NR 500 Week 2: Caring Concepts in Nursing
NR 500 Week 2: Caring Concepts in Nursing
Caring is a human way of interacting with patients that demonstrates sincere care and concern for patients simply because they are human beings (Paulson DS 2004). Caring can be to make somebody entrusted to you feel happy. This is different from taking care of patient which is emphasizes objective, professional care, such as the medical and psychological aspects of nursing. According to Adams, caring reflects a high regard for them as a human being one worthy of utmost respect and dignity. Caring is perceived as a necessity in how nurses assist patients on the continuum of illness to wellness, it become woven together theme and even same with nursing itself (Adams 2016)
I will like to define holistic nursing as i have defined caring in nursing above before i continue. Holistic nursing is caring for the person as a whole not just the patient sickness. I will apply the principles of caring and holistic nursing in my future professional practice as FNP by dealing with my patients as human, without bias in cultural, race, social status, and gender.
I will like to address and apply physical pain and exhaustion of the condition and its treatment of my patient. does the patient have family member/friend who can provide emotional support and day-to-day help such as performing important task as cooking, shopping, bathing. Do they have transportation to medical appointments, pharmacies or other health services. Financial problems, from health insurance to payments for medications, or paying household bills, do they have a place to live when discharged. How are the loved ones and family are coping with the situation. Behavioural change to minimize the progression on the disease like exercise, proper diet, and smoking (Carolyn 2014).
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Caring is a human way of interacting with patients that demonstrates sincere care and concern for patients simply because they are human beings. As an FNP, I will care for my patients by seeing them as human without bias. Approach my patients treating the whole body and not just the diagnosis.
Adams, L. Y. (2016). The conundrum of caring in nursing. International Journal of Caring Sciences, 9(1), 1-8.
Carolyn Thomas. (2014). Caring for the Whole Patient. http://www.cfah.org/blog/ 2014/caring-for-the-whole-patient.
Paulson DS. (2004). Taking care of patients and caring for patients are not the same. AORN J ;79(2):359-62, 365-6. PMID: 15002832.
The act of sincere caring in health care is unbias and takes into consideration the patient’s cultural and spiritualty needs. As a FNP when assessing a patient; it is important not to treat individuals differently or base an assessment on stereotypes. Discrimination may occur in the form of race, ethnic background, gender, sex, sexual orientation, and/or age. I a society where everyone looks to stand out and be different, being nonjudgmental and open to cultural diversity will allow your assessment to depict the patient’s true reason for seeking medical care and allow for patient teaching and outcomes to be effective. As a health care provider, it is also important to recognize your own bias views and work towards self-improvement.
Patients can sense when health care delivery is done in an uncaring manner. Human and eye contact is not made; and the true sense of compassion, commitment to excellence, and achieving that “caring moment” is miss. In our reading Drahosova and Jarosova (2016) identified caring behaviors as attentiveness to patients, communicating openly and honestly, providing dignity, respect, and comfort; and connecting with patient and families. Chamberlain’s also recognizes the need to establish caring into practice by using the Person -Centred Care Nursing Framework. This framework places the person-centred outcomes in the center; and for the deliver of care to be effective, one must work from the outer to the core: work with patient’s beliefs and values, engagement, share decision making, having sympathetic presence, providing holistic care. Therefore, to effective provide care for a patient the patient’s holistic being most first be address.
I enjoyed reading your discussion on the concept of caring in nursing. Holistic care is the epitome of whole care of an individual’s mind, body, and soul. Nurses who deliver the best holistic care are the ones who are grounded in their own well-being and those who can find it within themselves to deliver authentic care that is in the present moment. Creating a trusting relationship with a patient upon initial encounter can be acquired through genuine interactions. As a pediatric OR nurse, establishing the trust of the patient and their parents at the start will lessen the fear that the child will inevitably feel upon transport into the OR suite and away from mom or dad. A few comments I like to make during these times are, “I will treat your child like my own” or “you are the star of our show tonight, everyone here wants to help you feel better.” Taking the time to explain what is happening on the level of understanding for the patient and family is also very important. It is through a calm, gentle demeanor and purposeful words and actions that often times sets an individual at ease, thus reflecting the beginnings of a therapeutic, caring relationship between nurse and patient.
I too am following the nurse educator track. An important component to the caring, healing environment is the ability for leadership to support the patient care goals and the time needed for the nursing staff to invest in them (Norman, V., Rossillo. K., & Skelton, K. 2016). As educators, we will be able to advance caring models through education, role modeling, and reinforcement of the art and science of caring in nursing to other nurses around us. Helping nurses grow and understand how important personalized, authentic care is to the whole healing of their patients will create a positive experience for the patient, nurse, and healthcare institution. As nurses are subjected to multiple stimuli, many times all at once, priority of care can sometimes lessen their ability to provide the quality of caring they desire (Norman, V., Rossillo. K., & Skelton, K. 2016). A nurse educator can be instrumental in teaching ways for the nurse to center his or herself, improve time management and multi-tasking, and be present in the moment for each and every individual patient.
Norman, V., Rossillo, K., & Skelton, K. (2016). Creating healing environments
through the theory of caring. AORN Journal. (104) 5, 401-409. doi:
Caring is a big aspect of nursing practice. If I had to define caring in my own words, I would say that caring is a quality that people show to each other by having genuine concern for one another’s well-being. This is an important quality to have as an advanced practice nurse or as any medical professional. Caring does not only involve the patient in healthcare, but can also involve caring for the family as well. This could mean being there mentally, physically, or emotionally. The advanced practice nurse is there to help care for the patient when they are sick, whether it be providing means of comfort, medications, education, or being there through the end of life care process. The advanced practice nurse is also there for the family to get them whatever they may during this time, whether it be support through grieving or educating the family on the situation related to the patient’s care.
According to The American Journal of Nursing Science (2013), “the holistic approach takes into consideration an individual’s psychological, sociological and mental views and needs.” This approach can relate to patient centered care. Patient centered care is important. It can help create better quality care and outcomes for the patient. This type of care can be applied by getting to know the patient’s background and beliefs, educating the patient and letting them make decisions regarding their care, and giving the patient support throughout the process.
In relation to this, seven themes of caring were reported in a qualitative study performed by Enzman Hines (2017); these included: normalizing the environment, creating sacred space, being rooted in compassion, the art of being present, establishing trust-caring, coaching the family as caregiver, and inspiration for the future. “Through caring, holistic nurses promote health and wellness, while facilitating a patient’s growth and healing.” (Enzman Hines, 2017)
My chosen specialty track is the Family Nurse Practitioner program. As mentioned before, caring is an important part of nursing. I plan to apply the principles of caring and holistic nursing to my practice by making patient centered care a priority. If it is a priority, then I believe patient satisfaction would be higher and quality care resulting in better health outcomes will be produced.
Enzman Hines, M. (2017). A View of Caring Within Holistic Nursing. Beginnings, 37(5), 6-24.
Ioanna Papathanasiou, Melachrini Sklavou, Lambrini Kourkouta. (2013). Holistic Nursing Care Theories and Perspectives. American Journal of Nursing Science. 2(1), 1-5. doi:10.11648/j.ajns.20130201.11
Participation for MSN
Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.
Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.
Grading Rubric Guidelines
NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.
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