Relevant bibliographies by topics / Holistic nursing Nursing Philosophy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Holistic nursing Nursing Philosophy'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Holistic nursing Nursing Philosophy"

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Cohen, Bonni S., and Rebecca Boni. "Holistic Nursing Simulation: A Concept Analysis." Journal of Holistic Nursing 36, no. 1 (November 28, 2016): 68–78. http://dx.doi.org/10.1177/0898010116678325.

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Simulation as a technology and holistic nursing care as a philosophy are two components within nursing programs that have merged during the process of knowledge and skill acquisition in the care of the patients as whole beings. Simulation provides opportunities to apply knowledge and skill through the use of simulators, standardized patients, and virtual settings. Concerns with simulation have been raised regarding the integration of the nursing process and recognizing the totality of the human being. Though simulation is useful as a technology, the nursing profession places importance on patient care, drawing on knowledge, theories, and expertise to administer patient care. There is a need to promptly and comprehensively define the concept of holistic nursing simulation to provide consistency and a basis for quality application within nursing curricula. This concept analysis uses Walker and Avant’s approach to define holistic nursing simulation by defining antecedents, consequences, and empirical referents. The concept of holism and the practice of holistic nursing incorporated into simulation require an analysis of the concept of holistic nursing simulation by developing a language and model to provide direction for educators in design and development of holistic nursing simulation.
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Rew, Lynn. "Synthesizing Philosophy, Theory, and Research in Holistic Nursing." Journal of Holistic Nursing 17, no. 1 (March 1999): 3–4. http://dx.doi.org/10.1177/089801019901700101.

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Light, Kathleen M. "Florence Nightingale and Holistic Philosophy." Journal of Holistic Nursing 15, no. 1 (March 1997): 25–40. http://dx.doi.org/10.1177/089801019701500104.

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Vissing, Yvonne M. "Holistic Health Associations: Philosophy and Goals." Journal of Holistic Nursing 3, no. 1 (March 1985): 30–34. http://dx.doi.org/10.1177/089801018500300108.

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Newell, Christopher. "Biomedicine, Genetics and Disability: reflections on nursing and a philosophy of holism." Nursing Ethics 7, no. 3 (May 2000): 227–36. http://dx.doi.org/10.1177/096973300000700305.

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This article critically explores the notion of those sociopolitical spaces that are ‘disability’, ‘holism’ and ‘genetics’, arguing from the perspectives of someone who identifies as having a disability. Medical genetics is seen to reflect the ideology and dominant biomedical reductionist thought. In contrast with this, it is proposed that disability and health are inherently social. A nursing approach is seen to recognize the social and holistic nature of the human person and to present a critical reflection on the reductionistic applications of medical genetics.
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O'Keefe, E. J. "The evolution of sexual health nursing in Australia: a literature review." Sexual Health 2, no. 1 (2005): 33. http://dx.doi.org/10.1071/sh04010.

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Background: The purpose of this paper is to describe and encapsulate the elements of the sexual health nurse’s role in Australia. In Australia, sexual health nursing is a fast evolving speciality operating within a climate of diverse role expectations, settings and population groups. Today’s health care climate demands that nurses’ roles and their impact on patient care be held up to scrutiny. Methods: A literature review was conducted that used descriptive analysis to elicit the recurrent themes appearing in the Australian sexual health nursing literature that would describe the role. Results: A model of sexual health nursing was evident with the two primary themes of professional responsibility and patient care. The professional role included a philosophy of sharing nursing experiences, collaboration, employment in multiple settings, and the development of the role into advanced practice, appropriate academic and clinical preparation and a commitment to research. The patient care role included the provision of individual and holistic patient care, ability to access specific at-risk groups, clinical effectiveness, patient education and community development roles. Conclusion: Australian sexual health nurses make a specific and measurable contribution to the health care system. They are likely to continue to advance their role supported by appropriate research that validates their models of practice, continues their philosophy of sharing their experiences and that documents the impact they have on the health outcomes of individuals and populations.
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Karimollahi, M., M. Rostamnejad, and H. A. Abedi. "Spiritual Needs of Iranian Cancer Patients." European Psychiatry 24, S1 (January 2009): 1. http://dx.doi.org/10.1016/s0924-9338(09)71164-2.

