scholarly journals Building Bridges and Crossing Boundaries

2019 ◽  
Vol 11 (3) ◽  
Author(s):  
John Coates ◽  
Fred H. Besthorn

Where are the boundaries between things located? When we meet another person or when we meet the tree in the forest or the sand by the shore each is changed by the other. We all know that at one level of reality we are different and yet we also know that the apparent rigidity between me and other dissolves in a constant and mutual exchange of cells, conversations and consciousness. In nature, the bridge between two points of apparent difference is a dynamic, interactive field of reciprocal engagement. Indeed, in nature, complex, reciprocal relationships are the sine qua non of ecosystems. Everything touches and is touched by everything else. It is in meeting, touching, listening and communicating with another that we discover most completely what we are and are able to express most eloquently who we are. The helping professions are increasingly seeking ways to bridge the epistemological gap between the atomistic and the ecological and cross those professional boundaries that have for too long kept helpers of every stripe separated and isolated from one another. Ironically, it is a new rediscovery of an ancient wisdom that is creating a catalyst for hope and change. Recently, those hopes to discover new linkages and a new era of collaborative professional partnerships to address pressing social and environmental problems took a small step forward. Professional helpers from a variety of disciplines including social work, psychology, nursing, education and environmental studies gathered in Calgary, Canada in May, 2009 for a first of its kind multi-disciplinary conference entitled: Building Bridges, Crossing Boundaries: Interdisciplinary Dialogues on Person, Planet and Professional Helping. The conference was suffused with both urgency and anticipation as professional helpers worked to better understand each other and those many ways they might cooperate across professional borders to build bridges to a more balanced and interdisciplinary view of the helping enterprise. This brief introduction provides a short sketch of the historical realities which created the ideological boundaries that the conference sought to bridge and how that has begun to change. It also provides a brief overview of each contributor’s work.

1923 ◽  
Vol 23 (9) ◽  
pp. 735
Author(s):  
Mrs. Bolton
Keyword(s):  

2021 ◽  
Author(s):  
◽  
Julia Margaret McLean

<p>Therapeutic relationships are central to mental health nursing. The nurse's role in maintaining professional yet therapeutic boundaries within this relationship can be challenging. When therapeutic boundaries are breeched within the nurse adolescent relationship the adolescent's safety within this relationship is compromised. There is currently limited literature on how nurses are managing professional boundaries in relationships with adolescents in this setting. The adolescent's nature is to push boundaries; therefore the nurse needs to be acutely aware of this boundary pushing in everyday practice settings. For the safety of the adolescent and the nurse it is vital the nurse understands her role in managing the professional boundary. This thesis explores, through the use of narrative inquiry, four adolescent mental health nurses' experiences of assessing, understanding and maintaining therapeutic boundaries with adolescents in a mental health setting in New Zealand. The unique and specific implications for adolescent mental health nursing are discussed. Three key themes emerged from the analysis and findings: the importance of the nurse clarifying his/her role; the learning that occurs throughout the practice journey; and the role of the nurse in keeping the adolescent and the nurse safe. These findings highlight the importance of clinical supervision and open communication with senior nurses and mentors, which assist the nurse in monitoring practice. When nurses do not have sufficient knowledge of the fundamental principles of adolescent mental health nursing; such as knowledge and skills in both adolescent development and psychodynamic nursing, they are at risk of boundary crossings. Recommendations from this research include more emphasis on psychodynamic nursing principles in nursing education and nursing practice. There is a need for specialised education for nurses in child and adolescent mental health nursing. Nursing entry to practice programmes for new graduate nurses working in mental health, could assist in providing this. There is a call for further research into therapeutic relationships and professional boundaries in this complex nursing specialty.</p>


Curationis ◽  
1982 ◽  
Vol 5 (4) ◽  
Author(s):  
M.C. Van Huyssteen

The Health Act (63 of1977) and the National Health Facilities Plan which was announced in 1980 provide a blueprint for a comprehensive health service and introduced a new era in the history of health care in South Africa. Because of her availability the nurse will have a key role in future comprehensive services and many new dimensions will be added to her role. Current statistics indicate that nursing education programs on basic and post-registration level need to be expanded and adapted to meet future trends. The time is ripe for a comprehensive basic training program which includes all four basic facets of nursing, that is, general, psychiatric, obstetric and community nursing.


