ABSTRACT In this article, we present a knowledge approach to the interaction between learning and caring, which should play a significant role in the challenge of promoting sustainable healthcare. This knowledge approach requires awareness of the interactions between learning and caring in caring contexts. The intention is to present an exploration of knowledge and theory development based on research with a lifeworld perspective within caring science didactics. We are illuminating issues concerning reflection and learning encounters in a caring context, which include key concepts such as the patient’s narrative. A strategy for reflective learning and caring based on the lifeworld concept is presented. This strategy includes four main components: the encounter between general knowledge and the patient’s lived world, the patient’s narrative, caring relationship creation through interaction with the patient and reflection through supervision. All of these components are permeated by a reflective approach. We are also clarifying what it means to intertwine learning and caring in addition to how this process can be strengthened in caring practices to optimise patient care. Three components are particularly important in facilitating the intertwining of learning and caring in clinical practice, namely genuine meetings, sensitivity towards the patient’s narrative and reflection during interactions.

中文翻译：

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学习与关怀之间的互动-患者的叙述是生活世界主导的学习与关怀反思的基础

摘要在本文中，我们提出了一种学习与护理之间相互作用的知识方法，该方法应在促进可持续医疗保健的挑战中发挥重要作用。这种知识方法要求对关怀环境中学习与关怀之间相互作用的认识。目的是在具有关怀科学的教学方法中以生活世界的视角进行研究的基础上，对知识和理论的发展进行探索。我们在关怀环境中阐明与反思和学习相遇有关的问题，其中包括关键概念，例如患者的叙事。提出了一种基于生活世界概念的反思性学习和关怀策略。该策略包括四个主要部分：常识与患者生活世界之间的相遇，患者的叙述，通过与患者互动建立关怀关系，并通过监督进行反思。所有这些组件都通过反射方法渗透。除了如何在护理实践中加强这一过程以优化患者护理之外，我们还将阐明将学习与护理交织在一起的含义。在促进临床实践中学习与关怀的交织方面，三个要素尤为重要，即真正的会议，对患者叙事的敏感性和互动过程中的反思。除了如何在护理实践中加强这一过程以优化患者护理之外，我们还将阐明将学习与护理交织在一起的含义。在促进临床实践中学习与关怀的交织方面，三个要素尤为重要，即真正的会议，对患者叙事的敏感性和互动过程中的反思。除了如何在护理实践中加强这一过程以优化患者护理之外，我们还将阐明将学习与护理交织在一起的含义。在促进临床实践中学习与关怀的交织方面，三个要素尤为重要，即真正的会议，对患者叙事的敏感性和互动过程中的反思。