TOOL KIT 102 INTRODUCTION TO THE FOUNDATIONAL PRINCIPLES FOR HOLISTIC NURSING EDUCATIONAL PROGRAMS

Transcription

1 TOOL KIT 102 INTRODUCTION TO THE FOUNDATIONAL PRINCIPLES FOR HOLISTIC NURSING EDUCATIONAL PROGRAMS Deborah Shields and Margaret Erickson January 26, 2018 Do not reprint or copy without written permission of the Authors Prepared to accompany AHNA Webinar 102 Introduction to the Foundational Principles for Holistic Nursing Educational Programs and Foundations, Competencies, and Curricular Guidelines for Basic to Advanced Holistic Nursing Education, First Edition (AHNCC/AHNA, October, 2017) Co-Published by The American Holistic Nurses Credentialing Corporation and The American Holistic Nurses Association January, 26,

2 This work is copyrighted by the American Holistic Nurses Credentialing Corporation (AHNCC). All copyright restrictions apply to the intellectual property, text, illustrations, and tables. According to the Fair Use doctrine of the copyright statue, it is permissible to use portions, but not the heart of the work for purposes of commentary, critique, and/or scholarly reports without permission. In addition, this work may be used to facilitate educational curriculum development, course preparation and/or educational presentations with the stipulation that credit is given to the publisher and authors on any presentations, slides, reprints, copy of text, illustrations, tables. Permission from AHNCC is required to copy, reproduce, or adapt models, tables, figures and/or intellectual property for use in course syllabi, slide presentations, and any other work. (See Circular 14, Copyright Registration for Derivative Works). The following are examples of credits that can be used: No additional permission required Curriculum Outline Scholarly reports, presentation Inclusion in course syllabi Reproduction of quotes, tables, figures. Written permission from AHNCC required Adaptation of the work, or parts of the work Work used as derivative to Example of credit granted This work was created based on Foundations, Competencies, and Curricular Guidelines of Basic to Advanced Holistic Nursing Education, First Edition. American Holistic Nurses Credentialing Corporation, Cedar Park, October In compliance with the Fair Use doctrine of the copyright statue, this work is reproduced from (title of document, authors name(s), year, American Holistic Nurses Credentialing Corporation, Cedar Park, October Reprinted with permission from (Title of document, authors, year. American Holistic Nurses Credentialing Corporation, Cedar Park, October Reprinted with permission from (Title of document, authors, year.) American Holistic Nurses Credentialing Corporation, Cedar Park, October Adapted with permission from (Title of document, authors, year.) American Holistic Nurses Credentialing Corporation, Cedar Park, October (Title of work, authors, year.) American Holistic Nurses 2

3 create new brand Credentialing Corporation, Cedar Park, October COMPREHENSIVE INDEX TOOL KITS FOR HOLISTIC NURSING CURRICULUM DEVELOPMENT The Tool Kits listed below are provided as an extension of the publication, Foundations, Competencies, and Curricular Guidelines for Basic to Advanced Holistic Nursing Educational Programs (2017). Each tool kit complements a companion webinar designed to address a specific aspect of this work. The highlighted area of the index below provides details for Tool Kit 102. Content included in the other tool kits is shown on the respective Tool Kit Index. Available tool kits can be seen at To learn more about the individual webinars, the presenters, their content and publication date, go to SOCIAL EVENTS, HEALTHCARE TRANSFORMATION, AND HOLISTIC NURSING EDUCATIONAL GUIDELINES 102 INTRODUCTION TO THE FOUNDATIONAL PRINCIPLES FOR HOLISTIC NURSING EDUCATIONAL PROGRAMS I. References used that support educating holistic nurses within a standardized model that is based on a set of holistic principles, values, ethics, and standards include: A. Holistic Nursing Scope and Standards of Practice, AHNA/ANA (2013) (2 nd Ed.) B. Foundations, Competencies, And Curricular Guidelines for Basic to Doctoral Holistic Nursing Education. (2017) 1 st Ed. Overview of The Educational Requirements for Holistic Nursing: Basic and Advanced: Philosophical and Conceptual Considerations. p. 9 Curricular Threads for Basic and Advanced Holistic Nursing Programs, pp Practice Competencies Within Holistic Nursing Core Values by Educational Level (see Table 1). p