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Introduction:Until the last 2 decades, spiritual care was a vital, but invisible, aspect of nursing care. Spirituality and spiritual care have entered the mainstream, and the literature in this area has burgeoned. In addition, there is minimal information in the literature documenting the expressed spiritual needs of patients in general and specific subgroups of patients in particular, thus this article aimed to present spiritual needs of Iranian Muslim patients. Therefore, this study is of significance to nursing in general and to transcultural nursing in particular because of the high priority associated with increasing the nursing knowledge through research that investigates and describes care practices in diverse cultures. This paper reports an investigation into the spiritual needs of hospitalized Iranian Muslim patients.Method:A qualitative study with a sample of 24 patients using semi-structured interviews. The sample selected from three different cities of Iran.Findings:Although not clearly distinguishable, we found two main spiritual needs include religious and existential needs in Iranian Muslim patients.Conclusion:With regard to holistic approach in Islamic philosophy, holism is a relevant concept in the care of Iranian patients.
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Morrow, Eileen T. "Stress and Survival of Illness: A Study of Disability-Work Groups and Their Effect on Employee Productivity and Weil-Being." Occupational Health Nursing 33, no. 2 (February 1985): 79–85. http://dx.doi.org/10.1177/216507998503300206.

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This paper explores how nursing therapy in a disability-work group can increase employees' feelings of psychological well-being and productivity, after surviving a serious illness. The theories of survival, stress, loss, and the grief process are applied to the human response to illness, and its effect on self-esteem and productivity. The paper examines how the process of change, involved in the recovery of illness, is facilitated by a structured support group in an occupational health setting. Holistic health concepts and existentialist philosophy along with group dynamics form the basis in developing nursing strategies for intervention. A pilot study is proposed to study the actual cost benefits to American corporations. It is hypothesized that employees will improve with regular participation in a support group compared to non-membership.
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Wise, Diane, Jenny B. Schuessler, Lourdes Cody, and Deborah Davison. "Lessons Learned in Designing and Implementing a Mission Focused Study Abroad Course." International Journal of Studies in Nursing 2, no. 1 (April 6, 2017): 23. http://dx.doi.org/10.20849/ijsn.v2i1.156.

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Introduction: Based on Duffy’s (2009) Quality Caring Model and Hill and Watson’s Caring Science Curriculum Model (2011), the School of Nursing embraces the philosophy that caring collaborative relationships are the center of a culture of quality caring in nursing. Culture and cultural competence are integral to caring. Immersion experiences have been identified as impacting cultural competence (Bentley & Ellison, 2007; Kohlbry, 2016; Larsen & Reif, 2011; Long, 2012). Methodology: This paper describes the planning, implementation and lessons learned from an immersion experience as part of a mission focused study abroad course to Quito, Ecuador. Discussion: Twelve students, three faculty, and two nurse practitioners cared for approximately 100 patients per day for 10 days. Lessons learned related to faculty, students and logistics are discussed. Results: Students demonstrated positive outcomes related to critical thinking and clinical reasoning, holistic care of diverse populations, communication and collaboration, professional accountability, and effective teaching strategies.
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Svensson, Cecilia, Anders Bremer, and Mats Holmberg. "Ambulance nurses’ experiences of patient relationships in urgent and emergency situations: A qualitative exploration." Clinical Ethics 14, no. 2 (June 2019): 70–79. http://dx.doi.org/10.1177/1477750919851050.

