关于护理人文教育的思考

加强护理人文教育,符合当今科学教育与人文教育相融合的趋势,也是医学模式转变的需要,更是学生全面发展的内在要求。护理人文教育作为一种人文素质教育,教育内容应包括文学、历史、哲学和艺术,教育方式可采取开设人文课程、举办人文讲座和开展人文活动。     

Lifeworld, the arts and mental health nursing

Various manifestations of the arts have been employed in mental health care as successful diversional and therapeutic interventions, and as an adjunct to mental healthcare professional education. There is now a current groundswell of the use of the arts and humanities in both the practice of research and the representation and dissemination of findings. Here, we first point to the potential ability of the arts that can be used to re-humanize the world of health and social care and its underpinning sciences. Second, we highlight the nature and relevance of this more aesthetic movement and its potential to enable meaningful engagement with people in order to facilitate shared understandings of concretely lived experiences. Finally, we use a long-standing philosophical framework, the 'lifeworld', as an exemplar to demonstrate how the wholeness and essence of human being can be revealed or shown through art. In doing so, we make the tentative suggestion that phenomenology and the lifeworld approach may be a useful philosophical framework for underpinning the use of arts in mental health nursing.     

Intersections of the arts and nursing knowledge

The arts and nursing are profoundly connected. While the relationship between nursing and art has persisted over time, the majority of nursing scholarship on the arts has historically centered upon the art of nursing practice and the cultivation and application of aesthetic knowing. However, there is a burgeoning use of arts‐based strategies is nursing education, research, and practice. Correspondingly, there is a need to understand how such approaches can uniquely contribute knowledge to the nursing discipline in order to support arts‐integration for nursing scholars. We structure our inquiry into arts’ contributions according to two dominant methods of engaging with arts‐based strategies: knowing about (e.g., phenomena) vis‐à‐vis art‐viewing, and knowing through (e.g., embodied knowing) vis‐à‐vis art‐making. In doing so, we explore critical contributions of art to nursing research and educational practices, including arts’ capacity to augment traditional research and communication approaches, democratize the research space, challenge issues of representation, and facilitate education, dissemination, and reflexivity.     

An integrative review of humanities-based activities in baccalaureate nursing education

PurposeThe American Association of the Colleges of Nursing has stressed the importance of the liberal arts as a foundation of nursing education that supports the development of clinical reasoning and judgments in their recently updated essentials for professional nursing education. The purpose of this research was to conduct an integrative review of the literature to explore the use of the humanities in baccalaureate nursing programs.Research questionAmong undergraduate nursing programs, what types of humanities interventions were used in nursing courses and what were the outcomes of these interventions?Theoretical frameworkThis research was guided by the Aesthetic Knowing and Knowledge conceptual model by Chinn and Kramer, which is based on the Fundamental Patterns of Knowing in Nursing by Carper.MethodsAn integrative review method, as outlined by Whittemore and Knafl, was used for this research.ResultsAfter analysis of 227 titles, 19 studies were selected. Studies used art, literature, music and dance-based interventions. A key theme in examining the use of humanities in nursing education is its connection to aesthetic knowing in nursing. This included moral/ethical comportment, therapeutic use of self and scientific competence, as outlined in the Aesthetic Knowing and Knowledge conceptual model by Chinn and Kramer. Additionally, several other common themes emerged across the studies as nursing students reflected on the impact of the inclusion of humanities in their nursing curricula. Nursing student-recognized benefits included enhanced learning, emotional development, communication and new insights into best nursing practices.ConclusionsHumanities-based interventions are a useful addition to undergraduate nursing education. Future research should use randomized controlled designs to strengthen the body of literature regarding this topic.     

制定护理学专业专升本教学计划的原则和思路

教学计划的制定必须符合教学规律和培养目标，充分考虑生源条件、社会需求等方面因素。在制定护理学专科起点本科教学计划时，突出护理，体现社区，注重整体，增加人文科学教育和专业学科的继续教育；注意学科之间的交叉渗透，增加边缘学科和新兴学科课程，避免与专科阶段的重复和脱节。我院根据护理专业的发展及专升本护理专业学生知识和技能水平的现状，逐步修订并完善护理学专业专升本教学计划，并在实践中继续探索研究。     

Understanding caring through arts and humanities: a medical/nursing humanities approach to promoting alternative experiences of thinking and learning

It is often claimed that nursing is both an art and a science, yet nursing education has been reluctant to accord arts and literature a prominent place within nursing curricula. While the discipline of medical humanities has been developing for around two decades, there has been no comparable movement within nursing. This paper describes the development, implementation and initial hermeneutic evaluation of a new course, 'Understanding Caring Through Arts and Humanities' which we believe to be unique in being a fully accredited unit which is offered within a BA (Honours) Health Studies Degree for nurses and other health care professionals.     