2015 ◽  
Vol 62 (6) ◽  
pp. 735-762 ◽  
Author(s):  
Vasileia Papadaki ◽  
Kyriaki Plotnikof ◽  
Meropi Gioumidou ◽  
Vasiliki Zisimou ◽  
Eleni Papadaki

2021 ◽  
Author(s):  
◽  
Julia Margaret McLean

<p>Therapeutic relationships are central to mental health nursing. The nurse's role in maintaining professional yet therapeutic boundaries within this relationship can be challenging. When therapeutic boundaries are breeched within the nurse adolescent relationship the adolescent's safety within this relationship is compromised. There is currently limited literature on how nurses are managing professional boundaries in relationships with adolescents in this setting. The adolescent's nature is to push boundaries; therefore the nurse needs to be acutely aware of this boundary pushing in everyday practice settings. For the safety of the adolescent and the nurse it is vital the nurse understands her role in managing the professional boundary. This thesis explores, through the use of narrative inquiry, four adolescent mental health nurses' experiences of assessing, understanding and maintaining therapeutic boundaries with adolescents in a mental health setting in New Zealand. The unique and specific implications for adolescent mental health nursing are discussed. Three key themes emerged from the analysis and findings: the importance of the nurse clarifying his/her role; the learning that occurs throughout the practice journey; and the role of the nurse in keeping the adolescent and the nurse safe. These findings highlight the importance of clinical supervision and open communication with senior nurses and mentors, which assist the nurse in monitoring practice. When nurses do not have sufficient knowledge of the fundamental principles of adolescent mental health nursing; such as knowledge and skills in both adolescent development and psychodynamic nursing, they are at risk of boundary crossings. Recommendations from this research include more emphasis on psychodynamic nursing principles in nursing education and nursing practice. There is a need for specialised education for nurses in child and adolescent mental health nursing. Nursing entry to practice programmes for new graduate nurses working in mental health, could assist in providing this. There is a call for further research into therapeutic relationships and professional boundaries in this complex nursing specialty.</p>


2021 ◽  
Vol 14 (2) ◽  
pp. 21-33
Author(s):  
Pamela Elias Ka'adan El-Nachef

This study addresses the potential role of spirituality in promoting mental health and wellbeing and argues for its utility in the helping professions. Spirituality, as a common human orientation, has long been a central notion in recovery movements. In the first part of the paper the author discusses the differences and overlaps between spirituality and its traditional form, religion. In the second part a questionnaire was used to study laypersons’, and professional helpers’ views on spirituality. The convenience sample comprised 137 persons. Professionals could find spirituality an important resource in their practice and included it in their interventions mainly when their clients had introduced the theme first. Most of the laypersons in the sample were concerned with spiritual issues and regularly practiced meditation or prayer. They conceived spirituality to cope with mental or physical illnesses.


2020 ◽  
Vol 39 (1) ◽  
pp. 225-242
Author(s):  
Michelle Aebersold ◽  
Dawne-Marie Dunbar

The use of simulation in nursing education is an integrated part of the curriculum and has demonstrated the benefit for learning in nursing students at all levels. The next stage in simulation-based learning will utilize the wide variety of new technologies that are currently available, including virtual and augmented reality. The use of these new technologies brings with it a need for standard definitions, evaluation of its impact on learning, and new opportunities for research. Efforts are underway to standardized definitions and publish early findings on research using these new technologies. There are many opportunities available for nursing educators to create a new era of simulation-based learning methodologies by incorporating virtual and augmented realities in their curriculum. The state of the science is showing promising outcomes and commercial products are maturing.The utilization of these new technologies should be approached in the same way as other learning methodologies as many new ideas and ways of learning are emerging in this area. It will be critical for nursing educators and faculty to determine the optimal ways to utilize them.


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