This paper aims to reflect upon the educational task of the university, to consider whether knowledge can be promoted and values ignored, and thus to explore the implications for nursing education. The university is the cradle which nurtures intellectuals, professionals and scientists as whole human beings. Paced by the spirit and the ideals of paideia, it cannot be limited merely to developing the student's mind. It should also inspire the student with a belief in the higher values of life, as a compass in his profession. (Paideia is an ancient Greek conception of the ideal human education. It includes modern notions such as civilization, culture, tradition, literature, philosophy and education. It means formation of the human being of any age, as an independent, free and virtuous whole person.) Values, when transmitted by all teachers of all subjects within the educational structures of the university, can increase the student's respect for truth, for the worth and the rights of other persons, his appreciation of his own worth, assets and limitations, his love of wisdom and desire to serve humanity, his outlook about man's position in the world and his inquiring mind in order to discover higher perspectives of life. Only in this way does university become a worthy centre of paideia for educating nurses committed and aspiring to provide holistic, personalized, quality nursing care to people, as well as to determine and shape the future of nursing education in the midst of our technological, computerized, and some would say dehumanized era, propelling itself into the twenty-first century.
This article presents the results of a research study on 547 mental patients testing a form of nursing assessment of mental patients in psychiatric and in general hospitals, as a means to assess their nursing needs and as a basis for planning, implementation and evaluation of their personalized holistic nursing care. The study showed that more depressive than schizophrenic patients went to the general hospital for help. The reverse was observed in the psychiatric hospital. The psychological nursing needs of the patients were significantly correlated with their somatic nursing needs. The psychological as well as the somatic nursing needs of the patients were significantly correlated with sex, age, somatic health state and mental health state in general, and not with their concrete psychiatric diagnosis. It is concluded that the psychiatric nursing assessment should be oriented towards the investigation of the patient’s psychosomatic nursing needs rather than be based on his medical diagnosis.
The study described here was designed to develop and test a form of nursing assessment of mental patients for use as a basis for individualized holistic nursing care in any setting. Nursing assessment was made of 581 mental patients receiving care in either mental hospitals, psychiatric departments of general hospitals or in mental health centres. Subjects were observed, interviewed and asked to complete a structured assessment form. Major variables studied were physical nursing problems/needs with nine categories, psychosocial nursing problems/needs with nine categories, sex, age, and physical and psychiatric disorders. Data were analysed with frequency distribution and comparative techniques, correlational procedures, and the multiple linear regression statistical procedure. The frequency distribution of psychiatric diagnoses showed that schizophrenic disorders were the most frequent in the total sample. However, there were more depressive patients in the general hospital group. Physical nursing problems/needs were significantly related with psychosocial nursing problems/needs, affective-depressive disorders, sex and age as well as negatively related with psychotic and anxiety disorders. Psychosocial nursing problems/needs were significantly related with schizophrenic and psychotic disorders, physical disorders and with the younger age groups. It was concluded that the psychiatric nursing assessment should encompass the areas of personal characteristics, and physical and psychological problems of the patient, and thus lead to practicing psychiatric nursing, that is, holistic psychosomatic nursing.
In order to fulfill her psychotherapeutic role, should be able to see behind the disease to the whole person who may lose his productiveness but yet retain his dignity and ultimate worth, and thus deserves the mo3t genuine, considerate, personalized, and scientifically sound nursing care. Furthermore, insight from psychiatric nursing may teach and equip the nurse in general settings --medical or surgical; pediatrics or geriatrics; intensive care units or chronic patient units -how to counteract the dehumanizing effects of technological automation and "bureaucratic routine introduced into the care and treatment of the sick, by personalizing nursing care, namely, by practicing nursing of the whole person and not only of his malfunctioning parts or the disease which afflicts him.The author suggests that in the development of future planned nursing textbooks, regardless of their focus area, this hallmark be reflected: the nursing of the whole person. ACKHOWLEDGEMEHTSMy greatest indebtedness and deep gratitude are due Professor Elizabeth Maloney, ray major adviser and dissertation sponsor, for her personalized guidance, continued support, and substantial assistance throughout ay doctoral studies, and especially during the preparation of this dissertation. I vish to extend ay most grateful acknowledgement to Professor Mary Ramshorn for her challenging and sustaining help, scholarly criticism, and valuable suggestions which helped to clarify and enrich the content of this study.My thanks and most sincere appreciation ore due Professor Margaret Tyson for her warm understanding and emotional support throughout my doctoral program, as well as for her genuine concern in the dissertation.My deep thankfulness is expressed to Professor Maxine Greene for her keen interest in the study and her remarkable encouragement.My gratitude goes to Professor Emeritus Bernice Anderson for her inspiring encouragement and her substantial interest in the dissertation.My indebtedness is also to the Board of Administration of Evangelismos Medical Center, Athens, Greece, for financial help, and to Teachers College, Columbia University, for awarding me a foreign student scholarship, which eased the completion of my doctoral studies.
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