4 C. Holistic Nursing Core Essentials (Basic and Advanced competencies) validated by Holistic Nursing through the process of RDS: CORE-ESSENTIALS-Final.pdf CORE-ESSENTIALS-DOCUMENT-Final.pdf D. References to facilitate utilization of Foundational Philosophy and Principles of Holistic Nursing in the creation of a holistic nursing curriculum framework. II. Practice Competencies Within the Context of Holistic Nursing Core Values and by Educational Level. 103 ESSENTIAL REQUIREMENTS FOR BACCALAUREATE HOLISTIC NURSING PROGRAMS 104 ESSENTIAL REQUIREMENTS FOR ADVANCED HOLISTIC NURSING PROGRAMS 105 SCIENCES OF HEALTH AND HOLISM 106 INTERPERSONAL COMMUNICATIONS: THE BASES OF INTERPERSONAL RELATIONS 107 FACILITATING DISCOVERY LEARNING THEORY AND STRATEGIES 108 HOLISTIC NURSING CLINICAL EXPERIENCES, BASIC TO ADVANCED 109 FACILITATING STUDENT APPLICATION OF NURSING THEORIES 110 STORY SHARING: A COMMUNICATION STRATEGY FOR ADVANCED HOLISTIC NURSING 111 FACULTY CONSIDERATIONS PRIOR TO ADOPTING HOLISTIC NURSING EDUCATIONAL GUIDELINES 112 FACILITATING STUDENT CERTIFICATION: AHNA ENDORSEMENT GUIDELINES 113 CREATING A HOLISTIC NURSING CURRICULUM MATRIX 114 HOLISTIC NURSING AND BOYER S SCHOLARSHIP MODEL 4

5 201 ADVANCED FOUNDATIONS OF HOLISTIC NURSING 202 ADVANCED SCIENCES OF HEALTH AND HOLISM 203 ADVANCED HEALTH ASSESSMENT 204 ADVANCED PHARMACOTHERAPEUTICS FOR HOLISTIC NURSING 5

6 TOOL KIT 102 Introduction to the Foundational Principles for Holistic Nursing Educational Programs Deborah Shields and Margaret Erickson The purpose of these Tool Kits is to provide a context that will provide faculty with an evidence-based rationale for adopting the Holistic Nursing Curricular Guidelines as described in the publication Foundations, Concepts, and Curricular Guidelines for Basic to Doctoral Holistic Nursing Education, Edition 1, (2017). Specifically, in Tool Kit 102 the goal is to provide resources to help explore relations and implications of using the philosophy and Foundational Principles of Holistic Nursing to create a framework for holistic nursing curriculum. I. References used to conceptualize relations and implications of using the philosophy and Foundational Principles of Holistic Nursing to create a framework for holistic nursing curriculum build on Tool Kit 101 and include: A. References that support educating holistic nurses within a standardized model that is based on a set of holistic principles, values, ethics, and standards include: a. Holistic Nursing, Scope and Standards of Practice, AHNA/ANA (2013) (2 nd Ed.) notes that In holistic nursing, the individual across the lifespan is viewed within the context as an integrated mind-body-emotion-social-spirit-energetic totality, with the emphasis on wholeness, well-being; health promotion, and healing however, because of the lack of intentional focus on integration, unity, and healing, the educational exposure of most nursing students is not adequate preparation for the specialty role of the holistic nurse. Furthermore, the educational focus is most frequently on specialties, often emanating from the biomedical disease model with a cure orientation. p b. Foundations, Competencies, And Curricular Guidelines for Basic to Doctoral Holistic Nursing Education. (2017) 1 st Ed. i. Overview of The Educational Requirements for Holistic Nursing: Basic and Advanced: Philosophical and Conceptual Considerations,). p.9 ii. Curricular Threads for Basic and Advanced Holistic Nursing Programs, pp iii. Practice Competencies Within Holistic Nursing Core Values by Educational Level (see Table 1). p