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Background The ambulance service provides emergency care to meet the patient’s medical and nursing needs. Based on professional nursing values, this should be done within a caring relationship with a holistic approach as the opposite would risk suffering related to disengagement from the patient’s emotional and existential needs. However, knowledge is sparse on how ambulance personnel can meet caring needs and avoid suffering, particularly in conjunction with urgent and emergency situations. Aim The aim of the study was to explore ambulance nurses’ experiences of relationships with patients in urgent and emergency situations. Methods Data collection was performed using individual open-ended interviews with six ambulance nurses. The data were analyzed using a thematic analysis. Results Relationships with patients during urgent and emergency assignments emerged as three themes: “ Ambiguous silence,” “ Professional competence” and “ Challenging inadequacy” comprising eight sub-themes in total. The result shows that the ambulance nurses found it difficult to prioritize between medical care and establishing a caring relationship with the patient. However, sometimes a wordless relationship was perceived sufficient and considered a first step towards a verbal relationship. Conclusions Ambulance nurses experience that a caring relationship cannot and does not need to be prioritized in the acute stage. This uncovers a dichotomy approach to medical care versus caring relationships that exclude a holistic approach. Thus, patients’ emotional, existential and physical needs are not considered as equally important. Clinical relevance: It is important to stimulate reflection on core ethical nursing values, in training and simulation exercises among clinically active ambulance nurses.
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Dissertations / Theses on the topic "Holistic nursing Nursing Philosophy"

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Bridgen, Annette Frances. "A heuristic journey of discovery : exploring the positive influence of the natural environment on the human spirit : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Nursing /." ResearchArchive@Victoria e-Thesis, 2007. http://hdl.handle.net/10063/168.

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Wu, Xi Vivien. "Holistic clinical assessment for undergraduate nursing students." Doctoral thesis, Högskolan i Jönköping, Hälsohögskolan, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-29937.

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A major focus in nursing education is on the judgement of clinical performance, and it is a complex process due to the diverse nature of nursing practice. Difficulties in the development of valid and reliable assessment measures in nursing competency continue to pose a challenge in nursing education. A holistic approach in the assessment of competency comprises knowledge, skills and professional attitudes, wherein the notion of competency incorporates professional judgement and management skills in the clinical situation. Therefore, the thesis aims to develop a holistic clinical assessment tool with a reasonable level of validity and reliability to meet the needs of clinical education. The conceptual framework underlying this research is formed by establishing a theoretical connection between the practice of learning, and of pedagogy and assessment. This research consists of five studies. In Study I, a systematic review was conducted to explore the current assessment practices and tools for nursing undergraduates. In Studies II, III and IV, a qualitative approach with focus group discussions was adopted to explore the views of final-year undergraduate nursing students, preceptors, clinical nurse leaders and academics on the clinical assessment. Based on the multiple perspectives, it therefore addresses concerns in clinical assessment. In Study V, a holistic clinical assessment tool was developed, for which a psychometric testing was conducted. The systematic review indicated that limited studies adequately evaluate the psychometric properties of the assessment instrument. The qualitative studies have raised an awareness of professional and educational issues in relation to clinical assessment. Workload, time, availability of resources, adequate preparation of preceptors, and availability of valid and reliable clinical assessment tools were deemed to influence the quality of students’ clinical learning and assessment. In addition, the presence of support systems and formal educational programs for preceptors influenced their preparation and self-confidence. Nursing leaderships in hospitals and educational institutions have a joint responsibility in shaping the holistic clinical learning environment and making holistic clinical assessment for students. The involvement of all stakeholders in the development of a valid and reliable assessment tool for clinical competency is also essential to the process. The Holistic Clinical Assessment Tool (HCAT) was developed by the author based on the systematic review, qualitative findings and the core competencies of registered nurse from the professional nursing boards. The HCAT consists of 4 domains and 36 assessment items. Furthermore, testing of the psychometric properties indicated that the HCAT has satisfactory content validity, construct validity, internal consistency and test-retest reliability. In conclusion, the HCAT is meritorious in that it carries the potential to be used as a valid measure to evaluate clinical competency in nursing students, and provide specific and ongoing feedback to enhance the students’ holistic clinical learning experience. The HCAT not only functions as a tool for self-reflection for the students, but also guides the preceptors in clinical teaching and assessment. In addition, the HCAT can be used for peer-assessment and feedback. It is imperative that the clinical and academic institutions establish various levels of ongoing support for both students and preceptors in the process of clinical assessment.
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Avino, Karen M. "Integrating holistic nursing at the University of Delaware." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 152 p, 2008. http://proquest.umi.com/pqdweb?did=1597615941&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Craven, Molly K., Rachel L. Thelen, Lydia Elliot, and Janice Lazear. "Provoked Ulvodynia: A Holistic Treatment Approach." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/7084.

