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My Personal Philosophy of Nursing

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Published: Mar 13, 2021

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Choice of nursing, essence of nursing, beliefs and values, vision for the future.

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N 3345 UTA Nursing Philosophy and Vision Formal Paper

DescriptionN3345 Transition to Professional Nursing ‘ Module 5 Assignment: Personal Philosophy of Nursing Submit by 2359 (CT) Saturday at the end of Module 5. NOTE: You will create a new Word document for this Assignment instead of typing directly into this document. Overview: “Personal Philosophy of Nursing” In this module’s Assignment, you will draft a formal paper expressing your personal philosophy of nursing paper. In this paper, you will provide a framework for your personal practice of nursing and reflect on why you chose nursing as a profession. Your paper will define how you interact with patients, family members, other nurses, and other health care professionals. Since this is your first formal paper for the program, be sure to use the resources listed below to ensure you are using the proper APA formatting, title page, and scholarly language. The utilization of the APA format adds structure, organization, and professionalism to your writing. Correct APA format is expected throughout the RN-BSN program. ***Please scroll through this entire document to see the step by step requirements for the paper under “Content Criteria” table*** Resources ANA Code of Ethics https://www.nursingworld.org/coe-view-only APA Resourceshttps://libguides.uta.edu/apa/home https://apastyle.apa.org/ (click APA Style Help) https://www.youtube.com/watch?v=a_ddFubJ3tc (MS Word Tutorials for Beginners) Performance Objectives • Compose a personal philosophy of nursing. • Correlate historical, ethical, and/or political factors influencing professional nursing practice with what you believe the core of nursing is and should be. • Apply professional practice standards. • Use correct grammar, punctuation, and American Psychological Association (APA) format in writing professional papers. 2022 N3345 Transition to Professional Nursing Rubric Use this rubric and APA websites to guide your work on the Assignment, “Personal Philosophy of Nursing.” Contact your Coach if you have questions. Tasks  Accomplished Proficient Needs Improvement Personal Philosophy of Nursing Paper Format (Total 20 points) Title Page Title Page No Title Page No mistakes in APA format (10 points) Errors in APA format (5 points) (0 points) Writing Conventions Professional grammar, spelling, and punctuation; paragraphs of at least 3, well-written sentences (10 points) 2022 Writing Conventions Paragraphs are 2 sentences each. (8 points) Writing Conventions Answers are 1 sentence paragraph responses. (5 points) N3345 Transition to Professional Nursing Tasks  Content (Total 60 points) Needs Improvement Accomplished Proficient Introduction Writes a comprehensive overview of the paper in 1-2 paragraphs. (5 points) Introduction Writes an overview of the paper in 1-2 paragraphs. (4 points) No Introduction (0 points) Choice of Nursing Clearly answers question in 2-3 paragraphs. (10 points) Choice of Nursing Answers question in 1 paragraph. (8 points) Choice of Nursing Does not answer question. (0 points) Essence of Nursing Clearly answers question in 2-3 paragraphs with citations for any information regarding history, ethical or political factors discussed. All 3 factors discussed for full credit. (10 points) Essence of Nursing Adequately answers question in 2-3 paragraphs with citations for any information regarding history, ethical or political factors discussed. Essence of Nursing Answers 1 of the 3 factors. (5 points) Missing Information Essence of Nursing Does not answer question. (0 points) OR Only answers 2 factors OR Answers all questions but in one paragraph. (8 points) Beliefs and Values Answers each of the 4 questions in separate paragraphs. (15 points) 2022 Beliefs and Values Answers 3 of the 4 questions in separate paragraphs OR Beliefs and Values Answers 1 or 2 of the 4 questions. (5 points) Beliefs and Values Does not answer question. (0 points) N3345 Transition to Professional Nursing Answers all questions but in one paragraph. (12 points) Vision for the Future Answers question for all 3 time periods listed in separate paragraphs. (10 points) Vision for the Future Answers question for 2 of the 3 time periods OR Vision for the Future Answers 1 question of the 3 time periods. (3 points) Vision for the Future Does not answer question. (0 points) Answers all questions but in one paragraph. (8 points) Summary Summary Answers both questions in separate paragraphs. (10 points) Summary Answers 1 question OR Answers both questions but in one paragraph. (8 points) 2022 Summary Does not directly address either question. (4 points) No summary provided. (0 points) N3345 Transition to Professional Nursing Tasks  APA format and References (Total 20 points) Accomplished Proficient Needs Improvement Missing Information Uses correct APA format throughout paper and includes 2 correctly cited references. Correct spelling, grammar, punctuation, headings, spacing, indentations and margins. 