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Biomedical subjects

T P Nelms

Publications and source records attributed to T P Nelms.

7 recordsLinked to original sources
PubMed2000

The practices of mothering in caregiving an adult son with AIDS.

One invisible and silent phenomenon associated with the acquired immune deficiency syndrome (AIDS) epidemic is the return of mothers to care for their adult sons who are dying of the disease. This article presents an emergent fit of data from an interpretative study with 14 such mothers into Leonard's practices of mothering framework. Conceptualizing mothering as a practice rather than a technical skill provides a context for understanding nurture and care. The mothers' stories reveal moral content of mothering that is centrally important to cultural life, as well as implications for nursing practice.

Acquired Immunodeficiency Syndrome↗
PubMed1996

Living a caring presence in nursing: a Heideggerian hermeneutical analysis.

While the claim has been made that caring is the most important, central focus of nursing, often the meaning of caring presence in nursing and human caring in general is so deeply embedded in our consciousness and our cultural practices that its presence is invisible or taken for granted. The purpose of this Heideggerian hermeneutical study was to illuminate nurses' shared practices and common meanings of living a caring presence in nursing. Five nurses wrote a story, one they would never forget, of living a caring presence. The stories were analysed and interpreted against a background of Heideggerian philosophy to reveal the constitutive pattern, "caring as the presencing of being'. Meaning and complexity of the pattern were revealed in themes that illuminate and articulate the essence of nursing and the phenomenon of caring. Themes were: the timelessness and spacelessness of caring, creating home, and the call to care as the call of conscience. The results can help to answer the Heideggerian question of what a marginalized cultural practice like the profession of nursing can teach a levelling technological society about the meaning of being.

Empathy↗
PubMed1993

Role modeling: a method for teaching caring in nursing education.

This study focused on the belief of some nurse educators that caring cannot be taught directly and is learned by students from faculty role-modeling and faculty student interactions in clinical, classroom, and other situations. The purpose was to further explore these beliefs to determine if nursing students perceived that they learn caring behaviors through observing role-modeling by faculty, as well as to explore students' perceptions of other means by which they learn about caring. Since opportunities for faculty to model nurse caring behaviors in the clinical setting are varied and serendipitous, a videotaped scenario simulating a patient care situation, using professional actors, was created and shown to nursing students. The videotape was seen by 137 BSN and ADN students who then recorded their perceptions on a two-page open-ended questionnaire developed by the researchers. Results from this study indicated that students do learn about caring from faculty role-modeling, as well as from health care staff they encounter, often in a very paradoxical way. Many interesting and unintended results also occurred through the use of this research approach.

Communication↗
PubMedDate not supplied

Women's ways of knowing in nursing and critical thinking.

The purpose of this longitudinal qualitative study was (1) to extend the work of Belenky, Clinchy, Goldberger, and Tarule by interviewing female university nursing students to determine their "way of knowing" according to the Women's Ways of Knowing (WWK) schema and (2) to determine what relationship this way of knowing might have with critical thinking when accumulating a specific body of knowledge such as nursing. Interviews were conducted with 21 sophomore nursing students. Fourteen were reinterviewed their junior year, and 10 were interviewed or participated in a focus group their senior year. The procedural knowledge categories of separate and connected knowing became the focus of data analysis through the constant comparative method. Procedures for connected knowing were illuminated. Connected knowing was found to be congruent with nursing and the ways these women wanted to be as nurses. Separate knowing was found to be incongruent with nursing except for critical thinking purposes. Contrary to the notion that critical thinking is principled rather than procedural, procedural knowing, according to WWK, became the principle on which these women based their nursing actions, moving them to constructed knowers and caring, critical thinkers as they experienced nursing education.

Adult↗