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dc.contributor.authorWiklund Gustin, Lena
dc.date.accessioned2022-04-04T13:12:34Z
dc.date.available2022-04-04T13:12:34Z
dc.date.issued2021-10
dc.description.abstractCaring science has been described as abstract, difficult to apply, or unscientific common sense. An alternative view is that caring science knowledge does not pose a greater challenge because it is abstract, but because it challenges caregivers’ existence. No matter how nursing faculty perceive these challenges, it is crucial to create a context where students are supported in the integration of theoretical knowledge. This article addresses teachers’ responsibility for creating a caring learning environment. It further proposes how reflections on perspectives and concepts can be linked to experiential learning to contribute to students’ embodied understanding of caring science.en_US
dc.identifier.citationWiklund Gustin L. Supporting Students’ Understanding of Caring Science as a Meaningful Basis for Practice. International journal for human caring. 2021;25(3):194-202en_US
dc.identifier.cristinIDFRIDAID 1933526
dc.identifier.doi10.20467/HumanCaring-D-20-00039
dc.identifier.issn1091-5710
dc.identifier.urihttps://hdl.handle.net/10037/24703
dc.language.isoengen_US
dc.publisherSpringer Natureen_US
dc.publisherInternational Association for Human Caring (IAHC)en_US
dc.relation.journalInternational journal for human caring
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2021 The Author(s)en_US
dc.titleSupporting Students’ Understanding of Caring Science as a Meaningful Basis for Practiceen_US
dc.type.versionacceptedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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