All too often faculty complain there is not massage, aromatherapy, hypnotherapeutic enough time to teach nursing theory in a suggestions, and therapeutic stories and baccalaureate nursing program. This metaphors. Interspersed in class dialogue presentation will describe the recent are concepts of the Science of Unitary experience at our college of introducing Human Beings (SUHB)(Rogers, 1992; unitary, transformative, and caring healing Butcher, & Malinski, 2015), Power as theoretical concepts in undergraduate Knowing Participation in Change (Barrett, holistic nursing courses that are currently 2015), Health as Expanding Consciousness required for all baccalaureate nursing (Newman, 2008; Pharris2105) and caring students in our urban/suburban college. In healing (Watson 2015, Smith, 2015) the course, which is the theories. All faculty teaching this class have as Healer”, “Nurse second required holistic course in our a holistic nursing practice and dialogue curriculum, students are introduced to regularly, discussing how we are living the several health patterning modalities power theory with our students, to enrich experientially, with an emphasis that these life and to improve the course. This modalities are theory informed and presentation will illustrate how it is possible, creatively unfold in mutual process. All pleasurable and necessary to teach unitary, faculty teach centering, presencing, transformative caring healing theories as progressive relaxation, imagery, mindful foundational in holistic nursing practice. meditation, therapeutic touch, gentle hand
All too often faculty complain there is not enough time to teach nursing theory in a baccalaureate nursing program. This presentation will describe the recent experience at our college of introducing unitary, transformative, and caring healing theoretical concepts in undergraduate holistic nursing courses that are currently required for all baccalaureate nursing students in our urban/suburban college. In the course, “Nurse as Healer”, which is the second required holistic course in our curriculum, students are introduced to several health patterning modalities experientially, with an emphasis that these modalities are theory informed and creatively unfold in mutual process. All faculty teach centering, presencing, progressive relaxation, imagery, mindful meditation, therapeutic touch, gentle hand massage, aromatherapy, hypnotherapeutic suggestions, and therapeutic stories and metaphors. Interspersed in class dialogue are concepts of the Science of Unitary Human Beings (SUHB)(Rogers, 1992; Butcher, & Malinski, 2015), Power as Knowing Participation in Change (Barrett, 2015), Health as Expanding Consciousness (Newman, 2008; Pharris2105) and caring healing (Watson 2015, Smith, 2015) theories. All faculty teaching this class have a holistic nursing practice and dialogue regularly, discussing how we are living the power theory with our students, to enrich life and to improve the course. This presentation will illustrate how it is possible, pleasurable and necessary to teach unitary, transformative caring healing theories as foundational in holistic nursing practice.
1-visions_manuscript_volumn_24_issue_1_july_2018_page_1-10.docx