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Provoked vulvodynia (PVD) is a disorder characterized by intense vulvar pain, most often reported as raw, burning, or stinging tissue. Current treatment options for PVD are insufficient and narrow in focus, as they predominantly address the physical pain associated with the disorder. Current publications regarding cognitive behavioral therapy and mindfulness treatment indicate that both therapies are highly effective. Mindfulness and cognitive behavioral therapies are noninvasive, efficacious long term, and provide a comprehensive biopsychosocial approach. The aim of this study is to educate nurse practitioners regarding these treatment options, which manage the physical as well as psychosocial aspects of PVD.
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Cotter, Angela Jane Elise. "Wounded nurses Holism and nurses' experiences of being ill /." Thesis, Online version, 1990. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.280765.

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Naegle, Madeline, Lynne Dunphy, Patricia M. Vanhook, and Kathleen Delaney. "Opioid Misuse Epidemic: Addressing Opioid Prescribing and Organization Initiatives for Holistic, Safe, and Compassionate Care." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7416.

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The U.S. Centers for Disease Control (CDC) (2016a) state that the misuse and illicit use of prescription analgesic drugs and use of heroin have skyrocketed to epidemic proportions. Former Surgeon General Vivek Murtha’s report, Facing Addiction in America (2016) notes that 12.5 million Americans use opioid pain relievers in ways other than those intended by prescription (USHHS, 2016). Notably, about 61% of the US drug overdose deaths in 2014 involved an opiate (Rudd, Seth, David, & Scholl, 2016). To address the opioid crisis requires the coordinated responses of all health care providers. Multiple disci- plines and professional nursing organizations have recommended strategies and published policy state- ments. Efforts to stem the opioid crisis include the development of provider education and dissemination of opioid prescribing guidelines, protocols for adher- ence to these guidelines, effective use of non-opioid treatment modalities for chronic pain, and initiatives to increase access to opioid addiction treatment. Nursing leadership in these initiatives must be broad based and unequivocal in order to engage all levels of the nursing workforce and to promote collaboration among organizations and agencies.
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Armah, Deborah. "Development of guidelines for holistic healthcare interventions for women with infertility in Ghana." Thesis, University of Pretoria, 2019. http://hdl.handle.net/2263/76440.

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In her thesis, Development of guidelines for holistic healthcare interventions for women diagnosed with infertility in Ghana, the promovenda was guided by the philosophy of pragmatism and conducted the research in three phases. Phase I reviewed literature on existing holistic healthcare interventions for infertility in the global context. Phase II included focus group discussions with women with infertility and application of a nominal group technique with healthcare providers. Phase III used an e-Delphi technique to obtain consensus from independent experts. The focus group findings indicated that women with infertility experienced various unmet psychological, social and spiritual healthcare needs. Based on these needs, a group of healthcare providers proposed holistic healthcare interventions for women with infertility. The guidelines, which incorporated the proposed interventions and findings from literature, were refined by a panel of international experts. The research could improve the quality of life for women with infertility if implemented by healthcare providers in Ghana.
Thesis (PhD) - University of Pretoria, 2019.
Nursing Science
PhD
Unrestricted
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Ogbuji, Victoria Ngozi. "Improving Spiritual Care in Preoperative Nursing." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7246.

