Nursing is in the midst of transformation as a profession. Nurse practitioners (NPs), in particular, are experiencing dramatic shifts in our roles. While many providers are advocates of opportunities for nurse practitioners to segue into the provision of primary care in an attempt to alleviate healthcare shortages (Whyte, 2009), we must highlight the fact that nurse practitioners are not replacements for physicians (Hagedorn, 2004b). This study focuses on how we can prepare nurse practitioners to maintain the integrity of our professional foundations in nursing and our nursing philosophies in practice in the current healthcare environment.
Integrating the "being" aspects of care into the educational processes of nurse educators and NP students catalyzes and ensures the delivery of high quality professional nursing care that preserves the profession and fuels transformation. A transdisciplinary approach illuminates our ability to incorporate these components into the educational processes for nurse practitioners. NP programs that employ transdisciplinarity will enable educators to retain the scientific content that must be taught, resolves the absence of content pertaining to "being" aspects of care, including the spiritual and experiential dimensions, and integrates the division between the two.
After a review of the existing humanitarian and integral contributions on the "being" aspects of care, spirituality, and nurse practitioner students and nurse educators, this research culminates in a model labeled C.A.R.E. The C.A.R.E. model emerges from a review and analysis of the literature and personal experience as a nurse practitioner student, nurse educator and nurse practitioner. The C.A.R.E model is a theoretical contribution that delineates components to incorporate into the educational processes for nurse practitioner students and nurse educators who seek to implement a transdisciplinary approach. The C.A.R.E. model will serve to enrich the educational processes for nurse practitioner students and nurse educators by incorporating the experiential and spiritual dimensions. Ultimately, practicing the model of C.A.R.E will result in the integration of "being" and "doing" aspects in the provision of care by NPs.
|School:||California Institute of Integral Studies|
|School Location:||United States -- California|
|Source:||DAI-A 71/11, Dissertation Abstracts International|
|Subjects:||Pedagogy, Nursing, Spirituality|
|Keywords:||C.A.R.E. model, Nurse practitioners, Nursing, Pedagogy, Spirituality, Transdisciplinarity|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be