1-3 APA errors noted in references OR 1-2 citation errors within paper OR 1-3 grammar, spelling, punctuation, headings, spacing, indentation and margin errors noted in the entire paper. 4-6 APA errors noted in references and citations throughout paper OR 1 reference listed OR 4 or more spelling, punctuation, headings, spacing, indentation and margin errors noted in the entire paper. 7 or greater APA errors noted in references OR citations throughout paper OR no references listed OR 7 or greater spelling, punctuation, headings, spacing, indentation and margin errors noted in the entire paper. (13 points) (6 points) (0 points) (20 points) 2022 N3345 Transition to Professional Nursing Personal Philosophy of Nursing Paper • Use the following outline to guide the composition of your personal philosophy of nursing. • Follow both the content and format criteria in completing your composition. • Open a new Word document, and save it to your Desktop with the filename, “your name_Personal_Philosophy,” inserting your name in place of “your name.” • Click “Save” often to keep from accidentally losing your work. • Use the APA links provided above for all APA formatting in all assignments and discussion boards. Contact your Coach if you have additional questions. Content Criteria Section or Section Title Description Entire paper • 1” margins all around • Select File – Page Setup… • Double-spaced • Select Format – Font… Acceptable Fonts: • Select Format – Paragraph… Use • • • • • • • Select View – Header and 11-point Calibri 11-point Arial 10-point Lucida Sans Unicode 12-point Times New Roman 11-point Georgia 10-point Computer Modern 1 • Professional grammar, spelling, and punctuation, and paragraphs composed of at least 3 well-written sentences each. 2022 How-To and Tips Footer… (Refer to the MS Word “Help and How To” links if you need help with any of these tasks.) N3345 Transition to Professional Nursing Title Page Introduction • The title page should contain the title of the paper (Bold), the student’s name, and the institutional affiliation. • Type your title in upper and lowercase letters centered in the upper half of the page. The title should be centered and written in boldface • Your title may take up one or two lines • A student paper should also include the course number and name, instructor name, and assignment due date. Overview of the paper (1-2 paragraphs) *just a note, do not use an abstract, just type a formal introduction. Put title of paper at the top of this page: centered, bold, and in Title Case. No section title for the introduction, just start paragraphs (Remember to indent each paragraph and double space) Choice of Nursing Why did you choose nursing? (2-3 paragraphs) Insert Section title, centered, bolded, and Title Case. Then start paragraphs. Essence of Nursing Beliefs and Values What do you believe the core of nursing is and should be? Correlate historical, ethical, and political factors influencing professional nursing practice. You must answer all 3 factors for full credit (2-3 paragraphs) Insert Section title, centered, bolded, and Title Case. What do you believe about patients? (1 paragraph) Insert Section title, centered, bolded, and Title Case. What do you believe about the patient’s family and significant others? (1 paragraph) Then start paragraphs. What do you believe about your fellow health care providers? (1 paragraph) 2022 Then start paragraphs. (Do not start a new page; just continue in regular double-spaced body.) (Do not start a new page; just continue in regular double-spaced body.) N3345 Transition to Professional Nursing What do you believe about your own health? (1 paragraph) Vision for the Future What do you want to be doing in 2 years? (1 paragraph) 5 years? (1 paragraph) 10 years? (1 paragraph) Insert Section title, centered, bolded, and Title Case. Then start paragraphs. (Do not start a new page; just continue in regular double-spaced body.) Summary What strengths do you have that will support your achievement of your professional goals? (1 paragraph) What limitations will you need to overcome to achieve your professional goals? (1 paragraph) References References centered on top of page Insert Section title, centered, bolded, and Title Case. Then start paragraphs. (Do not start a new page; just continue in regular double-spaced body.) “References” should be centered at the top of the page just below the header, bold. • At least 2 professional references. • Put references in alphabetical order by author’s name. • Save your assignment document in MS Word 2010 version and above. Open Office and Office 360 documents will need to be saved as MS Word 2010 or MS Word 2013. • Submit your Word document (not this template) into Canvas for grading. 