Humor and the Healing Arts

Pré, Athena du

doi:10.4324/9781410602329

Cited by 20 publications

(32 citation statements)

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“…Nurse researchers and practitioners have acknowledged humor as a beneficial therapeutic intervention for patient care (Christie & Moore, 2005;Du Pre, 1998;Robinson, 1991;Wooten, 2005). As a complementary therapy and intervention technique, therapeutic humor has been used in numerous areas, including end of life (Adamle & Ludwick, 2005), oncology (Christie & Moore, 2005), critical care (Leiber, 1986), women's health (Ragan, 1990), psychological settings (Richman, 1996), and the emergency room ( van Wormer & Boes, 1997).…”

Section: Literature Reviewmentioning

confidence: 96%

“…Humor can also be viewed as a hostile and destructive force that is used for purposes of aggression (Obrdlik, 1942). To reach positive therapeutic outcomes in patient care settings, humor must be used in a complementary way (Du Pre, 1998;Ferguson & CampinhaBacote, 1989;Robinson, 1991;Rosenberg, 1989).…”

Section: Literature Reviewmentioning

confidence: 98%

“…A review of nursing literature (Adamle & Ludwick, 2005;Du Pre, 1998;Robinson, 1991;Wooten, 2005) shows that humor in the context of culture to reach positive therapeutic outcomes in delivering care and avoid its misuse has received limited attention. This research study builds on the phenomenon of humor from a cultural perspective by examining nursing faculty teaching practices and viewpoints of therapeutic humor in two different countries, the United States and Taiwan.…”

Section: Introductionmentioning

confidence: 97%

“…Humor is a universal social phenomenon that has been recognized by nurse researchers and health practitioners as a constructive therapeutic intervention (Christie & Moore, 2005;Du Pre, 1998). Each culture, however, has its own set of values, beliefs, and norms that may affect the use of therapeutic humor in nursing care.…”

Section: Introductionmentioning

confidence: 99%

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Cultural Differences in Therapeutic Humor in Nursing Education

Chiang‐Hanisko

Adamle

Chiang

2009

Journal of Nursing Research

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Humor has been recognized by nurse researchers and practitioners as a constructive therapeutic intervention and has shown positive psychological and physiological outcomes for patient care. Because cross-cultural research on humor is sparse, this preliminary study investigates how nursing faculty members approach teaching therapeutic humor in the classroom and clinical education in different countries. Through an investigation of classroom (didactic) education and clinical practicum with direct patient care, the study may elucidate the linkage between theory and practice as well as how nursing faculty members view therapeutic humor in general. Researching nursing faculty teaching practices and viewpoints of therapeutic humor may help reveal cultural differences in the use of humor in healthcare settings. This cross-cultural study included 40 nursing faculty at three nursing programs: two in the United States and one in Taiwan. A qualitative approach was used to perform content analysis on responses to the open-ended questionnaires. Research findings revealed cultural differences between faculties from the two countries. Taiwanese faculty members indicated that they teach more theory and concepts related to therapeutic humor in the classroom than do nursing faculty members from the United States. However, nursing faculty members in Taiwan reported that they observe and practice less therapeutic humor in clinical settings out of respect for the cultural value of "reverence of illness" operating within Taiwanese society. Therapeutic humor was family centered and interdependent on relationships, roles, duties, and responsibilities of family members. In contrast, the U.S. faculty members stated that they teach less theory and concepts related to therapeutic humor in the classroom but observe and practice humor more in clinical settings. United States faculty approached teaching therapeutic humor in the classroom on an informal basis because the subject was not part of the required nursing curricula. In clinical settings, therapeutic humor was patient centered and spontaneous in nature.

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Section: Literature Reviewmentioning

confidence: 96%

Section: Literature Reviewmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Cultural Differences in Therapeutic Humor in Nursing Education

Chiang‐Hanisko

Adamle

Chiang

2009

Journal of Nursing Research

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“…The very nature of this view precludes the use of humor as a positive or complementary way to reach therapeutic outcomes; in fact, it is inappropriate to use this type of humor in patient care settings (duPre, 1998;Ferguson & Campinha-Bacote, 1989;Robinson, 1991;Rosenburg, 1989). The double-edged effect of humor is a critical feature that becomes important in clinical nursing practice.…”

Section: Literature Reviewmentioning

confidence: 99%

Comparing Teaching Practices about Humor among Nursing Faculty: An International Collaborative Study

Adamle

Chiang‐Hanisko

Ludwick

et al. 2007

International Journal of Nursing Education Scholarship

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Humor has been recognized by nurse researchers as a therapeutic intervention known to have positive psychological and physiological outcomes for patients. There is, however, no research that examines how nurses learn about humor. The purpose of this preliminary study was to examine nursing faculty members' teaching practices about humor education in the classroom and in clinical settings. Nursing faculty members from four nursing programs, two in the United States, one in Northern Ireland, and one in Taiwan, were surveyed about the inclusion of humor in the nursing curriculum. Findings revealed that substantially more humor education was included in clinical settings in the USA and Northern Ireland than in the classroom. In Taiwan, however, humor education was included more in the classroom than in clinical settings. Older and more experienced nurses with higher levels of education reported using less humor in teaching practices.

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Research traditions in provider–consumer interaction: implications for cancer care

O’Hair¹

2003

Patient Education and Counseling

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Humor and the Healing Arts

Cited by 20 publications

References 0 publications

Cultural Differences in Therapeutic Humor in Nursing Education

Cultural Differences in Therapeutic Humor in Nursing Education

Comparing Teaching Practices about Humor among Nursing Faculty: An International Collaborative Study

Research traditions in provider–consumer interaction: implications for cancer care

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