Nursing Science Quarterly

The author here explores ideas on friendship from a philosophical, theological, sociological, and humanbecoming paradigm perspective. Personal experiences of the author provide examples of how friendship is important to an individual’s living quality.

The subject of this Research Issues Column is privacy as it applies to healthcare. To that end, the notion of privacy from the perspective of the law is considered, followed by a consideration of its linkage to healthcare. This serves as an introduction to research on opinions of physicians and nurses in Turkey about the nature of privacy for the patients they serve.

Confidentiality is fundamental in building trust between patients and healthcare professionals. This research aims at presenting healthcare professionals’ opinions on patient privacy, using a 5-point Likert-type scale titled “Opinion of the Healthcare Professionals on Patient Privacy,” and 262 physicians’ and 231 nurses’ opinions were evaluated. Results showed that nurses and doctors working at emergency services got higher mean scores than those working at other units. Results revealed that doctors had the highest mean score for the item “It is important that the patient’s body is not seen by other patients and professionals during the treatment,” while nurses had the highest mean score for the item “I approach with due care to protect privacy in the work environment.” Results of this work highlight that patient’s right to privacy constitutes one of the most significant issues to be noted by healthcare professionals.

The concept of shame and shaming has been prevalent in the healthcare literature and on social media platforms during the pandemic. There are innumerable ethical implications for the discipline of nursing to consider as the concept of shaming oneself and others is evident in healthcare situations. Shame is an enduring truth found in the humanbecoming ethos of human dignity. This article begins an analysis and discussion of the straight-thinking implications of shame and shaming others while desiring to honor others with human dignity as they traverse the chaotic healthcare system.

In a discussion on the phenomenon of shame, intriguing questions are raised for consideration by teachers of nursing. Raising concerns about the perceived emergence of societal norms that seem to encourage the shaming of others along with technology and social media platforms that enable public shaming brings one to ponder the meaning of shame in the sciencing and art of teaching-learning in nursing, especially in an era of virtual learning. From the unique perspective of humanbecoming, reflections on selected stories of the student experience of shame give rise to several suggestions for faculty to be with students in moving beyond moments of potential shame in the unfolding of new possibilities. These stories and suggestions are offered to nurse faculty and academic administrators for continuing discussion and as an opportunity for shared learning.

Feeling ashamed frequently arises with the experience of being shamed by others. In the initial thoughts put forth in this article and the article that follows, considerations to the feelings of shame arising with the shaming are explored within the context of persons who have experienced sexual violence. This provides insights for nursing practice based on a nursing theoretical perspective.

The care provided to persons who experience sexual violence is complex and needs to be individualized and account for the person’s expressed needs. Nurses have the potential to facilitate the recovery from such traumatic events. Utilizing Watson’s theory of human caring science, nursing care practices provide an influence through their utilization of artistry with caring-healing processes and attending to the healing environment for people. The authors in this article present a case study enlightening the applicability, implementation, and outcomes of caring for patients with this experience sensitively and holistically.

Shame is an ethical tenet of the humanbecoming ethos, dignity. While shame is a difficult concept to discuss, it is used by some disciplines to transform society. Shaming has become the norm in 2020 society with the advent of social media. A recent press release noted that nursing is complicit with racism if they do not speak up against it. The press release is examined using Milton’s straight talk of nursing ethics and Parse’s leading-following model to determine if shaming was used to transform nursing related to racism or if it was a nurse leader’s act of courage.

Hope is a universal humanuniverse living experience. The author engaged in the Parsesciencing inquiry as a mode of inquiry unique to the humanbecoming paradigm. The inquiry stance was: What is the discerning extant moment of the universal humanuniverse living experience of hope? Historians were 10 individuals, living in the community, who were age 18 and above. The major discovery of this Parsesciencing inquiry was the discerning extant moment: Hope is envisioning possibilities with contentment, as tenacious forbearance amid the arduous arises with treasured affiliations.

In this paper, authors draw on distinctions between nursing practice and nursing care to inform abstraction and assignment of pre-licensure practice experience hours. Authors discuss an imperative to develop understandings of practice education and practice experience hours that reflect nursing as a basic human science, with implications for the enrichment of student scholarship and flourishing.

