOI:
10.1016/j.nepr.2018.09.007

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