Caring Scholar Response To: Uncovering Meaning Through the Aesthetic Turn

2008 ◽  
Vol 12 (2) ◽  
pp. 24-28 ◽  
Author(s):  
A. Lynne Wagner
Keyword(s):  
Nursing Education ◽  
Nurse Educators ◽  
Nursing Practice ◽  
Key Concepts ◽  
Aesthetic Attitude ◽  
Role Of Nursing ◽  
The Aesthetic ◽  
Nurse Students

This caring scholar response to Barry and Purnell’s paper, Uncovering Meaning Through the Aesthetic Turn: A Pedagogy of Caring, expands the dialogue on the role of aesthetics in preparing nurse students to be holistic caring practitioners. Addressing the key concepts of intentionality, aesthetic attitude, aesthetic turn, aesthetic knowing, role of nursing education, and transforming practice, this response further explores the power of aesthetic reflection. The model of helping students develop “caring nurseself” through the aesthetic pathway invites nurse educators to transform curriculum and nursing practice.

Caring Science Curriculum and the Robot Revolution: A Call to Action

2019 ◽  
Vol 23 (2) ◽  
pp. 149-156
Author(s):  
Claire Mallette ◽  
Mary Packard ◽  
Claudia Grobbel ◽  
Donald Rose
Keyword(s):  
Nursing Education ◽  
Science Curriculum ◽  
Window Of Opportunity ◽  
Technological Advancement ◽  
Call To Action ◽  
Nursing Curricula ◽  
Caring Science ◽  
Role Of Nursing ◽  
Future Of Nursing

With ongoing technological advancement and the introduction of robotics within healthcare, debates related to the future of nursing and the role of nursing education are paramount. While these advancements can be viewed as the next wave of technology, it becomes more urgent than ever to ground nursing curricula in caring science. The robot revolution has generated a window of opportunity for nursing education to lead curricula change with the focus becoming on the space created at the convergence of nurse, technology, and the persons entrusted to our care.

How do healthcare practitioners talk about end-of-life conversations? A poetic inquiry

2017 ◽  
Vol 22 (6-7) ◽  
pp. 494-505
Author(s):  
Celina Carter
Keyword(s):  
End Of Life ◽  
Nursing Practice ◽  
Emotional Experience ◽  
Future Research ◽  
Illness Trajectory ◽  
Poetic Inquiry ◽  
Scoping Literature Review ◽  
Key Concepts ◽  
And Training

Despite agreement that end-of-life conversations should happen early on in the illness trajectory, it is widely acknowledged that healthcare practitioners often engage in these conversations when death is imminent or avoid the conversation altogether. Healthcare practitioners’ feelings of distress influence how end-of-life conversations are approached, yet thorough exploration of this emotional experience and its impact are largely missing from the literature. The aims of this preliminary scoping literature review using poetic inquiry were to examine physicians’ and nurses’ emotional distress in their accounts of how they approach end-of-life conversations, and to map key concepts relevant to exploring barriers to these conversations. The poetic findings highlight the differing nature of distress for physicians and nurses. Physicians’ distress appears to stem from adhering to their role of ‘curer’ when communicating with terminally ill adult patients at the end of life, whereas the sources of nurses’ distress appear to be interprofessional hierarchies and conflicts. Future research and training that uses methods to decentre and disrupt hierarchies and ingrained practices will be important to nursing practice and in improving end-of-life conversations. Arts-based approaches are one such method that could be pursued.

Creating and Promoting a Positive Learning Environment Among Culturally Diverse Nurses and Students

2010 ◽  
Vol 16 (2) ◽  
pp. 53-58 ◽  
Author(s):  
Rita K. Adeniran ◽  
Mary Ellen Smith-Glasgow
Keyword(s):  
Learning Environment ◽  
Nurse Educators ◽  
Nursing Workforce ◽  
Learning Needs ◽  
Nursing Educators ◽  
Inclusive Learning ◽  
Diverse Society ◽  
Positive Learning Environment ◽  
Role Of Nursing

Nurse educators have the professional obligation to promote a positive learning environment for all nurses and students in our increasingly diverse society. In order for the future diverse nursing workforce to succeed, nurse educators must embrace diversity in its broader sense. This article discusses the role of nursing educators in promoting a culturally appropriate and inclusive learning environment and provides strategies for meeting the learning needs of an increasingly diverse nursing workforce.

The Making of a Butterfly: Reflective Practice in Nursing Education

2013 ◽  
Vol 17 (3) ◽  
pp. 7-12 ◽  
Author(s):  
Jessalyn F. Barbour,
Keyword(s):  
Nursing Education ◽  
Reflective Practice ◽  
Nurse Educators ◽  
Nursing Practice ◽  
Phenomenological Study ◽  
Cyclic Process ◽  
Nursing Curriculum ◽  
Reflection In Action ◽  
Reflection On Action ◽  
Bsn Students

Reflective practice is the cyclic process of internally examining and exploring an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self, existing knowledge, and experience. This is a descriptive phenomenological study that explores the guided reflections of eighteen RN-to-BSN students. The themes derived from the student text include (a) reflection in-action; (b) reflection on-action in daily nursing practice; (c) time, autonomy, experience, and fear were identified as barriers. By integrating reflective pedagogies into nursing curriculum, nurse educators can help students develop competence in reflective practice and enhance their learning for a lifetime.

Contested Practice: Political Activism in Nursing and Implications for Nursing Education

2017 ◽  
Vol 14 (1) ◽  
Author(s):  
Ellen Buck-McFadyen ◽  
Judith MacDonnell
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nurse Educators ◽  
Political Action ◽  
Social Issues ◽  
Political Activism ◽  
Rational Approach ◽  
Purposeful Sampling ◽  
Life History Study

AbstractCanadian nurses have a social mandate to address health inequities for the populations they serve, as well as to speak out on professional and broader social issues. Although Canadian nursing education supports the role of nurses as advocates for social justice and leadership for health care reform, little is known about how nurse educators understand activism and how this translates in the classroom. A comparative life history study using purposeful sampling and a critical feminist lens was undertaken to explore political activism in nursing and how nurse educators foster political practice among their students. Findings from interviews and focus groups with 26 Ontario nurse educators and nursing students suggested that neoliberal dynamics in both the practice setting and in higher education have constrained nurses’ activist practice and favour a technical rational approach to nursing education. Implications and strategies to inspire political action in nursing education are discussed.

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