7 c. Holistic Nursing Core Essentials (Basic and Advanced competencies) validated by Holistic Nursing through the process of RDS: BASIC-HN-CORE-ESSENTIALS-Final.pdf, ADVANCED-CORE-ESSENTIALS-DOCUMENT-Final.pdf B. References to support utilization of the philosophy and Foundational Principles of Holistic Nursing to create a framework for holistic nursing curriculum include: a. Arcari,P, & Flanagan, J. (2014). The development of a mind-bodyspirit certification program. JHN, 33, 2, b. Bagay, J. (2012). Self-reflection in Nursing. Journal of Professional Nursing, 28, (2), c. Bartol, G. & Courts, N. (2013). The Psychophysiology of body-mind healing. In B. Dossey & L. Kegan (Eds.) Holistic nursing: A handbook for practice. Burlington, MA: Jones & Bartlett Learning. Pp d. Birx, E. (2017). Caring group: Teaching and experiencing holistic mental health nursing care. Beginnings, 37, (5), p e. Brekke, M. & Schultz, E. (2006). Energy theories: Modeling and Role-Modeling. In H. Erickson, (Ed). Modeling and role-modeling: A view from the client s world. Cedar Park, TX: Unicorns Unlimited. f. Clayton, D. &Erickson, M. (2010). The nurse s experience: Source of knowledge. In H. L. Erickson (Ed). Exploring the interface between the philosophy and discipline of Holistic Nursing (pp ). Cedar Park, TX: Unicorns Unlimited Books. g. Cohen, B. (2016). Holistic nursing simulation. A concept analysis. JHN, h. Dossey, B., Frisch, N., Forker, J., & Lavin, J. (1998). Activities and knowledge of a Holistic Nurse, (IPAKHN). Journal of Holistic Nursing, 16; i. Dossey, B., & Keegan, L. (2016), Holistic nursing: A handbook for practice (7th Ed). Burlington, MA: Jones & Bartlett Learning. j. Errasti-Ibarrondo, B., Perez, M., Carrasco, J., Lama, M., Zaragoza, A., & Aranzamendi, M. (2015). Essential elements of the relationship between the nurse and the person with advanced and terminal cancer: A meta-ethnagraphy. Nursing Outlook, 63, (3), k. Erickson, H. L. (2007). Philosophy and theory of holism. Nursing Clinics of North America, 42, Doi: /j.cnur Erickson, H., Tomlin, E., & Swain, 7

