Windows open: humanities teaching during undergraduate clinical experiences.
TL;DR: A humanities educational program is described, incorporated within undergraduate nursing students' first acute care clinical semester, that uses expressive and didactic methods supported by educational, clinical, or theoretical evidence.
Abstract: Humanities teaching in nursing education has the potential to facilitate professional growth and improve patient care. To fit into crowded curricula and to have the greatest effect, humanities teaching needs to be concise and clinically relevant. We describe a humanities educational program, incorporated within undergraduate nursing students' first acute care clinical semester, that uses expressive and didactic methods supported by educational, clinical, or theoretical evidence. Student evaluations of the educational program were uniformly favorable. The range and depth of students' feedback demonstrate the educational and emotional effects that are possible when humanities content is taught during clinical experiences.
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TL;DR: The methods, processes, and experiences of using arts-based inquiry within the context of an undergraduate nursing curriculum are explored through re-presentation and analysis of student artwork/artmaking processes, contextual discussions and researcher field notes.
Abstract: This paper is concerned with the methods, processes, and experiences of using arts-based inquiry within the context of an undergraduate nursing curriculum. Exploration of these phenomena was achieved through an ethnographic study that involved participatory research among twenty second year students as they engaged in a Nursing Humanities option module. The capacity of arts-based approaches in the nursing curriculum to foster inquiry and critical thinking; essential attributes in contemporary nursing, is explored through re-presentation and analysis of student artwork/art-making processes, contextual discussions and researcher field notes. The challenges encountered in using arts-informed pedagogical approaches within current nursing curricula are made visible and possibilities for integrating aesthetic inquiry into nurse education programmes are discussed.
63 citations
TL;DR: There is an ongoing movement in the career development counseling field that focuses on narrative-based approaches as mentioned in this paper, and there is an appropriate place for narrative in career and employment counseling, and suggestions for addressing limitations and applications for career counselors are highlighted.
Abstract: There is an ongoing movement in the career development counseling field that focuses on narrative-based approaches. The purposes of this article are to analyze the factors that led to a turn to narrative career counseling, to examine the strengths of narrative, and to outline potential limitations. The literature review examined scholarly work in the career development field. Contributions from other disciplines (e.g., medicine) were integrated to provide complementary perspectives. The author contends that there is an appropriate place for narrative in career and employment counseling. Suggestions for addressing limitations and applications for career and employment counselors are highlighted.
26 citations
08 Jun 2010
TL;DR: Dissertation Chair: Dr. Mark Staszkiewicz Dissertation Committee Members: Dr Sue Rieg and Dr. George Bieger.
Abstract: Dissertation Chair: Dr. Mark Staszkiewicz
Dissertation Committee Members: Dr. Sue Rieg
and Dr. George Bieger
15 citations
TL;DR: To be most effective, fostering the emotional development of trainees in the health professions necessitates the incorporation of affect-focused learning objectives, educational tasks, and assessment methods.
Abstract: Pain is prevalent in clinical settings, and yet it is relatively under-represented in the education of most students in the health professions. Because pain includes both sensory-discriminative and affective features, teaching students about pain presents unique challenges and opportunities. The present article describes the evolution of a new blueprint for clinical excellence that, among other competencies, incorporates a need for the emotional development of clinical trainees. The framework has been applied to the development and implementation of two new courses in pain. The first course is designed to provide a comprehensive foundation of medical knowledge regarding pain, while integratively introducing students to the affective dimensions of pain. The second course is designed to enhance students' appreciation for the protean effects of pain through use of the humanities to represent medical experience. It is concluded that, to be most effective, fostering the emotional development of trainees in the health professions necessitates the incorporation of affect-focused learning objectives, educational tasks, and assessment methods.
12 citations
Cites background from "Windows open: humanities teaching d..."
...There are multiple reports in the literature to suggest that the incorporation of humanities into medical and nursing curricula can be particularly effective at enhancing emotional awareness in students (8,40,41)....
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...Effective strategies include the following: explicit mentoring (5); small groups lead by compassionate clinical role models (6); customized portfolios that are fully integrated into coursework (7); and the use of humanities-based materials, with clear clinical relevance (8)....
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Dissertation•
10 Oct 2013
10 citations
References
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TL;DR: By bridging the divides that separate physicians from patients, themselves, colleagues, and society, narrative medicine offers fresh opportunities for respectful, empathic, and nourishing medical care.
