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Abstract
ABSTRACT This article aims to describe the phenomenon of learning at a university-based nursing student–run health clinic, as experienced by student nurses and lecturers. The study is based on a reflective lifeworld research approach founded on continental philosophy. Eight group interviews were conducted with 38 student nurses and 5 lecturers. The data were explored and analysed for meaning. The results show that learning is supported by a permissive learning environment that builds on both individual and common learning as well as equal relationships within the student group, in relation to the visitors at the health clinic and, to a certain extent, in relation to the lecturers. The most significant finding is that reflective, development-oriented learning takes place when the students, supported by each other and their lecturers, reflect on how to relate to problems and situations. A situation-based learning approach is thus shown to create the prerequisites for lecturers being nearby, reflective dialogue partners but also supervisors in situations where the students ask for support and guidance.
Highlights
As part of a university-based interprofessional learning milieu (Elmqvist & Glemne, 2008; Elmqvist, Glemne, & Svensson, 2009), a health clinic was established to enhance and support nursing and psychology students’ learning and to promote wellbeing in a healthy environment for the users, i.e. visitors, students and lecturers
The results show that learning is supported by a permissive learning environment that builds on both individual and common learning as well as equal relationships within the student group, in relation to the visitors at the health clinic and, to a certain extent, in relation to the lecturers
The present study contributes with knowledge and understanding of learning within the framework of a nursing student–run health clinic
Summary
As part of a university-based interprofessional learning milieu (Elmqvist & Glemne, 2008; Elmqvist, Glemne, & Svensson, 2009), a health clinic was established to enhance and support nursing and psychology students’ learning and to promote wellbeing in a healthy environment for the users, i.e. visitors, students and lecturers. In close collaboration with architects, the building of the health clinic was based on current research (Ulrich, Quan, Zimring, Joseph, & Choudhary, 2004; Weisman, 1994; Wijk, 2001), with regard to the environment’s importance for health and wellbeing, focusing on colour, shape and material as well as integrity, security, self-determination and orientation for the users. The student–run health clinic gives nursing students the chance to integrate their theoretical and practical knowledge in order to contribute to a deepened and expanded understanding of caring science (Ozolins, Elmqvist, & Hörberg, 2014). Caring science and learning activities for nursing students are
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