Incorporating Alternative and Complementary Health Practices Within University-Based Nursing Education

2001 ◽  
Vol 6 (2) ◽  
pp. 127-135 ◽  
Author(s):  
Linda Halcón ◽  
Barbara Leonard ◽  
Mariah Snyder ◽  
Ann Garwick ◽  
Mary Jo Kreitzer
Keyword(s):  
Nursing Education ◽  
Nursing Faculty ◽  
Planning Process ◽  
Doctoral Programs ◽  
University Of Minnesota ◽  
Alternative Health ◽  
School Of Nursing ◽  
Course Of Action ◽  
Research Initiatives ◽  
The University

The University of Minnesota School of Nursing aims to fully incorporate comple mentary and alternative health philosophy and healing practices into its baccalau reate, master's and doctoral programs. A planning process (1998-99) included School of Nursing faculty, administrators, and representatives of the university's Center for Spirituality and Healing. A comprehensive course of action was devel oped that included strengthening didactic and experiential learning, offering indi vidualized plans of clinical study in a variety of modalities, improving access to an interdisciplinary graduate minor in Complementary Therapies and Healing Practic es, and encouraging faculty research initiatives and continuing education in CAM.

Changing Courses: A Conversation With Connie Delaney

2010 ◽  
Vol 16 (1) ◽  
pp. 33-36
Author(s):  
Jim Meyer
Keyword(s):  
Nursing Schools ◽  
University Of Minnesota ◽  
School Of Nursing ◽  
Changing Times ◽  
The University

Jim Meyer talks with Connie Delaney, dean of the University of Minnesota School of Nursing, about what nursing schools—and individual students—need to know and possess to thrive in these changing times.

“Coming to Grips with the Nursing Question”: The Politics of Nursing Education Reform in 1960s America

2014 ◽  
Vol 22 (1) ◽  
pp. 37-60 ◽  
Author(s):  
Dominique A. Tobbell
Keyword(s):  
Nursing Education ◽  
Los Angeles ◽  
Education Reform ◽  
Nurse Educators ◽  
Professional Autonomy ◽  
Health Science ◽  
University Of Minnesota ◽  
Institutional Politics ◽  
Generational Conflicts ◽  
The University

The 1950s and 1960s were decades of change for the American nursing profession. A new generation of nurse educators sought to create greater professional autonomy for the nurse by introducing new models of education that emphasized science-based learning over technical skills and bedside care, and creating new clinical roles for the nurse, based on advanced graduate education. They confronted resistance from an older generation of nurses who feared becoming “second-class citizens” in increasingly academic nursing schools, and from academic health care institutions all too comfortable with the gendered hierarchy on which the traditional model of nursing education and practice was predicated. Using the University of Minnesota and University of California—Los Angeles (UCLA) as case studies, and based on institutional records and more than 40 oral histories with nursing and medical faculty, this article describes the generational conflicts this new cadre of nurse educators confronted within schools of nursing, and the institutional politics they struggled with as they sought to secure greater institutional status for the schools among the universities’ other health science units.

scholarly journals Clinical Adjunct Nursing Faculty Virtual Mentoring Experience:A Qualitative Study

2021 ◽  
Vol 04 (03) ◽  
Author(s):  
Jennifer Reyes ◽  
Keyword(s):  
Nursing Education ◽  
Adjunct Faculty ◽  
Nursing Faculty ◽  
The United States ◽  
New Faculty ◽  
Virtual Mentoring ◽  
School Of Nursing ◽  
Qualitative Research Design ◽  
Proper Training ◽  
Adjunct Nursing Faculty

Nursing and nursing education have been surrounded by discussions of shortages for many years. The United States lacks qualified nurses to care for its aging and increasing acutely ill population. The lack of qualified nurses stems back to several issues, at the forefront, a lack of qualified nurse educators. Due to the demand for skilled and competent nursing faculty, schools of nursing have been utilizing bedside nurses to teach in the clinical setting. While many are experienced bedside nurses, they may not be formally prepared to teach students. Clinical adjunct nursing faculty are also unique because they may never step foot on a college or school of nursing campus, teaching exclusively at the clinical site. This can lead to feelings of stress and lack of support from the other faculty members. It may also make it difficult to help prepare and guide clinical adjunct faculty as they teach and encounter educational issues without proper training. Mentoring is routinely cited as valuable to new faculty transitioning to the education role. The purpose of this study was to explore a new trend in mentoring, virtual mentoring, and determine if it is of value to clinical adjunct nursing faculty. Guided by a basic qualitative research design, eleven clinical adjunct faculty who have experienced virtual mentoring were interviewed in order to gather their perspective of the process and formulate interventions that may enhance the virtual mentoring process for this faculty population.

