As there is no recipe for nursing as a moral practice, the nurse is obliged to risk herself in order to meet the ethical demand placed on her as a professional and to preserve the vulnerable trust essential to cooperation with the patient. On the basis of research and examples from interviews with six patients and six nurses, this article discusses examples of nurses’ moral irresponsibility stemming from a lack of consciousness about the power inherent in the relationship between nurse and patient. The challenge for the nurse is to understand that the trust and power embedded in his/her meeting with patients entails a demand for attentiveness.
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The labyrinth as a tool for meditation is explored as registered nurse (RN) to Bachelor of Science in Nursing (BSN) students walk a labyrinth together. Students’ journeys of returning to school become transformative as they experience this archetypal tool as a metaphor for their lives. Interpretive themes from a hermeneutic phenomenological inquiry (Diaconis, 2001) are reflected as patterns of the labyrinth and places on the path. Walking the labyrinth leads to questioning ways of developing curriculum and being with students in RN to BSN education.
Conceptual frameworks of nursing were immersed in the curriculum and practice of nursing in the last half of the 20th century and served as the core of what it meant to be a professional nurse. In the early part of the 21st century, the concurrent development of measures to test these conceptual frameworks took place with disappearance of conceptual frameworks from curriculum and practice. Professions of science use theory and conceptual frameworks to establish discipline-specific knowledge and societal position. Nursing must consider the implications of relinquishing conceptual frameworks within the growth of machine intelligence and service.
Empathy is one of the most important skills necessary for human connectedness, is essential for the nurse–patient relationship, and improves patient outcomes. Despite its significance, schools of nursing find it difficult to include empathy in curricula that are already burdened with content required by licensing agencies. Additionally, the literature lacks a consistent definition for empathy. The Walker and Avant method of concept analysis is used to explore empathy and offers a working definition with implications for future research.
This article is based upon a graduation speech, delivered as final commencement address as Dean of Nursing. It is offered here as historic, prophetic, playful exploration of the “tarot” with its ancient, timeless, hidden messages for nursing, past, present, and the future. The tarot is known for its symbolic, nonlinear aspects of consciousness, which perhaps can offer new insights.