Grace, Willis, Roy and Jones (2016) For over 25 years at our college, a reported that nursing is at a crossroad and holistic nursing elective has been offered to has an social responsibility” (p.61) introduce SUHB and holistic nursing “urgent to better develop nursing scholars and modalities to undergraduate nursing leaders. I contend that we need to start this students. Student evaluations in undergraduate nursing education. overwhelmingly emphasized that the course Fawcett (2007) emphasized that should be required for all nursing students. practice is based on unique nursing After much curriculum development work, “nursing knowledge” (p. 98). Thorne (2014) warned the new curriculum has been implemented we are at risk of losing our nursing identity with two required holistic courses. if we do not have on what Freshman or sophomore students take a ½ “clarity constitutes core disciplinary knowledge” credit course entitled in Holistic Self Care, (Grace et al, p. 62). Malinski (2017) which they are introduced to Bohm’s (1992) emphasized we must teach nursing theory, dialogue process, reflective journaling, utilize nursing theory in our research, expect mindfulness, progressive relaxation and nursing theory to inform our practice. appreciative inquiry as they focus and work One solution could be to start on enhancing self care and progressing seeding more knowledge of theory informed toward their own self selected health goals. practice in all BSN programs. Of course, in Typically, the emergent themes we see in an ideal world, this knowledge would also their journals are stress management, time be seeded in programs preparing associate management and work life balance. Often degree nurses, LPN’s, nurse’s aides and students reported that although they initially health care assistants. disliked the journaling assignment, they
Grace, Willis, Roy and Jones (2016) reported that nursing is at a crossroad and has an “urgent social responsibility” (p.61) to better develop nursing scholars and leaders. I contend that we need to start this in undergraduate nursing education. Fawcett (2007) emphasized that “nursing practice is based on unique nursing knowledge” (p. 98). Thorne (2014) warned we are at risk of losing our nursing identity if we do not have “clarity on what constitutes core disciplinary knowledge” (Grace et al, p. 62). Malinski (2017) emphasized we must teach nursing theory, utilize nursing theory in our research, expect nursing theory to inform our practice. One solution could be to start seeding more knowledge of theory informed practice in all BSN programs. Of course, in an ideal world, this knowledge would also be seeded in programs preparing associate degree nurses, LPN’s, nurse’s aides and health care assistants. For over 25 years at our college, a holistic nursing elective has been offered to introduce SUHB and holistic nursing modalities to undergraduate nursing students. Student evaluations overwhelmingly emphasized that the course should be required for all nursing students. After much curriculum development work, the new curriculum has been implemented with two required holistic courses. Freshman or sophomore students take a ½ credit course entitled Holistic Self Care, in which they are introduced to Bohm’s (1992) dialogue process, reflective journaling, mindfulness, progressive relaxation and appreciative inquiry as they focus and work on enhancing self care and progressing toward their own self selected health goals. Typically, the emergent themes we see in their journals are stress management, time management and work life balance. Often students reported that although they initially disliked the journaling assignment, they
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