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Spirituality and nursing have been intertwined from the beginning of the profession; however, there is little evidence that clearly defines spiritual nursing care and no standardized practices that can be included in the routine preoperative plan of care for patients undergoing invasive surgical procedures. The purpose of this project was to conduct a systematic review of the literature to define spiritual care and identify specific spiritual nursing care interventions. The biopsychosocial model, Narayanasamy's transcultural care practice model, and Watson's theory of human caring provided the theoretical framework for the project. MEDLINE, PubMed, Wiley online library, SCIENCE, WOS, Cochrane, and SciELO databases were searched for the literature review. Keywords and phrases used included spirituality, spiritual nursing care, holistic health practices, inpatient, hospital, and preoperative care. The Grading of Recommendations Assessment, Development and Evaluation (GRADE) II tool was used for data analysis. Interventions found in the literature to be supportive of spirituality included healing presence; providing effective communication; praying with the patient and family or facilitating other religious rituals; using the therapeutic self to be with the patient; listening to and exploring the patients' spiritual perspectives; and showing support and empathy through patient-centered caring, nurturing spirituality, and creating a healing environment. Employing these nursing actions might promote positive social change by contributing to a sense of well-being as patients find meaning and purpose in their illness and life overall, which will promote improved surgical outcomes and better patient satisfaction with care.
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Afolayan, Joel Adeleke. "A model for the integration of spiritual care into the nursing curriculum in Nigeria." University of the Western Cape, 2018. http://hdl.handle.net/11394/6166.

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Philosophiae Doctor - PhD (Nursing)
Man is a bio-psycho-social-spiritual being, and his needs are informed by all these elements. The need for spiritual care in nursing education and practice is no longer a new concept in developed countries, nor even in some developing countries. However, in Nigeria, there is no consistent evidence of how spirituality is taught within the nursing curriculum nor how it is practised. The literature review also confirms that no existing set of rules or models for integrating spiritual care into the curriculum of nursing exists in the country. If nursing care is to be holistic, concerted attention must be paid to spiritual care, and to the training of nurses so that they can provide spiritual care within the context of holistic care for patients in the healthcare system. The main purpose of this academic work was to develop a model for the integration of spiritual care-giving into the nursing curriculum. This cross-sectional study used adapted modified Intervention Mapping (IM) strategies with a mixed method approach, to collect in-depth information.
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Paech, Susan Elisabeth, and spaech@vtown com au. "TOTALLY DIFFERENT: AN ETHNOGRAPHIC ACCOUNT OF INTELLECTUAL DISABILITY NURSING." Flinders University. Medicine, 2007. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20090918.161221.

