Nursing Science Quarterly

The author in this article reports a literature review on the core concepts of a Parse inquiry on the lived experience of feeling sad: unrelenting misery, pondering the irreplaceable (remembering), and persevering with adversity. New conceptualizations of sadness are presented and the question for health professionals is posed: What do we do now?

The column concerns itself with mentoring as an evolving relationship between mentor and mentee. The collegiate mentoring model, the transformational transcendence model, and the humanbecoming mentoring model are considered in light of a dialogue with mentors at a Midwest university and conclusions are drawn.

The concept of mentoring is a phenomenon critical to teaching-learning in coming to know in the performing art of leadership. The author of this article discusses the mentoring relationship from an alternative view through the humanbecoming lens of understanding. Possibilities of ethical nurse practice with the art of mentoring from the humanbecoming perspective are illuminated.

Freedom as a concept has been much debated. Is freedom an innate part of being, or does freedom even truly exists? These are questions that have gleaned countless hours of discourse over the years. Two components of freedom that can influence nurse higher education are freedom of speech, in the form of media, and academic freedom. The author of this column first introduces three views of freedom to demonstrate the differences surrounding it. A discussion of the media’s use or misuse of freedom of speech and its influence on nursing education is then presented, followed by an examination of current threats to academic freedom in today’s institutes of higher learning and specifically in the nursing education arena. The author concludes with suggestions on being a nurse educator through living as a humanbecoming professional while navigating issues surrounding nursing education.

In the following article, Lila Ortuno and Dr. Kristine Florczak describe the personal and professional growth gained by a graduate student undertaking a knowledge based personal reflection of practice.

The authors of this column explore the transformational journey of a nursing student pursuing a graduate degree through the prisms of ethics, aesthetics, and nursing theory. The wisdom and insights gained contribute to an ever-changing worldview of humans and living experiences.

Transformational leadership is a trending style and competency that has been embraced by many industries and nursing practice settings. Similar positive influence on follower engagement, teamwork, and solidarity might be experienced if transformational leadership is employed by administration and faculty as a guiding framework for nursing education. The impact of embedding a teamwork culture in basic nursing education could be significant on students and ultimately on the nursing profession. Further research is needed to develop and test application of the transformational leadership framework in nursing education.

This article again asks, What is nursing science? Who knows? Who cares? The author describes the threat to the survival of nursing science grounded in nursing frameworks and theories. This threat is magnified by the proposal of the Council for the Advancement of Nursing Science (CANS) to change the curricula of PhD education. The aim of CANS is to prepare nurse scientists for lifelong competitive careers in interdisciplinary research, often focused on funding priorities of the National Institute of Nursing Research (NINR). Curricula would include preparation for conducting research in topics such as omics, e-science, translation science, biobehavioral science, symptom science, and team science. How can this be nursing science? It is argued that this focus might obliterate nursing’s discipline-specific phenomenon of concern, the human-universe-health process.

Transforming nursing education is a current focus across the country, the result of recent national reports that have made significant contributions for evaluating and changing curricula and ways students are taught. However, the need to ground these strategies for change within our discipline’s ontological foundation through nursing theory must be addressed. The purpose of this article is to use Parse’s Humanbecoming Paradigm to provide educators with exemplars of discipline-specific theory-based changes across educational levels. The exemplars are situated within the important tensions that educators face today in undergraduate, advanced practice, and doctoral programs. Conclusions are drawn regarding continuing efforts to ensure that nurse educators incorporate discipline-relevant theories when transforming nursing education.

The purpose of this Roy adaptation model-guided study was to test the effectiveness of a student registered nurse intern-led nursing intervention entitled the Healthy Living Wellness Program. A one-group pretest/posttest preexperimental design was used. The intervention was imparted to minority, underserved, economically disadvantaged older adults (N = 30). Significant findings pre- and postintervention were reported for body mass index, waist circumference, self-reported blood glucose, and weight. The findings supported the effectiveness of the nursing intervention, the Healthy Living Wellness Program, guided by the Roy adaptation model.

The concept of feeling disrespected was explored using the Parse research method. Ten women living with embodied largeness were asked, “What is the experience of feeling disrespected?” The structure of the living experience was feeling disrespected is mortifying disheartenment arising with disquieting irreverence, as distancing affiliations surface while enduring hardship. The findings provided new knowledge of living quality, advanced nursing practice, and presented future direction for research.

A confirmatory factor analysis of data from the responses of 12,436 patients to 16 items on the Consumer Assessment of Healthcare Providers and Systems–Hospital survey was used to test a latent factor structure based on Peplau’s middle-range theory of interpersonal relations. A two-factor model based on Peplau’s theory fit these data well, whereas a three-factor model also based on Peplau’s theory fit them excellently and provided a suitable alternate factor structure for the data. Though neither the two- nor three-factor model fit as well as the original factor structure, these results support using Peplau’s theory to demonstrate nursing’s extensive contribution to the experiences of hospitalized patients.

The civil war in Syria that began in 2011 has displaced millions of Syrians of all ages. While the number that have arrived in the United States is small in comparison to many other countries, it is important that nurses and other healthcare workers here understand that many of them have faced considerable trauma and endured stresses. Most of them are Muslims. Muslims in the United States and elsewhere represent a heterogeneous group of people with a long intellectual and cultural history. Islamic cultural patterns do pose unique barriers to a primarily Anglo-Saxon medical system that medical practitioners need to consider in order to avoid misunderstanding and provide culturally sensitive care. The authors discuss the Syrian refugee crisis and the experience of being a Muslim or Arab American patient in U.S. healthcare settings.

It is interesting to imagine the many diverse places and settings that nurses “go” to serve individuals, families, and communities with their unique knowledge base. Nurses working in rural areas have many challenges and opportunities, since they work in isolated areas “in the wide open air” where there is limited access to healthcare.

Leading-following, as defined by Parse, is “deliberately innovating with potent engaging in persistently pursuing excellence. It is an indivisible, unpredictable, ever changing cocreation.” Parse noted that processes forming the essence of leading-following require commitment, risk-taking, acknowledging ambiguity, respecting others, and vigilance. There is a bond between members of society and nurses—an expectation that nurses will provide care to individuals, families, and communities. Nursing is a profession where the potential to create meaning in healthcare has not yet been fully realized.

This essay is about the Neuman systems model concept of the created environment. The essay, based on work by Frans Verberk, a Neuman systems model scholar from the Netherlands, extends understanding of the created environment by explaining how this distinctive perspective of environment represents an elaboration of the physiological, psychological, sociocultural, developmental, and spiritual variables, which are other central concepts of the Neuman Systems Model.