Art and health care: A dialog about interdisciplinary collaboration

Tell Well is an innovative creative writing and storytelling workshop developed by a public health nursing scholar and educator and a writer and educator. The demonstration project was a writing workshop designed especially for nurses. While the overall objective of Tell Well is to teach writing and storytelling as self‐care tools for health care workers to address professional quality of life, the interdisciplinary collaboration has proven to be a vital component of the program's development. After an exploration of the importance of bringing the arts and humanities to nurses and their nursing practice, the writer and the nurse engage in a dialog about the collaboration, its origins, the challenges faced, and the value of such interdisciplinary endeavors.     

Geography and nursing: convergence in cyberspace?

During the last 3 years the interface between geography and nursing has provided fertile ground for research. Not only has a conceptual emphasis on space and place provided nurse researchers with a robust and subtly different way to deconstruct and articulate nursing environments, but also their studies have provided a much needed focus on certain areas of health-care, and in particular clinical practice, not currently prioritized by health geographers. We argue that, as something that is forcing fundamental re-considerations of the nature of both nursing and geography, cyberspace is a particularly important phenomenon that lies comparatively under-researched at this interface. To encourage some interest in researching nursing and cyberspace through a geographical lens, and at least to showcase a range of potentially useful and transportable concepts, we provide an overview of some of the key debates pertaining to cyberspace developed by human geographers, and make some initial and tentative connections to nursing.     

Adjusting to personal and organisational change: views and experiences of female nurses aged 40-60 years

The Australian nursing workforce is ageing and there is a well-documented shortage of nurses. This global phenomenon means that retaining nurses in the workforce is gaining in importance as older nurses retire and leave nursing. The existing literature reveals deficiencies in knowledge about older nurses as they adapt to ageing often within stressful work environments. The aim of this narrative-based study, informed by feminist principles, was to explore the views and experiences of female registered nurses aged 40-60 years, in acute hospital and community health care settings. In-depth semi-structured interviews of approximately 1 h duration were gathered during late 2004. The transcribed narratives were subjected to thematic analysis. Two major themes were identified. The first theme: "Feeling uncared for" contained three sub-themes--Unsupportive work relationships: "We should be helping each other"; Workplace bullying: "It hurts me and I feel really bad"; and, Stress and burnout: "It's just like being in a pressure cooker all the time". The second major theme identified was "Adapting to ageing: my nursing career". Findings of this research suggest some unmet support needs for older nurses in the workforce which could discourage them from remaining in nursing. The findings highlight a need for further research into the support needs of older nurses.     

眼外伤致伤因素的分析及护理随访研究

目的:通过对新时期眼科医院眼外伤致伤因素的分析及护理随访研究,探讨护理随访工作的重要性、方法以及新理念。方法:分析眼外伤的致伤因素,根据眼外伤的特点,通过对我院开展护理随访工作和十二年的回顾、总结及其提炼,对随访工作产生了一些新的认识和适应新时期的新理念。结果:被调查100%的眼外伤患者认为护理随访中护士的角色功能很重要;100例患者不同程度的遵从了出院时以及护理随访时的健康指导,占总数的98%;100%的患者满意护理随访的形式和内容。结论:护理随访工作具有保护眼睛健康的重要性,是获取得医学信息反馈的最主要方法,是医学科研的重要组成部分,是医院管理的一个重要内容;对医院开展医疗、教学、科研、创收都有十分重要作用。我们要用这些新理念、新方法,更好地为广大眼外伤患者服务,提高眼科医院的知名度、品牌度,对生命负责,对社会回报,从而更加"追求卓越,创造健康,保护眼睛,恢复光明"。     

Space, place, and the evidence base: Part II--Rereading nursing environment through geographical research

This, the second and final article in the short health geography series, articulates how, moving beyond the models and assumptions associated with the metaparadigm of Nursing Environment, as a focused subdisciplinary approach, health geography might provide unique insights into nursing. A case study of a fictional yet somewhat typical children's hospital is presented and demonstrates some wide-ranging geographical issues and research questions (and hence potential geographical data) pertaining to nursing and the allied health professions. Indeed, this broad-brush approach is purposeful to make as many connections as possible to readers with varied theoretical, methodological, empirical, and practice expertise. In addition to the case study, to indicate further how geographical inquiry might locate quite comfortably in nursing research, the article also makes some initial and tentative connections between geography and an established nursing framework for the uptake of research evidence for practice. Although it is acknowledged that geographical inquiry should certainly never have the first call on researching the relationships between nurses and their environments, it is argued that its conceptual focus on space and place provides dedicated and detailed attention and a sound basis for a reformed, "spatialized" route to a more comprehensive understanding. Moreover, it is argued that it also demonstrates great versatility in terms of the scales and the subject matter with which it might engage. Some important issues certainly remain with respect to what might be the correct form of engagement between geographical and nursing research, but arguably, as a reformed disciplinary approach, health geography has the potential to provide a wealth of focused evidence for nursing practice.     

The humanities interface of nursing and medicine.

