Complementary and alternative health practices have increased over the last decade. Nurses provide a large number of these holistic therapies. However, nursing education of these therapies is limited or absent in the majority of nursing schools. Understanding holistic nursing educators' contributions and background in teaching integrative approaches to health care will increase the knowledge base of current and future nursing faculty. To gain insight into the holistic nurse educator, I conducted a descriptive case study of two leaders of holistic nursing in Utah. This case study includes a description and exploration of the educators' lives, teaching experiences, and descriptions of the classroom.
Both educators had early exposure as children to complementary and alternative medicine and practices. Both are senior faculty members with highly respected credentials. The two holistic nursing educators in this study exhibited three themes of integrative health care teaching. First, the nursing educators brought fundamental qualities to their holistic teaching. Second, the holistic nursing educators created a learning environment that offered distinctive characteristics. Lastly, holistic nursing education existed within a much larger context of higher education that offers support and barriers to the teaching of complementary healing therapies.
The quality of authentic presence as reflected in the finding of the holistic nurse educators who are caring, respectful, engaged, and passionate was linked to and descriptive of the concept of presence. The quality of holistic integration by the nursing educators using voice and vision was linked to and descriptive of the concept of paradigm. The qualities of openness and teaching with a moral compass were linked to and descriptive of the concept of a partnership in holistic nursing education.
Holistic education and holistic nursing education are different from traditional education. Teacher-student interactions, content presentation, experiential learning, ambience, and teacher positioning were observed in the classroom.
In general, these two holistic nurse educators brought distinct life experiences, teaching qualities, and learning milieu to their work. Holistic nursing education existed within an institutional context of higher education. Future research on the teaching content and strategies of holistic nurse educators will help to broaden the curricula and faculty in nursing schools.
Complementary and alternative health practices have increased over the last decade. Nurses provide a large number of these holistic therapies. However, nursing education of these therapies is limited or absent in the majority of nursing schools. Understanding holistic nursing educators' contributions and background in teaching integrative approaches to health care will increase the knowledge base of current and future nursing faculty. To gain insight into the holistic nurse educator, I conducted a descriptive case study of two leaders of holistic nursing in Utah. This case study includes a description and exploration of the educators' lives, teaching experiences, and descriptions of the classroom.
Both educators had early exposure as children to complementary and alternative medicine and practices. Both are senior faculty members with highly respected credentials. The two holistic nursing educators in this study exhibited three themes of integrative health care teaching. First, the nursing educators brought fundamental qualities to their holistic teaching. Second, the holistic nursing educators created a learning environment that offered distinctive characteristics. Lastly, holistic nursing education existed within a much larger context of higher education that offers support and barriers to the teaching of complementary healing therapies.
The quality of authentic presence as reflected in the finding of the holistic nurse educators who are caring, respectful, engaged, and passionate was linked to and descriptive of the concept of presence. The quality of holistic integration by the nursing educators using voice and vision was linked to and descriptive of the concept of paradigm. The qualities of openness and teaching with a moral compass were linked to and descriptive of the concept of a partnership in holistic nursing education.
Holistic education and holistic nursing education are different from traditional education. Teacher-student interactions, content presentation, experiential learning, ambience, and teacher positioning were observed in the classroom.
In general, these two holistic nurse educators brought distinct life experiences, teaching qualities, and learning milieu to their work. Holistic nursing education existed within an institutional context of higher education. Future research on the teaching content and strategies of holistic nurse educators will help to broaden the curricula and faculty in nursing schools.
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