8 M. (1983). A theory and paradigm for Nursing: Modeling and Role- Modeling. Engelwood Cliffs, NJ: Prentice Hall. Secondseventh printing, ; EST Co: Cedar Park, TX. l. Erickson, H. L. (2009). Holistic Nurses examinations: Past, present, future. Journal of Holistic Nursing, 27, m. Erickson, H. L. (2010). Paradigm choices: Implications for nursing knowledge. In H. L. Erickson (Ed). Exploring the interface between the philosophy and discipline of Holistic Nursing (pp ). Cedar Park, TX: Unicorns Unlimited Books. n. Erickson, H. (2010). Looking to the future: Curriculum Implications. In H. L. Erickson (Ed). Exploring the interface between the philosophy and discipline of Holistic Nursing (pp ). Cedar Park, TX: Unicorns Unlimited Books o. Erickson, H. (2010). Discovery-learning methods: Learning to think. In H. L. Erickson (Ed). Exploring the interface between the philosophy and discipline of Holistic Nursing (pp ). Cedar Park, TX: Unicorns Unlimited Books. p. Erickson, H. (2010). Facilitating exploration of the modeling and role-modeling philosophy. In H. L. Erickson (Ed). Exploring the interface between the philosophy and discipline of Holistic Nursing (pp ). Cedar Park, TX: Unicorns Unlimited Books. q. Erickson, H. (2010). Discovery-learning methods: Learning to think. In H. L. Erickson (Ed). Exploring the interface between the philosophy and discipline of Holistic Nursing (pp ). Cedar Park, TX: Unicorns Unlimited Books. r. Erickson, H. L., & Erickson, M. E. (2010). Ways of knowing and the metaparadigm. In H. L. Erickson (Ed). Exploring the interface between the philosophy and discipline of Holistic Nursing (pp ). Cedar Park, TX: Unicorns Unlimited Books. s. Erickson, H. L., & Erickson, M. E. (2010). Ways of knowing and the metaparadigm. In H. L. Erickson (Ed). Exploring the interface between the philosophy and discipline of Holistic Nursing (pp ). Cedar Park, TX: Unicorns Unlimited Books. t. Erickson, H., Erickson, M., Campbell, J., Brekke, M., and Sandor, K. (2013). Validation of Holistic Nursing competencies: Roledelineation study, Journal of Holistic Nursing, 31(4), u. Erickson, M. & Clayton, D. (2010). Synthesizing knowledge. In H. L. Erickson (Ed). Exploring the interface between the philosophy and discipline of Holistic Nursing (pp ). Cedar Park, TX: Unicorns Unlimited Books. v. Enzman-Hagedorn, M. (2005). Caring practice in the 21st century: The emerging role of nurse practitioners. Topics in Advanced Practice Nursing e Journal 4(4). Retrieved from 8

9 w. Enzman-Hines, M. (2011). Caring in advance practice education: A new view of the future. In M. Hills & J. Watson (Eds.) (pp ). Creating a caring curriculum: An emancipatory pedagogy for nursing. NY: Springer. Enzman-Hines, M. (2016). x. Goodwin, A., Bar, B., Reid, G., Ashford, S. (2009). Knowledge of motivational interviewing. JHN, 27, (3), y. Grace, PJ. Willis, DG., Roy, C., & Jones, D. (2016). Profession at the crossroads: A dialog concerning the preparation of nursing scholars and leaders. Nursing Outlook z. Helming, M., Barrere, C., Avion, K. & Shields, D. (2014). Core Curriculum for holistic nursing. Burlington, MA: Jones & Bartlett Learning. Institute of Medicine. (2001). Crossing the quality chasm. Washington, DC: National Academies Press. aa. Hensel, D., Bradburn, T., Kelly, A., Manahan, I., Merriman, H., Metzinger, F., Moore, H. (2012). Student impressions of an art therapy class. JHN, 30, (4), bb. Henly, S., McCarthy, D., Wyman, J., Stone, P., Redeker, N., McCarthy, A., Alt-White, A., Dunbar-Jacob, J., Titler, M., Moore, S., Heitkemper, M., & Conley, Y. (2015). Integrating emerging areas of nursing science into PhD programs. Nursing Outlook, 63, (4), cc. Hills, M. &Watson, J. (20111). Creating a caring science curriculum. An emancipatory pedagogy for nursing. NY, NY, Springer Publishing Company. dd. Ironside, P. McNelis, A., & Ebright, P. (2014). Clinical education in nursing: Rethinking learning in practice settings. Nursing Outlook, 62, (3), ee. Irwin, M. & Miller, J. (2015). Presence of mind: A qualitative study of meditating teachers. Journal of Transformative Education, 4, (2), ff. Johns, C. (2009). Becoming a reflective practitioner. 5th Ed. John Wiley and Sons, Hoboken, NJ. gg. Johns, C. (2010). Reflection as a way -of-being in practice. In H. L. Erickson (Ed). Exploring the interface between the philosophy and discipline of Holistic Nursing (pp ). Cedar Park, TX: Unicorns Unlimited Books. hh. Kearney, G. (2010). We must not forget what we once knew. AN exemplar for helping nurses reconnect with their history and rediscover their passion for nursing. JHN, 28, (4), ii. Kinney, C. (2010). Facilitating personal knowledge development. In H. L. Erickson (Ed). Exploring the interface between the philosophy and discipline of Holistic Nursing (pp ). Cedar Park, TX: Unicorns Unlimited Books. jj. Klein, S. (2017). Coming to our senses: Everyday landscapes, aesthetics, and transformative learning. Journal of Transformative Education. 16, 1,