The author in this paper articulates how Watson’s caritas processes evolved to caritas-veritas light on virtues, facilitating unitary transformative experience. This shift builds harmonic coherence between major streams of consciousness that focus on (a) the physical and conceptually concrete (objective/quantitative/particulate/determinate); (b) the mental, emotional, meaningful/belief systems (subjective/qualitative/interactive/integrative); and (c) the gestalt of spirit and the natural environment (virtual/quantum/unitary/transformative). The lived experience of harmonically braided streams of consciousness melds human-environment, potentiating health, healing, love, and compassion. Unitary transformative pandimensional awareness unfolds in the consciousness and everyday life of the practicing nurse, facilitating a direct experience of sacred praxis.

Middle-range nursing theories provide a bridge between the more abstract grand nursing theories, research, and clinical practice. As such, middle-range nursing theories derived from extant nursing theories are critical for developing and advancing both nursing science and practice. This paper describes the strategy used in developing a middle-range theory of heart failure self-care. After integrating theoretical and empirical literature, a hypothetico-deductive approach was used to develop the middle-range theory of heart failure self-care from Orem’s theory of self-care. Theoretical substruction was used to provide a graphic representation of the conceptual-theoretical-empirical structure demonstrating the congruence between the theoretical and operational systems.

The scholar in this paper presents a concept inventing model of feeling ashamed. It consists of a literature review across many disciplines, an exploration of many artforms, dialoguing with others, and a distinctive description of feeling ashamed. With the humanbecoming concept inventing model, the scholar explored shame and created a novel idea that could develop approaches in the advancement of nursing knowledge. This exploration advances nursing knowledge within the humanbecoming paradigm. With the use of humanbecoming concept inventing model, the now-truth of feeling ashamed for the scholar was raised as unbearable stillness with desired escape arising with isolating affiliations. The ingenuous proclamation as a theoretical statement was communicated in the humanbecoming sciencing language as languaging the powering of connecting-separating with the artform of Shame by Rosa Gunasingha.

An integral component of transitioning to the nursing practice setting is in assimilating and sometimes reformulating and reconceptualizing the knowledge gained in the classroom with what is seen and experienced in practice. An inability to do so may inhibit role development and result in difficult transitions to practice. A constructivist approach was utilized in the development of a new model that describes the process of learning and role development in the clinical and simulation setting. This approach involved reviewing the literature, reanalyzing themes, development of multiple schematics, continual review, personal observations of students in the clinical and simulation settings, and feedback from peer educators. The resulting reflection, feedback, and restructuring model describes an inductive, iterative process strongly influenced by feedback. This conceptual model may be a useful tool to guide nurse educators in facilitating role development and the transition from the classroom to the clinical setting for the nursing student.

This study aims to elucidate the life and death experiences of patients with terminal cancer. The researchers interviewed 18 terminal cancer patients, for a total 3,118 min. A psychophenomenological approach was used for analysis. Three themes were derived: a new appreciation for the gleam of an ordinary life after experiencing extreme suffering, a desire to at least pass away peacefully when sensing impending death, and a desire to remain useful to loved ones and other suffering patients like them. The novelty of this research derives from its finding that life and death are not in conflict and can lead to hope.

In this paper, the authors suggest that shame is a barrier to many patients’ willingness to disclose their history of trauma to nurses and other members of the healthcare team and that the clinicians participate in this withholding of information because of their experience of vicarious shame. The authors propose that shame and vicarious shame reduce the accuracy of assessment, limit the nurse–patient relationship, and reduce the ability of the healthcare teams to accurately diagnose and treat patients. Shame as a barrier to trauma assessment is also considered in light of the Roy adaptation model and from a global perspective. Implications for education, research, and nursing practice are discussed.

There are many ways to lead across all healthcare settings. It is important for nurses to find a way of leading that is grounded in unique nursing knowledge that is consistent with their values and beliefs. These values and beliefs are “lived out” in chosen projects. The purpose of this paper is to explore Parse’s leading-following model. This exploration is focused on nurse-led care centers or clinics exemplars, since the centers serve as “chosen” projects of nurse leaders.

This essay is about what nurses can do when patients are at risk of dying alone during a hospitalization. A pilot program, “No One Dies Alone,” is described as the program modifications required by the coronavirus pandemic. The centrality of being present with the dying person is discussed, with emphasis on Parse’s concept of true presence.

The author in this article provides the introduction to the review of Peterson and Bredow’s 5th edition of Middle Range Theories: Application to Nursing Research and Practice.

The author in this article provides a review of Peterson and Bredow’s 5th edition of Middle Range Theories: Application to Nursing Research and Practice. The author also shared some concerns and thoughts about the current status of nursing theory and middle-range theory.