Abstract: The effective practice of medicine requires narrative competence, that is, the ability to acknowledge, absorb, interpret, and act on the stories and plights of others. Medicine practiced with narrative competence, called narrative medicine, is proposed as a model for humane and effective medical practice. Adopting methods such as close reading of literature and reflective writing allows narrative medicine to examine and illuminate 4 of medicine's central narrative situations: physician and patient, physician and self, physician and colleagues, and physicians and society. With narrative competence, physicians can reach and join their patients in illness, recognize their own personal journeys through medicine, acknowledge kinship with and duties toward other health care professionals, and inaugurate consequential discourse with the public about health care. By bridging the divides that separate physicians from patients, themselves, colleagues, and society, narrative medicine offers fresh opportunities for respectful, empathic, and nourishing medical care.
1,522 citations
TL;DR: In this paper, a randomized controlled trial was conducted to determine if writing about stressful life experiences affects disease status in patients with asthma or rheumatoid arthritis using standardized quantitative outcome measures.
Abstract: ContextNonpharmacological treatments with little
patient cost or risk are useful supplements to pharmacotherapy in the
treatment of patients with chronic illness. Research has demonstrated
that writing about emotionally traumatic experiences has a surprisingly
beneficial effect on symptom reports, well-being, and health care use
in healthy individuals.ObjectiveTo determine if writing about stressful life experiences
affects disease status in patients with asthma or rheumatoid
arthritis using standardized quantitative outcome measures.DesignRandomized controlled trial conducted between October 1996
and December 1997.SettingOutpatient community residents drawn from
private and institutional practice.PatientsVolunteer sample of 112 patients with asthma
(n=61) or rheumatoid arthritis (n=51)
received the intervention; 107 completed the study, 58 in the asthma
group and 49 in the rheumatoid arthritis group.InterventionPatients were assigned to write either about the most
stressful event of their lives (n=71; 39 asthma, 32
rheumatoid arthritis) or about emotionally neutral topics
(n=41; 22 asthma, 19 rheumatoid arthritis) (the control
intervention).Main Outcome MeasuresAsthma patients were evaluated with
spirometry and rheumatoid arthritis patients were clinically examined
by a rheumatologist. Assessments were conducted at baseline and at 2
weeks and 2 months and 4 months after writing and were done blind to
experimental condition.ResultsOf evaluable patients 4 months after treatment, asthma
patients in the experimental group showed improvements in lung function
(the mean percentage of predicted forced expiratory volume in 1 second
[FEV1] improved from 63.9% at baseline to 76.3% at the
4-month follow-up; P<.001), whereas control group patients
showed no change. Rheumatoid arthritis patients in the experimental
group showed improvements in overall disease activity (a mean reduction
in disease severity from 1.65 to 1.19 [28%] on a scale of 0
[asymptomatic] to 4 [very severe] at the 4-month follow-up;
P=.001), whereas control group patients did
not change. Combining all completing patients, 33 (47.1%) of 70
experimental patients had clinically relevant improvement, whereas 9
(24.3%) of 37 control patients had improvement
(P=.001).ConclusionPatients with mild to moderately severe asthma or
rheumatoid arthritis who wrote about stressful life experiences had
clinically relevant changes in health status at 4 months compared with
those in the control group. These gains were beyond those attributable
to the standard medical care that all participants were receiving. It
remains unknown whether these health improvements will persist beyond 4
months or whether this exercise will prove effective with other
diseases.
689 citations
217 citations
TL;DR: The rationale behind, and an approach to, the development of a graduate level interdisciplinary curriculum in literature and health care that incorporates community‐based learning are discussed.
Abstract: BACKGROUNDThis paper discusses the rationale behind, and an approach to, the development of a graduate level interdisciplinary curriculum in literature and health care that incorporates community-based learning. Such an innovative approach emerges from the recognition that professional training in b
51 citations
TL;DR: In this paper, the authors propose using Thich Naht Hanh's concept of interbeing and the practice of mindfulness as a bridge to understanding Jean Watson's theory of human caring.
Abstract: This article proposes using Thich Naht Hanh's concept of interbeing and the practice of mindfulness as a bridge to understanding Jean Watson's theory of human caring. An explanation and comparison of both approaches are provided in narrative and table form. Simple mindfulness practices of nonjudgmental attention to thoughts and awareness of breath are described to provide a starting point for teaching and action. A deeper understanding of interbeing and the theory of human caring, and how they relate to one another, is possible through the practice of mindfulness. Creative utilization of this alternative teaching approach may enhance student understanding of complex principles when teaching Watson's theory.
37 citations