10 kk. Kofoed, N. (2011). Reflective practice for personal and professional transformation. Journal of Christian Nursing, 28, (3), ll. Lemmer, C. (2010). Reflections on teaching spirituality in the healthcare environment. JHN, 28, (2), mm. Mallory, P., Paice, J., Coyle, N., Coyne, P., Smith, T., Ferrell, B. (2014). Promoting palliative care worldwide through international nursing education. Journal of Transcultural Nursing, vol. 25, 4: pp Mason, D., Jones, D., Roy, C., Sullivan, C., &Wood, L. (2015). Commonalities of nurse-designed models of health. Nursing Outlook, 63, (5), nn. McKivergin, M.J. (2009). The Nurse as an Instrument of Healing in Holistic Nursing: A Handbook for Practice (5th ed). Dossey, B.(ed). Sudbury, MA: Jones and Bartlett Pub. oo. McKivergin, M.J., Daubenmire, M.J.(1994). The Healing Process of Presence. The Journal of Holistic Nursing, 12(1), pp McGonigle, D. & Mastrian, K. (2012). pp. Miller, L. &Miller, F. (2015). Understanding placebo effects: Implications for nursing practice. Nursing Outlook, 63, (5), qq. Moore, A. (2017). Unflipping the classroom: Introducing the values of holistic nursing at the freshman level. Beginnings, 37, (5), p rr. Newman, M. (1986). Health as expanding consciousness. St. Louis: Mosby. ss. O Brien, M.E. (2017). Spirituality in nursing: Standing on holy ground. Jones and Bartlett, Burlington, MA. tt. Padykula, B. (2016). RN-BSN students report of their self-care and health promotion practices in a holistic nursing course. JHN, 35, (3), uu. Pollard, A. (2008). Reflective Teaching: Evidence-informed Professional Practice. London: Continuum International Publishing Company. vv. Quinn, J. (2013). Transpersonal human caring and healing. In B. Dossey & L. Kegan (Eds) Holistic nursing: A handbook for practice. Burlington, MA: Jones & Bartlett Learning. ww. Rogers, M. (1989) Nursing: A science of unitary human beings. In J.P. Riehl-Sisca (Ed.), Conceptual models for nursing practice (3rd. ed., pp ). Norwalk, CT: Appleton & Lange. xx. Rogers, S. &Erickson, H. (2010). Facilitating the modeling and rolemodeling process. In H. L. Erickson (Ed). Exploring the interface between the philosophy and discipline of Holistic Nursing (pp ). Cedar Park, TX: Unicorns Unlimited Books. 10