Complexity Compression, the Tipping Point for Nurses in the Practice Environment: An Interview With Lynn Jaycox

2009 ◽  
Vol 15 (1) ◽  
pp. 43-45
Author(s):  
Alice P. Weydt
Keyword(s):  
Systems Of Care ◽  
Tipping Point ◽  
Practice Environment ◽  
University Of Minnesota ◽  
School Of Nursing ◽  
The University ◽  
Client Needs

A participant in a study of complexity compression conducted by the Minnesota Nurses Association and the University of Minnesota School of Nursing discusses how nurses cope with the increased complexity of client needs and systems of care, and with the increasing demands from both.

Leader Interview: A Call for Creative Teaching and Learning

2002 ◽  
Vol 8 (4) ◽  
pp. 4-14 ◽  
Author(s):  
Berenice Bleedorn
Keyword(s):  
Teaching And Learning ◽  
University Of Minnesota ◽  
Creative Teaching ◽  
School Of Nursing ◽  
Thinking Processes ◽  
The University ◽  
Education Business ◽  
Education Field

This issue features an interview with Berenice Bleedorn, PhD, author of “The Creativity Force: In Education, Business and Beyond.” Dr. Bleedorn has been in the education field for seven decades. Her next book, “An Education Track for Creativity and Other Quality Thinking Processes” will be published in January. Beth Good, an instructor at the University of Minnesota School of Nursing and a member of the Creative Nursing Journal editorial board, conducted the interview.

The Role of Anthropology in Nursing Education

1988 ◽  
Vol 10 (2) ◽  
pp. 6-19
Author(s):  
Noel Chrisman
Keyword(s):  
Nursing Education ◽  
Role Modeling ◽  
Cross Cultural ◽  
University Of Washington ◽  
Master's Degrees ◽  
Principal Role ◽  
Community Agencies ◽  
School Of Nursing ◽  
The University

I see the principal role of anthropology in nursing as expanding the way nurses view their subject matter: humans. I work toward that goal at the University of Washington School of Nursing through my faculty duties, and at other schools, hospitals, and community agencies through giving lectures and consulting. In addition, 43 nurses have graduated with Master's degrees from the program in cross-cultural nursing at the University of Washington; I expect that through teaching and role modeling in their various positions they convey anthropology's unique perspective in nursing to their students and colleagues.

Rainbows in the Clouds

2008 ◽  
Vol 14 (2) ◽  
pp. 51-52
Author(s):  
Joanne Disch ◽  
Lori Steffen
Keyword(s):  
Social Justice ◽  
Common Interest ◽  
University Of Minnesota ◽  
Maya Angelou ◽  
School Of Nursing ◽  
The University ◽  
The Impact

On October 14, 2007, master storyteller, scholar, and poet Maya Angelou launched the second Summit of Sages, hosted by the University of Minnesota School of Nursing. This event was a forum for people with a common interest in examining social justice—to become informed, engaged, and committed to action. Presented below are our separate, yet complementary, thoughts about the impact of her words.

scholarly journals A History of Systemic Racism at the University of Minnesota School of Nursing

2020 ◽  
Vol 26 (3) ◽  
pp. 215-218
Author(s):  
Marie Manthey
Keyword(s):  
Racial Bias ◽  
University Of Minnesota ◽  
Systemic Racism ◽  
Religious Minorities ◽  
School Of Nursing ◽  
Racial Barriers ◽  
History Of ◽  
The University

A history of discrimination against racial and religious minorities at the University of Minnesota, maintained by powerful administrators who were subsequently honored with named buildings, was reflected in acts and patterns of racism in admissions and housing, within the School of Nursing. This article recounts well-documented examples of racial bias, particularly the story of Frances Mchie Rains, the first nurse of color to graduate from the University of Minnesota School of Nursing and a pioneer in overcoming racial barriers.

Right Place at the Right Time: Laura Logan’s Leadership in the Early 20th Century

2020 ◽  
Vol 26 (1) ◽  
Author(s):  
April Matthias
Keyword(s):  
Nursing Education ◽  
20Th Century ◽  
Nurse Leaders ◽  
Early 20Th Century ◽  
Bachelor Of Science ◽  
School Of Nursing ◽  
Science Degree ◽  
Nurse Leader ◽  
The Right ◽  
The University

Laura R. Logan (1879-1974) was a visionary whose courage and foresight influenced nursing education and practice in the early 20th century. This article describes Logan’s education and early professional journey and her influence on nursing in Cincinnati. Beginning in 1914, she championed changes in the School of Nursing and Health at the Cincinnati General Hospital to align with a liberal studies curriculum and to prepare graduates for nurse roles beyond the walls of a hospital. Curricular changes, such as a dual diploma in nursing and Bachelor of Science degree, were instrumental to move education of nurses from the hospital school to the university level. Logan’s roles as negotiator, leader, educator, and interprofessional partner illustrate the skill and courage required to become a nurse leader. Her influence on contemporary nursing is an example for nurse leaders of today.

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