Biomedical subjects
Publications and source records attributed to B J Jacono.
Since nurses are constantly bombarded by stress, you would expect many documented interventions to help them deal with it. But such interventions are hard to find. As one researcher remarked, there are lots of courses to teach nurses about mental illness, but few to teach them how to improve their own mental health.
Nurse educators have long been interested in producing graduates who are creative. But, what guidance is available which will assist faculty members in helping not hindering, the creativity of students? In this article, we address the guidance which is available in the nursing theories of Newman and Parse. In fact, we attempt to show that in operationalizing these theories, faculty members will also enhance their own creativity.
The nursing profession must frequently grapple with the reluctance of nurses to adopt particular nursing theory/theoretical frameworks as a guide for practice. This paper explores some possible perceptions by nurses not previously considered in the literature which may be at the root of their reluctance to use theory. Newman's concept of pattern recognition was particularly useful in the identification of these heretofore unidentified perceptions.
What impact does nursing's current reigning orthodoxy have on the everyday lives of nurse educators? In the process of conceptualising a research project on the impact of current literature on nurse educators' beliefs and practices in relation to teaching methodology, the authors discovered that orthodoxy can have a negative impact on teaching method selection. In fact, they discovered that orthodoxy can pose many dangers in other areas as well because it always has the potential for achieving the status of dogma (i.e. beliefs which are accepted as absolute truth). In this paper, the authors attempt to outline the processes they went through in conceptualising their research project in the hopes that the identification of these processes might aid others in avoiding the many possible traps posed by orthodoxy. In addition, the authors hope the article stimulates further research on the impact of orthodoxy in nursing, particularly in nursing education.
This article explores how the teacher's inherent characteristics (i.e. who he/she is) should be used to guide teaching method selection. Throughout, the authors are trying to present a more holistic vision of the teaching process than current literature might suggest. Newman's and Parse's theories of nursing, the concept of therapeutic use of self, and observations of teachers are linked in a way which helps illuminate this holistic view of the teaching process.
What do the ideas about freedom implicit in holism indicate about the setting of standards in nursing, particularly nursing education? This is the question explored in this paper. In addition, the authors attempt to demonstrate that standards are a part of holism and that a more flexible view of standards is required, given the ideas inherent in the concept of holism. Finally, factors which might militate against a holistic approach and might contribute to an unduly arbitrary setting of standards are explored.
This paper explores nursing's current fascination with defining and exploring the term 'caring'. Fear of caring is proposed as the reason for this fascination. Factors at the root of this fear are identified and an expanded definition of caring (one which arises from the dispelling of such fear) is proposed. This expanded definition is given a new label--loving. For, as this author contends, has not loving always been at the heart of nursing?
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The authors argue that the best way to teach students accountability and responsibility is to teach them to feel that they have power. They explore how the holistic nature of the teaching/learning process effects the teaching of these concepts. Finally, the authors examine some factors that may mitigate against a holistic approach to teaching these topics.
Teenage pregnancies may be diminishing, but the same cannot be said about the risks for abnormal pregnancy and pregnancy outcome in this group. This study sought to examine rates (by mother's age at time of birth) for a number of variables indicative of pregnancy and birth problems. Specifically, the charts of 1,681 babies, born at a regional mid-northern Ontario Labour and Delivery Unit between 1987 and 1988, were examined. Results suggest that this group of teenaged mothers continue to demonstrate a higher rate of substance, tobacco and dietary abuse during pregnancy than older aged mothers. Further, more babies born to these particular teenaged mothers received low APGAR scores, 5 minutes after birth, than babies born to other aged mothers. The same group (teenaged mothers) gave birth to pre-term babies more often, and had a higher rate of congenital abnormality than did other aged mothers.
A great deal has been written about the impact of positive characteristics on success in teaching. But what of negative characteristics? How might these have an impact on teaching? This question is explored in this article. The answer to this question can help staff development and inservice educators increase awareness of the hidden influences on teaching.