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This study adopted an ethnographic approach to examine the role of the Registered Nurse (RN) in the intellectual disability sector. The research setting (The Centre) is a residential facility for clients with intellectual disability in the northern suburbs of Adelaide that opened in 1971 and was similar to a hospital with the same hierarchy of nursing. Mental deficiency nurse training was conducted there until the 1990s but that qualification is no longer recognised. The Centre is under the umbrella of a large state disability organisation that is in the process of moving clients of the service from institutions (the Centre) to community living options such as group homes. The cessation of mental deficiency nurse training and the introduction of deinstitutionalisation were considered to impact on client health and in the late 1990s a 24 hour nursing service was commenced. There was strong anecdotal evidence the service should be evaluated. A review of the literature found some research had been conducted in overseas countries with a focus on deinstitutionalisation but with a paucity of interest in the role of the RN, particularly in Australia. Ethnography, first used in anthropology as a way of describing different cultures, was chosen as the research methodology because the researcher wanted to discover how the culture influenced the role of the RN. The researcher is an RN employed in the area. As an ethnographer and participant observer, the researcher became the data collection instrument. The entire culture is considered to be the sample in ethnography and data took the form of hundreds of hours of field note entries and interview transcripts. Following analysis, the findings were presented in themes answering the research question which was in two parts. The first ‘from the perspective of the nurse, client and other health care professionals, what constitutes intellectual disability nursing?’ and secondly ‘what are the every day rituals, norms and patterns within the disability culture that shape and influence disability nursing for the Registered Nurse?’. ‘Caring for the client who is institutionalised’, ‘The RN in the disability sector having certain qualities’, ‘Working within a different paradigm’, ‘Having to assume responsibility for large numbers of unregulated workers’, ‘Having to work alongside many professional groups’ and ‘Having different educational needs’ are themes which describe the role. Themes describe the diversity of the role and in describing the registered intellectual disability nurse as ‘different’ the role is compared with that of the nurse in other settings. The current research revealed there is a need for more health related education for unregulated workers and specific intellectual disability education for registered and enrolled nurses. Themes that answer the second part of the research question are ‘hierarchical structure’, ‘the Registered Nurse's position’ and ‘role confusion’. The non-nursing management at the top of the hierarchical ladder was found to significantly limit the role of the RN who was afforded no opportunity for leadership. Confusion over the RN's role and indeed individual workers' roles was observed at all levels. Findings suggest much stronger nursing leadership is required to provide advocacy and holistic care for the client and education for the carer. An outcome of the current research was the development of a model for intellectual disability nursing (see Table 8-1).
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Books on the topic "Holistic nursing Nursing Philosophy"

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Faith community nursing. Philadelphia: Lippincott Williams & Wilkins, 2006.

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Shames, Karilee Halo. The Nightingale conspiracy: Nursing comes to power in the 21st-century. Staten Island, NY: Power Publications, 1993.

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Johns, Christopher. Guided reflection: Advancing practice. Oxford: Blackwell Science, 2002.

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Pauline, Merrix, ed. Portfolios and reflective practice. Harlow, England: Pearson Education, 2012.

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Dahlberg, Karin. Helhetssyn i vården: En upgifft för sjuksköterskeutbildningen. Göteborg, sweden: Acta Universitatis Gothoburgensis, 1992.

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Christopher, Johns, and Johns Christopher, eds. Guided reflection: A narrative approach to advancing professional practice. 2nd ed. Chichester, West Sussex: Blackwell Pub., 2010.

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Becoming a reflective practitioner. 3rd ed. Chichester, West Sussex: Wiley-Blackwell, 2009.

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Becoming a reflective practitioner: A reflective and holsitic approach to clinical nursing, practice development, and clinical supervision. Oxford: Blackwell Science, 2000.

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Sally, Burnie, ed. Becoming a reflective practitioner. 4th ed. Chichester, West Sussex: Wiley-Blackwell, 2013.

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Montgomery, Dossey Barbara, ed. Cardiovascular nursing: Holistic practice. St. Louis: Mosby Year Book, 1992.

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Book chapters on the topic "Holistic nursing Nursing Philosophy"

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Brewin, Phil. "Communication: A Holistic Approach." In Children's Respiratory Nursing, 224–37. West Sussex, UK: John Wiley & Sons, Ltd,., 2013. http://dx.doi.org/10.1002/9781118702680.ch16.

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Carter, Bernadette. "Holistic/therapeutic nursing care." In Child and Infant Pain, 89–104. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-3366-9_5.

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Brown, Michelle, and Kersten Hardy. "Holistic assessment." In Palliative Care in Nursing and Healthcare, 30–43. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781473969384.n3.

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Schaub, Bonney Gulino, Jeanne Anselmo, and Susan Luck. "Clinical Imagery: Holistic Nursing Perspectives." In Mental Imagery, 207–13. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-2623-4_23.

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Ziebarth, Deborah Jean, and P. Ann Solari-Twadell. "Faith Community Nursing: A Wholistic and Holistic Nursing Practice." In Faith Community Nursing, 33–49. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16126-2_3.

