IS THERE A SPACE FOR LEARNING IN THE CLINICAL ENVIRONMENT? Janet Mattsson Senior lecturer

Clinical learning Social interactions matters Context matters Environment matters (Curtis et al., 2013; Isba & Book, 2011; Baxter, 2007; Benner, 1994)

Design Phenomenological approach/everyday knowledge are sought for Observations and inteviews (n=10) (Brykczynski& Benner, 2010; Benner et al., 2010)

Results The learning by doing theme: developing skills, embrace routines. Managing work routines: skills facilitator: The Reflecting theme: supports thinking and awareness, Passive facilitating: Dialogical facilitation:

THERE ARE A SPACE FOR LEARNING IN THE CLINICAL ENVIRONMENT IF: The pedagogical process is driven by the child’s caring needs because it: Supports deeper understanding of the child’s complex caring needs Supports understanding of how the interventions support the child’s needs and why they are performed in a certain way And links theory to practice- reflection

References Baxter P. The CCARE model of clinical supervision: Bridging the theory- practice gap. Nurse Education in Practice. 2007; 7(7): PMid: Benner P. The tradition and skill of interprative phenomenology in studying health, illness, and caring practices In: Benner P, editor. Interprative Phenomenology: Embodyment, caring and ethics. Thousand Oaks, CA: Sage Benner PE, Tanner CA, Chesla CA. Expertise in nursing practice: caring, clinical judgment & ethics. 2nd ed. New York: Springer Pub.; Benner P, Sutphen, M., Leonard, V., Day, L. Educating nurses: A call for radical transformation. San Francisco: Jossey-Bass.; Isba R, Boor K. Creating a learning environment In: Dornan T, Mann K, Scherpbier A, Spencer JA, editors. Medical Education: Theory and Practice: Churchill-Livingstone. ; PMid: Curtis SH, M. Riley E, Slee R. How do recently qualified occupational therapy graduates perceive the practice theory gap? The Plymouth Student Journal of Health and Social Work. 2013; 1(5): 1-12.