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Journal articles on the topic 'Holistic nursing Nursing Philosophy'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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1

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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5

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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Dideriksen, Tine Louise, Marianne Lisby, Nina Brünés, and Pia Dreyer. "Social Nurses’ Descriptions of Nursing: A Qualitative Study of What Social Nursing is and Does?" Open Nursing Journal 13, no. 1 (December 31, 2019): 228–36. http://dx.doi.org/10.2174/1874434601913010228.

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Background: In the meeting between socially marginalised patients and somatic hospitals, healthcare systems often encounter complex challenges related to health inequalities that are difficult to resolve. To help reduce these challenges, a nursing approach employing a nurse (RN) with in-depth knowledge of socially marginalised patients and competences in rehabilitation (“social nurse”) has contributed to diminish health inequalities. However, further insight into the potential benefits of social nursing is required. Aim: To examine how social nurses describe and experience the social nursing approach situated at somatic hospitals. Methods: A qualitative study of social nurses’ descriptions and experiences with a social nurse approach included eight Danish hospitals. One male and 12 female nurses (n=13) employed as social nurses at somatic hospitals participated. Thirteen semi structured interviews were conducted using the methodological frameworks of phenomenology and hermeneutics. The interviews were analysed employing a method inspired by the French philosopher Paul Ricoeur’s theory of interpretation. Results: Four themes emerged from the analysis: 1) A unique expertise encompassing experience and evidence-based knowledge 2) coordination towards a common goal to reduce patients’ vulnerability, 3) to see and understand patients as whole persons, thereby assuring successful treatment and 4) working with the system to avoid losing the patients. The themes describe a unique expertise emerging from focusing healthcare efforts on the socially marginalised patients and the system in charge. Conclusion: The study indicated that the social nurse approach is a holistic nursing approach. Applying this approach allows for optimised treatment that fosters a more equal outcome across the spectrum of socially marginalised patients. The social nurse approach may contribute to diminishing health inequalities.

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Keliat, Budi Anna. "Perspektif Keperawatan Kesehatan Jiwa di Masa Depan." Jurnal Keperawatan Indonesia 1, no. 2 (April 24, 2014): 59–67. http://dx.doi.org/10.7454/jki.v1i2.77.

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Masalah kesehatan jiwa di Indonesia cenderung terus meningkat, sehingga memerlukan tindak penanggulangan yang menyeluruh dan berkesinambungan. Pelayanan keperawatan kesehatan jiwa merupakan bagian integral dari pelayanan visi kesehatan jiwa mempunyai falsafah, visi dan misi yang mengacu pada paradigm keperawatan tentang fenomena sentral yaitu manusia, lingkungan, kesehatan dan keperawatan. Untuk dapat memberikan keperawatan kesehatan jiwa yang holistis, komprehensif dan berkesinambungan sangat diperlukan perawat dengan pengetahuan dan ketrampilan khusus tentang keperawatan kesehatan jiwa sehingga memungkinkan mereka untuk dapat bekerja pada tiap tatanan pelayanan kesehatan. The mental health problem in Indonesia is increasing which require a comprehensive and continuity of care. The mental health nursing services as an integral part of mental health services has its philosophy, vision and mission based on nursing paradigm of the central phenomena: man, environment, health and nursing intervention. Nurses need to be knowledgeable and skillful on mental health psychiatry nursing to enable them to work at different health settings.

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Patterson, E. F. "The philosophy and physics of holistic health care. Spiritual healing as a workable interpretation." Plastic Surgical Nursing 19, no. 1 (1999): 46. http://dx.doi.org/10.1097/00006527-199901910-00017.

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F., Patterson E. "The philosophy and physics of holistic health care Spiritnal healing as a workable interpretation." Plastic Surgical Nursing 19, no. 1 (1999): 46. http://dx.doi.org/10.1097/00006527-199919010-00017.

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Doskočil, Ondřej. "Biblical anthropology as source holistic approach to man." Kontakt 7, no. 3-4 (November 22, 2005): 314–17. http://dx.doi.org/10.32725/kont.2005.060.

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Ranallo, Lauren. "Improving the Quality of End-of-Life Care in Pediatric Oncology Patients Through the Early Implementation of Palliative Care." Journal of Pediatric Oncology Nursing 34, no. 6 (June 10, 2017): 374–80. http://dx.doi.org/10.1177/1043454217713451.