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Penticuff, Joy Hinson. "Nursing Perspectives in Bioethics." In Philosophy and Medicine, 49–60. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-015-8895-9_4.

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Sellman, Derek. "Nursing as Caring." In Handbook of the Philosophy of Medicine, 109–20. Dordrecht: Springer Netherlands, 2017. http://dx.doi.org/10.1007/978-94-017-8688-1_6.

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Sellman, Derek. "Nursing as Caring." In Handbook of the Philosophy of Medicine, 1–10. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-8706-2_6-1.

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Santos, José Carlos, Marie Bashaw, Will Mattcham, John R. Cutcliffe, and Kelly Graziani Giacchero Vedana. "The Biopsychosocial Approach: Towards Holistic, Person-Centred Psychiatric/Mental Health Nursing Practice." In Principles of Specialty Nursing, 89–101. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-31772-4_8.

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Booker, Kathy J. "Philosophy and treatment in US critical care units." In Critical Care Nursing, 1–12. Hoboken, NJ: John Wiley & Sons, Inc., 2015. http://dx.doi.org/10.1002/9781118992845.ch1.

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Conference papers on the topic "Holistic nursing Nursing Philosophy"

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Meng, Fanping, and Min Zhang. "Application Value of Holistic Nursing Intervention in Nursing Care of Patients Undergoing Cholelithiasis Surgery." In Proceedings of the 2nd Symposium on Health and Education 2019 (SOHE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/sohe-19.2019.39.

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Hong, Saemi, and Haewon Byeon. "Comparison of Holistic Approach with Dysarthria according to Clinical Experience: a Multi-Institutional Survey in Korea." In Healthcare and Nursing 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.61.02.

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Cuba Sancho, Juana, Teresa Vivas Durand, and Tula Espinoza Moreno. "HOLISTIC AND HISTORICAL CHILD CARE: PERSPECTIVES FROM NURSING EDUCATION." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.2152.

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Klayhiran, Wirawan. "A HOLISTIC HEALTH CARE OF THAI’S ELDERLIES IN NURSING HOME." In 33rd International Academic Conference, Vienna. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.33.036.

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Eley, Rhiannon, Karen Fawkes, and Carol Fordham-Clarke. "0137 A Proposal For The Implementation Of Simulated Practice Sign-up Sessions Involving The Use Of Multi-dimensional Clinical Skills And Holistic Decision Making For Second Progression Point Pre-registration Nursing Students." In Association for Simulated Practice in Healthcare Annual Conference 11–13 November 2014 Abstracts. The Association for Simulated Practice in Healthcare, 2014. http://dx.doi.org/10.1136/bmjstel-2014-000002.105.

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Nicolls, Barbara Anne, Maria Cassar, Corinne Scicluna, and Sharon Martinelli. "Charting the competency-based eportfolio implementation journey." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13183.

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As health professionals, nurses are responsible not only for staying abreast of current professional knowledge to provide effective care but also for managing their own career, professional growth and development. Nurse educators have acknowledged that eportfolios provide a means through which nurses can record and provide evidence of skills, achievements, experience, professional development and, on-going learning, not only for themselves, but for the information and scrutiny of registration boards, employers, managers and peers. Recognising that practices to support these activities that foster 21st century learning should ideally start during their student years, the authors explored eportfolios as a valuable learning device for on-going personal and professional development for fostering students’lifelong learning and enhancing continuous personal and professional development. This paper describes the critical success factors for successful implementation of the Google Sites Practice eportfolio embedded in the three-year BSc(Hons) Nursing Programme in Malta. Evidence-based practice of successful eportfolio implementors was examined and their methods adapted to ensure the initiative had a sound foundation and fit for purpose.The authors argue that to be successful, eportfolio implementation must primarily be strategic, holistic, supported and have senior management buy-in and secondarily, have a robust tool, good pedagogy, and skilled and enthusiastic staff. Keywords:nursing;competency;implementation;eportfolio;Malta;Nurse Education
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