11 yy. Rosa, W. & Lubansky, S. (2016) The advanced practice holistic nurse: A leader in the implementation of Core Values, Beginnings, 36, (3), p zz. Schultz, E. (2010). Facilitating student growth. In H. L. Erickson (Ed). Exploring the interface between the philosophy and discipline of Holistic Nursing (pp ). Cedar Park, TX: Unicorns Unlimited Books. aaa. Sitzman, K. &Watson, J. (2017). Watson s caring in the digital world. A guide for caring, interacting, teaching, and learning in Cyberspace. NY, NY. Springer Publishing Company. bbb. Smith, J. (1981). The idea of health: A philosophical inquiry. Advances in Nursing Science, 3 (3), ccc. Shields, D. & Stout-Shaffer, S. (2016). Self-development: The foundations of holistic care. In C. Barrere, M. A., Blaszko Helming, D/ Shields, K. Avino (Eds.), B.M. Dossey and L. Keegan (Original Authors). Holistic Nursing: A handbook for practice, 7th ed. (pp ). Burlington, MA: Jones & Bartlett Learning. ddd. Slater, V. (2015). Energy healing. In M. Helming, C. Barrere, K Avino, D. Shields. Core curriculum for holistic nursing. Burlington, MA: Jones & Bartlett Learning. eee. Sutch, K. (2017). Holism in the nursing classroom. Beginnings, 37, (5), p fff. Tsai, Y. & Chien-Hsing, L. (2015). An ehealth education intervention to promote healthy lifestyles among nurses. Nursing Outlook, 63, (3), ggg. Watson, J. (2006). Caring science as sacred science. Philadelphia: F.A. Davis. hhh. VanKuiken, D., Bradley, J., Harland, B., &O Brien King, M. (2017). Calming and focusing: Students perceptions of short classroom strategies for fostering presence. JHN, (35), 2, iii. Veloza-Gomez, M., Guevara-Armenta, C., & Mesa-Rodriquez, S (2017). The Importance of Spiritual care in nursing practice. JHN, 35(2), jjj. Watson, J. (2010). Florence Nightingale and the enduring legacy of transpersonal human caring-healing. JHN, 28, (10), kkk. Walker, M. & Erickson, H. (2006). Mind-body-spirit relations. In H. Erickson, Modeling and role-modeling: A view from the client s worldview. Cedar Park, TX: Unicorns Unlimited. 11

12 II. Practice Competencies Within Holistic Nursing Core Values by Educational Level (Table1) Table 1. Practice Competencies Compared by Level of Expertise ADN 1. HOLISTIC PHILOSOPHY, THEORY & ETHICS ability to: Discuss and describe the the caring and healing concepts. Discuss and describe core Holistic Nursing concepts (e.g. Holism, Presence, Intentionality, Unconditional Acceptance, Caring, Healing, etc., and 2. HOLISTIC CARING PROCESS ability to apply: Conceptually based holistic nursing to individuals, families, and groups, and Selected research findings in the various phases of the caring process. 3. HOLISTIC COMMUNICATION, THERAPEUTIC EVIRONMENT, AND CULTURAL DIVERSITY ability to create caring environments culturally sensitive and conducive to mutual growth and healing in client and nurse HOLISTIC EDUCATION & RESEARCH desire and ability to advance personal understanding and expertise of Holistic Nursing through continued education 5. HOLISTIC SELF CARE ability to apply concepts of self-care to self and others. Baccalaureate Explain how they are used in one s personal and professional lives ability to: Articulate the relationship between the caring and healing concepts. Discuss and describe relations among core Holistic Nursing concepts (e.g. Holism, Presence, Intentionality, Unconditional Acceptance, Caring, Healing, etc., and selected extant Holistic Nursing theories; and ability to provide : Theoreticallybased individual, family, group & community care using research findings, and Leadership in the advancement of Holistic Nursing in limited settings and healthcare arenas. Ability to apply research findings in the practice of Holistic Nursing ability to use culturally competent communication skills and techniques in the creation of caring-healing environments 12 : Continued growth in expertise of Holistic Nursing. Ability to facilitate others in advancing their understanding of Holistic Nursing. Ability to apply research findings in the practice of Holistic Nursing. ability to facilitate self and others in advancement and application of self-care concepts/ actions

13 Master s explain how they are used in one s personal and professional lives. ability to provide leadership in the application, analysis, synthesis and evaluation of Holistic Nursing concepts/ theories ability to: Provide sophisticated theoreticallybased, holistic care to clients incorporating, appropriate research findings; Synthesize clinical cases to evaluate nursing care effectiveness; Evaluate caring and healing activities in the nursing process; and Provide leadership for other health-care providers in provision of theory-based, researchsupported care. ability to: Provide leadership in the creation and use of therapeutic environments; and Mentor others in the acquisition of cultural competence. : Continued growth in expertise of Holistic Nursing. Ability to provide mentorship and leadership in the advancement of Holistic Nursing; and Ability to design studies and analyze research findings related to the practice and advancement of Holistic Nursing. ability to: Synthesize and evaluate self-care concepts and actions and Provide leadership in the advancement of self-care in the health-care arena 13