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Providing end-of-life care to children with cancer is most ideally achieved by initiating palliative care at the time of diagnosis, advocating for supportive care throughout the treatment trajectory, and implementing hospice care during the terminal phase. The guiding principles behind offering palliative care to pediatric oncology patients are the prioritization of providing holistic care and management of disease-based symptoms. Pediatric hematology-oncology nurses and clinicians have a unique responsibility to support the patient and family unit and foster a sense of hope, while also preparing the family for the prognosis and a challenging treatment trajectory that could result in the child’s death. In order to alleviate potential suffering the child may experience, there needs to be an emphasis on supportive care and symptom management. There are barriers to implementing palliative care for children with cancer, including the need to clarify the palliative care philosophy, parental acknowledgement and acceptance of a child’s disease and uncertain future, nursing awareness of services, perception of availability, and a shortage of research guidance. It is important for nurses and clinicians to have a clear understanding of the fundamentals of palliative and end-of-life care for pediatric oncology patients to receive the best care possible.

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Yona, Sri. "Penyusunan Studi Kasus." Jurnal Keperawatan Indonesia 10, no. 2 (April 24, 2014): 76–80. http://dx.doi.org/10.7454/jki.v10i2.177.

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AbstrakStudi kasus merupakan metode yang semakin dikenal dan berharga serta menjadi unik, khususnya pada penelitian di bidang keperawatan. Hal ini erat kaitannya dengan filosofi keperawatan yang melihat manusia secara menyeluruh. Studi kasus merupakan penelitian yang menekankan pada pemahaman yang lebih mendalam akan fenomena tertentu terhadap individu. Studi kasus juga berguna dalam mengekspolorasi masalah yang belum atau pun masih sedikit yang diketahui tentang fenomena tertentu. Peneliti dapat menggunakan beberapa teknik dalam pengumpulan data, seperti wawancara mendalam/ depth interview dan kuesioner. Beberapa tahapan dalam membuat suatu studi kasus diawali dengan menentukan masalah, membuat disain dan instrumen, mengumpulkan data, membuat analisis data, dan mempersiapkan laporan penelitian. Hasil akhir studi kasus adalah pemahaman yang mendalam akan suatu fenomena. Penulisan artikel ini bertujuan sebagai masukan bagi peneliti pemula agar dapat mendisain suatu studi kasus yang baik. AbstractCase study, as one methodology research, is increasing recognized and value and become unique in nursing research. This related to the nursing philosophy which emphasizes whole aspect of human. Case study emphasizes on understanding of phenomenon, based on the human experiences. Case study is also useful as exploratory phase in research, in particularly when the researchers have little knowledge about particularly phenomenon. In collecting data, there are several ways, such as questionnaires, in depth-interview. There are several procedures in case study, namely determining problem, deciding design and instrument, collecting data, analyzing data and preparing outcomes research. The final outcome of case study is the understanding of phenomenon and holistic aspect of phenomenon. The aim of this article is to provide some input for beginner in order to achieve good research design.

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Linton, Mary, and Jamie Koonmen. "Self-care as an ethical obligation for nurses." Nursing Ethics 27, no. 8 (July 28, 2020): 1694–702. http://dx.doi.org/10.1177/0969733020940371.

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As members of the largest and most trusted healthcare profession, nurses are role models and critical partners in the ongoing quest for the health of their patients. Findings from the American Nurses Association Health Risk Appraisal suggested that nurses give the best patient care when they are operating at the peak of their own wellness. They also revealed that 68% of the surveyed nurses place their patients’ health, safety, and wellness before their own. Globally, several nursing codes of ethics include the requirement of self-care. Often, these codes embed the responsibility to protect and promote one’s own health within the clearly described obligation to provide safe patient care. The American Nurses Association Code of Ethics for Nurses is unique in that it states explicitly that nurses must adopt self-care as a duty to self in addition to their duty to provide care to patients. One of the basic assumptions of Watson’s Philosophy and Science of Caring is that caring science is the essence of nursing and the foundational disciplinary core of the profession. Watson’s theory of human caring provides support for the engagement in self-care. Two important value assumptions of Watson’s Caritas are that “we have to learn how to offer caring, love, forgiveness, compassion, and mercy to ourselves before we can offer authentic caring and love to others” and we also must “treat ourselves with loving-kindness and equanimity, gentleness, and dignity before we can accept, respect, and care for others within a professional caring-healing model.” Embedded within several caritas processes is an outline for a holistic approach to caring for self and others that can guide nurses to improve their mental, physical, emotional, and spiritual health.

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Šlechtová, Dana. "Health problems of taking care of children with poliomyelitis in context of holistic attitude." Kontakt 13, no. 4 (December 16, 2011): 443–59. http://dx.doi.org/10.32725/kont.2011.049.

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Curran, Elizabeth, Isobel Ryder, and Caroline Strevens. "Educating future practitioners through an Interdisciplinary Student Clinic." International Journal of Clinical Legal Education 25, no. 1 (April 4, 2018): 4. http://dx.doi.org/10.19164/ijcle.v25i1.693.

