By Pamela Minden RN PhD CS, Colleen Gullickson RN PhD APNP BC
This article presents cutting edge innovations for instructing complete individual care of persistent disease in either lecture room and scientific settings. Taking a story strategy, the authors exhibit how medical-surgical and psychiatric-mental overall healthiness nursing will be creatively built-in to advertise scholar knowing of the complexity of operating with consumers and households experiencing long term future health demanding situations. The textual content is stuffed with "how to" details in addition to dialogue of pedagogical matters regarding continual disorder administration. beneficial beneficial properties contain: case examples, an in depth directory of movies and video clips depicting the lives of these residing with continual affliction to be used within the school room, and pattern varieties for pupil and instructor use.
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Extra resources for Teaching Nursing Care of Chronic Illness: A Storied Approach to Whole Person Care (Springer Series on the Teaching of Nursing)
2002). Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults. San Francisco: Jossey-Bass. Wheatley, M. J. (1999). Leadership and the new science. San Francisco: Berrett-Koehler. This page intentionally left blank 4 Teaching the Theory Component U nderstanding the conceptual considerations of chronic illness assists in developing an appreciation for the unique role nurses assume in providing care to persons living a life with chronic illness. This chapter discusses classroom implementation and thus focuses on teaching the theory and academic content of chronic illness.
Ann’s Story Ann is a single woman approaching retirement. She lives alone in her own home and works as a professor in the city where she lives. Ann has many 30 Teaching Nursing Care of Chronic Illness interests outside of work and spends little time at home. She owned a small black and white TV, limiting her reception to four or five local stations. Ann’s neighbors felt she was missing out by not having at least a VCR so that she could watch movies that might appeal to her. In addition, they regretted that she could not record selected programs while away at work or pursuing her other interests so she could enjoy them in her spare time.
Quantum thinking considers the universe as composed of energy that is patterned and spontaneous and emphasizes the certainty of uncertainty, “both/and” thinking, and the interconnectedness of everything (Wheatley, 1999). In the quantum world, relationships are not just interesting, they are all there is to reality (Ibid. p. 34). Earlier coursework in the sciences and nursing familiarizes students with the relationships between physiological systems within an individual. They enter the chronic illness courses with a sense of the mindbody connection, having learned that physical conditions can affect thinking, feelings, and even the spirit.