Learning for holistic care: addressing practical wisdom (phronesis) and the spiritual sphere

Leathard, Helen L.; Cook, Michael J.

doi:10.1111/j.1365-2648.2008.04949.x

Cited by 16 publications

(16 citation statements)

References 44 publications

(60 reference statements)

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“…Assignments include traditional modes of aesthetic and existential learning such as journaling, case study, and integration of art, music, and poetry (Delaney, 2009;Yorks & Sharoff, 2001). Authoritarian teacher-student power relationships are equalized through use of Peace and Power approaches, check-in, student-led seminars, and contracting for projects and grades (Chinn, 2001;Delaney, 2009;Leathard & Cook, 2008;Yorks & Sharoff, 2001). Holistic pedagogy has been described as being supportive of students in general, but is discussed in the literature as a technique that is applied to a traditional course rather than as the driving philosophy of all classes in a program (Chinn, 2001;Delaney, 2009;Leathard & Cook, 2008;Yorks & Sharoff, 2001).…”

Section: Holism and Emancipatory Pedagogymentioning

confidence: 99%

A Midrange Theory of Empowered Holistic Nursing Education: A Pedagogy for a Student-Centered Classroom

Love¹

2014

Creative Nursing

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The purpose of this article is to propose Empowered Holistic Nursing Education (EHNE) as a midrange theory--developed through induction, explication, deduction, and retroduction--to help nurse educators teach holistically and create a student-centered classroom, to establish a theoretical basis for a nursing pedagogy reflecting nursing's foundational principles, and to guide future research. The model's 5 core concepts, how to use the model as a pedagogy for practice, and its application to research will be presented. Holistic nursing will be defined, and traditional holistic nursing, holistic pedagogy, and emancipatory pedagogy will each be described.

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Section: Holism and Emancipatory Pedagogymentioning

confidence: 99%

A Midrange Theory of Empowered Holistic Nursing Education: A Pedagogy for a Student-Centered Classroom

Love¹

2014

Creative Nursing

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“…Spiritual care begins with encouraging human contact in compassionate relationships, and moves in whatever direction need requires'. This way of understanding spirituality takes both the being and doing part of nursing (Greenstreet 1999, Pesut 2002, Ross 2006, Leathard & Cook 2008 and it asks for professional sensitivity to be used in a real situation (Martinsen 2006, Benner & Sutphen 2007. This diversity might make it difficult to differentiate spirituality from physical, psychological and social care in clinical practice (Priest 2006).…”

Section: Introductionmentioning

confidence: 99%

How undergraduate nursing students learn to care for patients spiritually in clinical studies - a review of literature

Giske

2012

J Nurs Manag

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“…Holistic care requires that patients be looked upon as bio-psycho-socialspiritual beings with whom nurses maintain an attentive presence. [23] …”

Section: Introductionmentioning

confidence: 99%

Teaching spirituality to student nurses

Bennett

Thompson

2014

JNEP

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Since Florence Nightingale, spiritual care has been embraced in professional nursing as the integration and promotion of purpose and meaning in life. Research reports that nurses have a prominent regard for spiritual care and acknowledge that it is part of their role. The intention of this literature review is to explore effective ways for nursing faculty to teach spiritual care. This in turn will help to advance spiritually educated nurses who can rise above obstacles to providing spiritual care to clients. During the nursing formation process, spiritual care must be integrated into the nursing curricula throughout the didactic and clinical nursing education. Numerous nurses today consider themselves underprepared to meet the spiritual needs of their clients, despite nursing's past dedication to spiritual care. Research further supports the appeal of clients to have their spiritual needs addressed while hospitalized. Given the suitable resources and education, nurses can be positioned to address the spiritual care of clients. Relevant nursing education on more effective ways to teach spiritual care will enhance the delivery of this vital aspect of holistic nursing. The focus of holistic patient care is based on the Neuman systems model, where the spiritual variable considerations are necessary for a truly holistic perspective and caring concern for the patient. As part of a successful pedagogy, a course of action and theory-based approach must be translated into preparing student nurses to incorporate spiritual care into their emerging practices.

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Learning for holistic care: addressing practical wisdom (phronesis) and the spiritual sphere

Cited by 16 publications

References 44 publications

A Midrange Theory of Empowered Holistic Nursing Education: A Pedagogy for a Student-Centered Classroom

A Midrange Theory of Empowered Holistic Nursing Education: A Pedagogy for a Student-Centered Classroom

How undergraduate nursing students learn to care for patients spiritually in clinical studies - a review of literature

Teaching spirituality to student nurses

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