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<p align="JUSTIFY">This article introduces a pilot clinic that has been designed and implemented at Portsmouth Law School in partnership with the School of Health Sciences. The benefits and challenges of interdisciplinary team working identified in the health science and legal education literature will be discussed. It looks at the rationale for this innovative development and speculates on the potential for a new professional curriculum that may emerge.</p><p align="JUSTIFY">The philosophy driving this pilot clinic is to contribute to breaking down silo thinking in professional students and build trust in the health and legal systems. This initiative will expose health professional and law students to holistic and therapeutic approaches to problem solving, teaching teamwork, collaboration and to breaking down the negative stereotypes of lawyers.</p><p align="JUSTIFY">The proposed pilot clinic at the University of Portsmouth will provide new opportunities for students studying law and adult nursing to explore how interdisciplinary practice might build bonds of trust between professionals. It will also enable those involved to see potential networks, signposts and links, in order to improve client outcomes.</p><p>This new development, taking lessons from educational practice in health sciences, provides professional and teaching staff operating the clinic to build a new collaborative and dynamic joint curriculum. This new form of clinic, it is argued, provides an alternative to traditional perceptions of clinical teaching across multidisciplinary paradigms.</p>

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Bellefeuille, Gerard, and Ahna Bekikoff. "21st Century Child and Youth Care Education: An Ontological Relational Turn in Teaching and Learning." Research Journal of Education, no. 63 (March 25, 2020): 14–24. http://dx.doi.org/10.32861/rje.63.14.24.

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The pedagogical challenges in preparing child and youth care (CYC) students for 21st century CYC practice, global citizenship, and life cannot be rightfully addressed by an antiquated higher education system predicated on a Newtonian/Cartesian ontology that assumes a mechanistic view of the materialistic world and a solitary view of the “self” as completely autonomous, ego-based, and self-enclosed. In this article, we propose an alternative ontological stance for teaching and learning in higher education, one that is informed by the growing body of relational ontology scholarship in theology, philosophy, psychology, nursing, political theory, educational theory, and even information science. The basic contention of a relational ontology is that all relations between entities are ontologically more fundamental than the entities themselves. Within this perspective, the “self” is not so much a personal possession as it is a process of relatedness and a reflection of one’s relational experiences. This view of the self has enormous implications for teaching and learning. A relational ontological approach to education will employ more holistic, collaborative, and experiential methods of teaching and learning in which the learner’s (i.e., the self’s) mind, body, emotions, spirit, and environment are all considered essential components of the learning process. The conversation presented in this article is an invitation to rethink the ontological foundations upon which CYC education is currently constructed and to explore the potential of an ontological revolution in CYC teaching and learning pedagogy. In CYC, as in other disciplines, it is the visionaries operating at the edges of the discipline’s philosophical, theoretical, and practice boundaries who provide the critical reflection and creativity of thought to nudge the field forward. Please join us in this adventure.

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Keegan, Lynn. "Holistic Nursing." AORN Journal 46, no. 3 (September 1987): 499–506. http://dx.doi.org/10.1016/s0001-2092(07)66461-8.

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MacFadyen, Jean S. "Holistic Nursing." Holistic Nursing Practice 27, no. 1 (2013): 4–5. http://dx.doi.org/10.1097/hnp.0b013e31827938c7.

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MacFadyen, Jean S. "Holistic Nursing." Holistic Nursing Practice 27, no. 5 (2013): 257–59. http://dx.doi.org/10.1097/hnp.0b013e31829ea057.

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&NA;. "Holistic Nursing." American Journal of Nursing 96, no. 6 (June 1996): 16L. http://dx.doi.org/10.1097/00000446-199606000-00023.

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Wolf, Zane Robinson. "Holistic Nursing." Holistic Nursing Practice 4, no. 1 (November 1989): 84–85. http://dx.doi.org/10.1097/00004650-198911000-00015.

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Dossey, Barbara Montgomery, Lynn Keegan, Cathie E. Guzzetta, and Leslie Gooding Kolkmeier. "Holistic Nursing." Nurse Practitioner 21, no. 9 (September 1996): 142. http://dx.doi.org/10.1097/00006205-199609000-00018.

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Barnum, Barbara J. "Holistic nursing and nursing process." Holistic Nursing Practice 1, no. 3 (May 1987): 27–35. http://dx.doi.org/10.1097/00004650-198705000-00007.

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&NA;. "Holistic Nursing Practice." Cancer Nursing 29, no. 3 (May 2006): 206. http://dx.doi.org/10.1097/00002820-200605000-00006.

