The Humanities Interface of Nursing and Medicine

Dellasega, Cheryl; Milone-Nuzzo, Paula; Curci, Katherine M.; Ballard, James O.; Kirch, Darrell G.

doi:10.1016/j.profnurs.2007.01.006

Cited by 40 publications

(28 citation statements)

References 19 publications

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“…This approach should also feature a summative assessment. However, contemporary pre-registration nursing education in the UK is accommodated in condensed modular programmes, where space is fiercely contested (Dellasega et al, 2007). Therefore, a module dedicated solely to nursing history is not feasible.…”

Section: Discussionmentioning

confidence: 99%

“…Success in this has been limited by a perceived lack of space and lack of agreement surrounding how, why, when and how to teach nursing history. It is well acknowledged that nursing history competes for space with science subjects in condensed modularized nurse registration programmes (Dellasega et al, 2007). This is coupled with the tendency to add more clinical skills and topics triggered by successive government or media reviews of pre-registration curriculum.…”

Section: Curriculum Policymentioning

confidence: 99%

“…Reasoning this would produce a well-formed nurse who could provide clinical leadership, a WHO nursing conference in Europe in 1988, supported this reform. With this change the biological, physical and behavioural disciplines quickly asserted their position in nursing curricula grappling to respond to rapid knowledge development in health science (Dellasega et al, 2007). While moving from block curricula to an integrated curriculum approach focusing on concepts and principles made it hard to establish where essentials of the curriculum were being taught without exhaustive analysis of the curriculum content (Dellasega et al, 2007), there was now a sense that the humanities, particularly nursing history, if not eliminated, had been marginalized (Davis, 1995).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

An integrative review of the literature on the teaching of the history of nursing in pre-registration adult nursing education in the UK

Kelly

Watson

2015

Nurse Education Today

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Section: Discussionmentioning

confidence: 99%

Section: Curriculum Policymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

An integrative review of the literature on the teaching of the history of nursing in pre-registration adult nursing education in the UK

Kelly

Watson

2015

Nurse Education Today

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“…[15][16][17][18][19][20] Several had participated in previous regional or national initiatives supporting interprofessional learning in quality and safety, such as the Institute for Healthcare Improvement's 1993-99 Interprofessional Education Collaborative 11,12 and its 2005-09 Health Professions Education Collaborative. grant provided $35,000 to each site.…”

Section: Demonstration Project Designmentioning

confidence: 99%

Results Of An Effort To Integrate Quality And Safety Into Medical And Nursing School Curricula And Foster Joint Learning

et al. 2012

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Improvements in health care are slow, in part because doctors and nurses lack skills in quality improvement, patient safety, and interprofessional teamwork. This article reports on the Retooling for Quality and Safety initiative of the Josiah Macy Jr. Foundation and the Institute for Healthcare Improvement, which sought to integrate improvement and patient safety into medical and nursing school curricula. In one academic year, 2009-10, the initiative supported new learning activities (87 percent of which were interprofessional, involving both medical and nursing students) in classrooms, simulation centers, and clinical care settings that involved 1,374 student encounters at six universities. The work generated insights-described in this article-into which learning goals require interprofessional education; how to create clinically based improvement learning for all students; and how to demonstrate the effects on students' behavior, organizational practice, and benefits to patients. A commonly encountered limiting factor for the programs was the lack of a critical mass of clinically based faculty members who were ready to teach about the improvement of care. What's more, the paucity of robust evaluation strategies for such programs suggests a future research agenda that deserves to be funded.

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“…It has been argued that giving holistic insights into medical practice will result in a more patientcentred approach (Gordon 2005). Humanities, it is suggested, will make future doctors more understanding of patients' circumstances, more open to the use of complementary and alternative therapies, better equipped to make challenging ethical decisions, (Dellasega et al 2007) and more appreciative of quality of life and the potential of different therapies to improve it (Calman 2005;Bolton 2003). French philosopher Maurice Merleau-Ponty described the human body as an 'intertwining' of the natural (or physical) and the existential (or experiential) (Evans 2002).…”

Section: Introductionmentioning

confidence: 99%

Music and health. Phenomenological investigation of a medical humanity

McLellan

McLachlan

Perkins³

et al. 2012

Adv in Health Sci Educ

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In response to the tendency for music to be under-represented in the discourse of medical humanities, we framed the question 'how can music heal?' We answered it by exploring the lived experiences of musicians with lay or professional interests in health. Two medical students and a medically qualified educationalist, all musicians, conducted a co-operative inquiry with a professional musician interested in health. All researchers and six respondents kept audio or written diaries. Three respondents were interviewed in depth. A medical school head (and experienced musician) critiqued the phenomenological analysis of respondents' accounts of music, health, and its relationship with undergraduate medical education. Respondents experienced music as promoting health, even in seriously diseased people. Music affected people's identity and emotions. Through the medium of structure and harmony, it provided a means of self-expression that adapted to whatever condition people were in. Music was a communication medium, which could make people feel less isolated. Immersion in music could change negative states of mind to more positive ones. A transport metaphor was commonly used; music 'taking people to better places'. Exercising control by becoming physically involved in music enhanced diseased people's self-esteem. Music was able to bring the spiritual, mental, and physical elements of their lives into balance, to the benefit of their wellbeing. Music could help medical students appreciate holistically that the state of health of people who are either well or diseased can be enhanced by a 'non-technical' intervention.

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The Humanities Interface of Nursing and Medicine

Cited by 40 publications

References 19 publications

An integrative review of the literature on the teaching of the history of nursing in pre-registration adult nursing education in the UK

An integrative review of the literature on the teaching of the history of nursing in pre-registration adult nursing education in the UK

Results Of An Effort To Integrate Quality And Safety Into Medical And Nursing School Curricula And Foster Joint Learning

Music and health. Phenomenological investigation of a medical humanity

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