In the 1970s, the field of medical humanities developed and included ethics, literature, history, integrative medicine, and other topics, most often described from a physician's perspective. During this same period of revolutionary changes in health care, nursing curricula did not seek to emphasize content in humanities, perhaps because stereotypical views of nursing as the "caring profession" made such coursework seem redundant. In 2001, as a result of the Institute of Medicine's call for all health professionals to be educated in interdisciplinary teams, there was a new focus on the importance of interdisciplinary education. Collaborative experiences in the humanities can foster professional relationships that lead to professional growth, promote collaboration, and enhance patient-centered care. The purpose of this article is to describe the relevance of humanities to the interdisciplinary education and practice of health care providers. This article extends the thinking about the value of interdisciplinary education beyond the traditional dimensions of evidence-based practice, quality improvement, and informatics to humanities. Ways to provide nurses and physicians with interdisciplinary humanistic experiences are illustrated through an overview of projects jointly developed by the School of Nursing and the College of Medicine at The Pennsylvania State University.     

Facilitating resilience using a society-to-cells framework: a theory of nursing essentials applied to research and practice

The resilience potential of each human being is an essential focus of nursing care and research. An honored nursing tradition is viewing each patient in the context of family and culture and recognizing how these factors affect a patient's health and ability to be resilient. We present a society-to-cells nursing theory that formalizes and extends this holistic view of patients by delineating factors that contribute to resilience potential based on the society, community, and family environment in which people live, as well as individual variables that influence psychological, physiological, and cellular coping abilities. We also summarize how this perspective is essential to optimize patient care and to inform future nursing research.     

Using the arts and humanities to support learning about loss, suffering and death

In this article, the benefits of using the arts and humanities as teaching and learning strategies are explored. Their contribution to undergraduate nursing curricula, as a means of promoting a deeper understanding of the experiences of loss, suffering and death, cannot be undervalued. They need to be present equally alongside the physical and social sciences in nursing curricula. More than ever, is the need for all undergraduate nursing students to participate in self-reflection of these experiences, in order that they may meet the needs of their patients and families adequately, in a range of healthcare settings.     

The researcher-person-family process

The author discusses the importance and some of the challenges of conducting qualitative family nursing research in a way that honors the meaning potential of the family. Examples of studies of low income families, families with children with special circumstances, and families with members with cancer are discussed. The use of the arts and humanities to explore the meaning potential of families is also discussed.     

Nursing students' knowledge and beliefs about care of older adults in a shifting context of nursing education

baumbusch j., dahlke s. & phinney a. (2012)?Nursing students' knowledge and beliefs about care of older adults in a shifting context of nursing education. Journal of Advanced Nursing68(11), 2550-2558. ABSTRACT: Aim. To a report a study of improvements in students' knowledge and beliefs about nursing care of older adults following completion of an introductory course with integrated adult/older adult content. Background. Nursing schools are under pressure to provide accelerated programmes to meet growing workforce demands and provide students with the knowledge they require to care for an ageing population. Thus, stand-alone courses in gerontological nursing are being eliminated and integrated with general adult content. The effect of this approach remains poorly understood. Design. A one-group pretest-post-test design was used. Methods. Data were collected between September-December 2010. Students completed the Palmore Facts on Aging Quiz, the Perceptions of Caring for Older People Scale, and open-ended questions about their experiences before and after completing a course with integrated adult/older content. Results. Students' knowledge and beliefs about nursing care of older adults demonstrated an important improvement following completion of the course. Qualitative findings reflected three themes: relating to older people; neglect by the system; having time to learn. Conclusions. Findings from this study suggest that even when integrated with general adult content, students' knowledge and beliefs about older adult care can be positively influenced. Furthermore research is needed to examine long-term integration of students' learning about older adult care. Nursing faculty with expertise in nursing care of older adults must develop resources and supports for their colleagues to build capacity among nurse educators and integrate older adult content throughout nursing programmes to enhance nursing practice with an ageing population.     

A comparison of student performance between two instructional delivery methods for a healthcare ethics course

Healthcare ethics has become part of the standard curriculum of students in the health professions. The goals of healthcare ethics education are to give students the skills they need to identify, assess, and address ethical issues in clinical practice and to develop virtuous practitioners. Incorporating the medical humanities into medical school, for example, is intended to foster empathy and professionalism among students and to provide mechanisms for enhanced physician well-being. Yet, despite the long-standing inclusion of the humanities in nursing curricula, increases in the amount and kinds of scientific knowledge essential for clinical practice has resulted in the erosion of the “humanistic arts” from nursing education. One potential solution to this challenge comes with the increase in interprofessional education, where students in a variety of healthcare professions programs come together to learn about issues common to all healthcare fields.     

Windows and mirrors: reflections of a module team teaching the arts in nurse education

The five-year experience of a group of nursing lecturers teaching the expressive arts within a Scottish degree programme is outlined and discussed. The place of the arts is contextualised within curriculum developments and module content, sequencing, thematic development, mode of delivery, assessment, student evaluation and pedagogical approaches are all addressed. Relationship to practice is discussed in terms of the art of nursing, reflection, ethics and spirituality. Future developments are discussed in terms of drawing upon the wider resources of the humanities, rather than merely expressivist sources of art. The paper concludes by encouraging the teaching of the arts in nurse education to remain responsive to practice issues and to consideration of students' learning needs.