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Mornhinweg, Gail C., and Ruth R. Voignier. "Holistic Nursing Interventions." Orthopaedic Nursing 14, no. 4 (July 1995): 20–24. http://dx.doi.org/10.1097/00006416-199507000-00004.

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Acee,, Ann M. "Applying Holistic Nursing." American Journal of Nursing 98, no. 8 (August 1998): 36–37. http://dx.doi.org/10.1097/00000446-199808000-00037.

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Hess, Darlene R., and Nina A. Klebanoff. "Holistic perioperative nursing." OR Nurse 8, no. 1 (January 2014): 48. http://dx.doi.org/10.1097/01.orn.0000438473.77454.34.

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Kalb, Kathleen A., and Susan O’Conner-Von. "Holistic Nursing Education." Nursing Education Perspectives 40, no. 3 (2019): 162–64. http://dx.doi.org/10.1097/01.nep.0000000000000405.

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Heinrich, Kathleen T. "Holistic Doctoral Education for Holistic Nursing." Image: the Journal of Nursing Scholarship 30, no. 4 (December 1998): 308–9. http://dx.doi.org/10.1111/j.1547-5069.1998.tb01319.x.

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Hancock, Barbara. "Are nursing theories holistic?" Nursing Standard 14, no. 17 (January 12, 2000): 37–41. http://dx.doi.org/10.7748/ns.14.17.37.s46.

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Indra, V. "A Review: Holistic Nursing." International Journal of Nursing Education and Research 6, no. 4 (2018): 447. http://dx.doi.org/10.5958/2454-2660.2018.00108.4.

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Rew, Lynn. "Intentionality in Holistic Nursing." Journal of Holistic Nursing 18, no. 2 (June 2000): 91–93. http://dx.doi.org/10.1177/089801010001800201.

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Slater, Victoria. "Editorial: Holistic Nursing Practice." Journal of Holistic Nursing 23, no. 3 (September 2005): 261–63. http://dx.doi.org/10.1177/0898010105278885.

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Smith, Kelly L. "Appreciation of Holistic Nursing." Journal of Holistic Nursing 24, no. 2 (June 2006): 139. http://dx.doi.org/10.1177/0898010105282947.

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Cowling, W. Richard. "Where Is Holistic Nursing?" Journal of Holistic Nursing 36, no. 1 (February 13, 2018): 4–5. http://dx.doi.org/10.1177/0898010118758426.

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Frisch, Noreen Cavan. "Ethics and Holistic Nursing." Journal of Holistic Nursing 10, no. 3 (September 1992): 204. http://dx.doi.org/10.1177/089801019201000302.

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Hover-Kramer, Dorothea. "Creativity in Holistic Nursing." Journal of Holistic Nursing 11, no. 1 (March 1993): 7–9. http://dx.doi.org/10.1177/089801019301100102.

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&NA;. "Support Groups: Holistic Nursing." Journal of Neuroscience Nursing 19, no. 3 (June 1987): 121–22. http://dx.doi.org/10.1097/01376517-198706000-00001.

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DiGiulio, Sarah. "Updated Holistic Nursing Guidelines." Oncology Times 35 (October 2013): 3–4. http://dx.doi.org/10.1097/01.cot.0000436501.59096.74.

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Mariano, Carla. "Holistic Nursing as a Specialty: Holistic Nursing—Scope and Standards of Practice." Nursing Clinics of North America 42, no. 2 (June 2007): 165–88. http://dx.doi.org/10.1016/j.cnur.2007.03.008.

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Christiaens, Glenda, JoAnn Abegglen, and Alanna Rowley. "Nursing Students' Perceptions of a Holistic Nursing Conference." Journal of Holistic Nursing 26, no. 2 (June 2008): 139–46. http://dx.doi.org/10.1177/0898010107311275.

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O’Brien King, Margaret, and Marie F. Gates. "Perceived Barriers to Holistic Nursing in Undergraduate Nursing Programs." EXPLORE 2, no. 4 (July 2006): 334–38. http://dx.doi.org/10.1016/j.explore.2006.04.002.

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Willkms, Samten. "Core Curriculum for Holistic Nursing." Journal of Addictions Nursing 9, no. 4 (1997): 190–91. http://dx.doi.org/10.3109/10884609709060965.

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Maras, Veronica A. "Essential Readings in Holistic Nursing." AORN Journal 73, no. 5 (May 2001): 980–81. http://dx.doi.org/10.1016/s0001-2092(06)61753-5.

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Tnrkoski, Bculrice B. "Essential Readings in Holistic Nursing." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 17, no. 7 (July 1999): 468–69. http://dx.doi.org/10.1097/00004045-199907000-00017.

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