Nursing

Now showing 1 - 8 of 8

Achieving congruence in ‘being and doing’ community nursing
(Mark Allen Group, 2022-06-02) Dickson, Caroline
Conceptual and theoretical frameworks for person-centred community nursing practices have not yet been fully developed. There is a need to explore this further in order to guide future district nursing, which forms part of the community nursing discipline in the UK. The contemporary district nursing role is undergoing change, although there appears to be little consensus about the district nurse's (DN) vision across the UK, and little indication of the theoretical position underpinning this change. Meeting strategic requirements ( National Health Service (NHS), 2019 ; Scottish Government (SG), 2017a & b ), DNs have advancing clinical expertise and are recognised for their technical skills. However, one may contend that this emphasis on ‘doing’ in practice contributes to practice decisions made exclusively on task performance by strategic decision-makers, and DNs continually viewing themselves as invisible ( National Assembly for Wales,, 2019 ; Queens Nursing Institute (QNI), 2006 ; Dickson 2018 ; 2020 ). District nursing education may contribute to this lack of clarity as curricula are based on borrowed theory from other disciplines that continue to focus on ‘how to do’, with little emphasis on ‘how to be’ a DN, and the continued decrease in DN numbers across the UK may be a consequence. In this paper, I explore current evidence that underpins district nursing practice, education and research in the UK, and advocate the use of the Person-centred Practice Framework (PCPF) ( McCormack and McCance, 2017 ) as a means of unifying and guiding ‘being a person-centred DN.’ This will enable practitioners who can draw on multiple forms of evidence to inform their advancing practice. This article offers philosophical and pedagogical principles to underpin person-centred education going forward. I argue this will promote congruence between ‘doing’ and ‘being’ a DN, giving a voice to DNs, and direction to their specialism.
‘Moving to Heal’: A holistic approach to well-being through Nia dance
(Intellect, 2021-12-01) Oliver, Sue; Small, Karen
This narrative account of a Nia dance class describes its origin and application, highlighting the teacher’s experience of giving and receiving in the course of delivering a class and the participant’s perception of its effect on mind and body.Firstly, the authors consider the neurological and physiological aspects of Nia and the link to social and emotional factors which constitute well-being. The teacher then explains how she became involved with Nia and the motivation behind her teaching ‐ what she gives and what, in turn, she feels she gains. She then describes one application of Nia, ‘Moving to Heal’, explaining how it can increase dancers’ awareness of their own bodies and thoughts, and gives them permission to let go of these thoughts, which bind them and inhibit the exploration of movement in a guided and safe manner.Following on from that, one dancer explores her experience of ‘Moving to Heal’. She explains how this holistic practice generates for her, feelings of well-being through physical, mental and spiritual engagement with the movement and music.The article concludes by reflecting on how the practice of Nia links with the theory as it is experienced through ‘Moving to Heal’.
Advocating a person-centered care approach to drug safety [Editorial]
(Taylor & Francis, 2021-01-06) Scerri, Josianne; Churchill, Julie; Banks, David; Sultana, Janet
From Nightingale to now: Time to rethink clinical education in nursing
(Wiley, 2020-09-29) Weller‐Newton, Jennifer M.; McCormack, Brendan
Editorial: Privilege and the call of the appeal
(Wiley, 2020-07-24) Dewing, Jan
The state of the nursing profession in the International Year of the Nurse and Midwife 2020 during COVID‐19: A Nursing Standpoint
(Wiley, 2020-07-24) Wilson, Rhonda L.; Carryer, Jennifer; Dewing, Jan; Rosado, Silvia; Gildberg, Frederik; Hutton, Alison; Johnson, Amanda; Kaunonen, Marja; Sheridan, Nicolette
A critique of Paulo Freire’s perspective on human nature to inform the construction of theoretical underpinnings for research
(Wiley, 2020-04-20) Sanders, Kate
This article presents a critique of Paulo Freire's philosophical perspective on human nature in the context of a doctoral research study to explore “muchness” or nurses’ subjective experience of well‐being; and demonstrates how this critique has informed the refinement of the theoretical principles used to inform research methodology and methods. Engaging in philosophical groundwork is essential for research coherence and integrity. Through this groundwork, largely informed by Freire's critical pedagogy and his ideas on humanization, I recognized the need to clarify my understanding of the concepts of persons and personhood and how this related to Freire's use of the term human beings. This clarification process is essential to ensure congruence between the theoretical principles that I draw from his work and my beliefs about persons, personhood and person‐centredness. The article begins with a brief introduction to the research, followed by an overview of Freire's philosophical perspectives, and subsequently, the critique process is presented and discussed. This process involved engaging with the vast literature and debates about what it means to be a person, to make sense of the often complex and contradictory arguments. Eventually, three headings emerged that helped me to frame my evolving understanding: Our species: human beings ; The kind that we are: human nature ; and This person that I am: personhood. Through this process of exploration, I recognized that Freire's perspective on human nature (a) foregrounded cognitive rationality, which presented itself as a limitation when considering my ontological beliefs and the focus of my research, leading me to draw on the work of Mark Johnson and his ideas about embodiment to help me to further develop my theoretical principles; (b) focused on the “collective” rather than individuals, which is a shortcoming in relation to person‐centred research that acknowledges the uniqueness of participants.
What is the value of nursing knowledge in a time of crisis? [Editorial]
(Wiley, 2020-05-29) McCormack, Brendan

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