2022 (page number) 1 Guided Imagery and Progressive Muscle Relaxation in Group Psychotherapy (title of paper) Hannah K. Greenbaum (student’s full name) College of Nursing and Health Innovation, The University of Texas at Arlington (department & university) NURS 3335: Promoting Healthy Lifestyles (course number & name) Dr. Cynthia Koomey (instructor name) October 1, 2020 (assignment due date) (page number) 2 Guided Imagery and Progressive Muscle Relaxation in Group Psychotherapy (title of paper) A majority of Americans experience stress in their daily lives (American Psychological Association, 2017). Thus, an important goal of psychological research is to evaluate techniques that promote stress reduction and relaxation. Two techniques that have been associated with reduced stress and increased relaxation in psychotherapy contexts are guided imagery and progressive muscle relaxation (McGuigan & Lehrer, 2007). Guided imagery aids individuals in connecting their internal and external experiences, allowing them, for example, to feel calmer externally because they practice thinking about calming imagery. Progressive muscle relaxation involves diaphragmatic breathing and the tensing and releasing of 16 major muscle groups; together these behaviors lead individuals to a more relaxed state (Jacobson, 1938; Trakhtenberg, 2008). Guided imagery and progressive muscle relaxation are both cognitive behavioral techniques (Yalom & Leszcz, 2005) in which individuals focus on the relationship among thoughts, emotions, and behaviors (White, 2000). Group psychotherapy effectively promotes positive treatment outcomes in patients in a costeffective way. Its efficacy is in part attributable to variables unique to the group experience of therapy as compared with individual psychotherapy (Bottomley, 1996; Yalom & Leszcz, 2005). That is, the group format helps participants feel accepted and better understand their common struggles; at the same time, interactions with group members provide social support and models of positive behavior (Yalom & Leszcz, 2005). Thus, it is useful to examine how stress reduction and relaxation can be enhanced in a group context. The purpose of this literature review is to examine the research base on guided imagery and progressive muscle relaxation in group psychotherapy contexts. I provide overviews of both guided imagery and progressive muscle relaxation, including theoretical foundations and historical context. Then I examine guided imagery and progressive muscle relaxation as used on their own as well as in combination as part of group psychotherapy (see Baider et al., 1994, for more). Throughout the review, I (page number) 3 highlight themes in the research. Finally, I end by pointing out limitations in the existing literature and exploring potential directions for future research. Guided Imagery (level 1 heading) Features of Guided Imagery (level 2 heading) Guided imagery involves a person visualizing a mental image and engaging each sense (e.g., sight, smell, touch) in the process. Guided imagery was first examined in a psychological context in the 1960s, when the behavior theorist Joseph Wolpe helped pioneer the use of relaxation techniques such as aversive imagery, exposure, and imaginal flooding in behavior therapy (Achterberg, 1985; Utay & Miller, 2006). Patients learn to relax their bodies in the presence of stimuli that previously distressed them, to the point where further exposure to the stimuli no longer provokes a negative response (Achterberg, 1985). Contemporary research supports the efficacy of guided imagery interventions for treating medical, psychiatric, and psychological disorders (Utay & Miller, 2006). Guided imagery is typically used to pursue treatment goals such as improved relaxation, sports achievement, and pain reduction. Guided imagery techniques are often paired with breathing techniques and other forms of relaxation, such as mindfulness (see Freebird Meditations, 2012). The evidence is sufficient to call guided imagery an effective, evidence-based treatment for a variety of stress-related psychological concerns (Utay & Miller, 2006). Guided Imagery in Group Psychotherapy Guided imagery exercises improve treatment outcomes and prognosis in group psychotherapy contexts (Skovholt & Thoen, 1987). Lange (1982) underscored two such benefits by showing (a) the role of the group psychotherapy leader in facilitating reflection on the guided imagery experience, including difficulties and stuck points, and (b) the benefits achieved by social comparison of guided imagery (page number) 4 experiences between group members. Teaching techniques and reflecting on the group process are unique components of guided imagery received in a group context (Yalom & Leszcz, 2005). Empirical research focused on guided imagery interventions supports the efficacy of the technique with a variety of populations within hospital settings, with positive outcomes for individuals diagnosed with depression, anxiety, and eating disorders (Utay & Miller, 2006). Guided imagery and relaxation techniques have even been found to “reduce distress and allow the immune system to function more effectively” (Trakhtenberg, 2008, p. 850). For example, Holden-Lund (1988) examined effects of a guided imagery intervention on surgical stress and wound healing in a group of 24 patients. Patients listened to guided imagery recordings and reported reduced state anxiety, lower cortisol levels following surgery, and less irritation in wound healing compared with a control group. Holden-Lund concluded that the guided imagery recordings contributed to improved surgical recovery. It would be interesting to see how the results might differ if guided imagery was practiced continually in a group context. Guided imagery has also been shown to reduce stress, length of hospital stay, and symptoms related to medical and psychological conditions (Scherwitz et al., 2005). For example, Ball et al. (2003) conducted guided imagery in a group psychotherapy format with 11 children (ages 5–18) experiencing recurrent abdominal pain. Children in the treatment group (n = 5) participated in four weekly group psychotherapy sessions where guided imagery techniques were implemented. Data collected via pain diaries and parent and child psychological surveys showed that patients reported a 67% decrease in pain. Despite a small sample size, which contributed to low statistical power, the researchers concluded that guided imagery in a group psychotherapy format was effective in reducing pediatric recurrent abdominal pain. However, in the majority of guided imagery studies, researchers have not evaluated the technique in the context of traditional group psychotherapy. Rather, in these studies participants usually (page number) 5 met once in a group to learn guided imagery and then practiced guided imagery individually on their own (see Menzies et al., 2014, for more). Thus, it is unknown whether guided imagery would have different effects if implemented on an ongoing basis in group psychotherapy. Progressive Muscle Relaxation Features of Progressive Muscle Relaxation Progressive muscle relaxation involves diaphragmatic or deep breathing and the tensing and releasing of muscles in the body (Jacobson, 1938). Edmund Jacobson developed progressive muscle relaxation in 1929 (as cited in Peterson et al., 2011) and directed participants to practice progressive muscle relaxation several times a week for a year. After examining progressive muscle relaxation as an intervention for stress or anxiety, Joseph Wolpe (1960; as cited in Peterson et al., 2011) theorized that relaxation was a promising treatment. In 1973, Bernstein and Borkovec created a manual for helping professionals to teach their clients progressive muscle relaxation, thereby bringing progressive muscle relaxation into the fold of interventions used in cognitive behavior therapy. In its current state, progressive muscle relaxation is often paired with relaxation training and described within a relaxation framework (see Freebird Meditations, 2012, for more). Research on the use of progressive muscle relaxation for stress reduction has demonstrated the efficacy of the method (McGuigan & Lehrer, 2007). As clients learn how to tense and release different muscle groups, the physical relaxation achieved then influences psychological processes (McCallie et al., 2006). For example, progressive muscle relaxation can help alleviate tension headaches, insomnia, pain, and irritable bowel syndrome. This research demonstrates that relaxing the body can also help relax the mind and lead to physical benefits. Progressive Muscle Relaxation in Group Psychotherapy Limited, but compelling, research has examined progressive muscle relaxation within group psychotherapy. Progressive muscle relaxation has been used in outpatient and inpatient hospital (page number) 6 settings to reduce stress and physical symptoms (Peterson et al., 2011). For example, the U.S. Department of Veterans Affairs integrates progressive muscle relaxation into therapy skills groups (Hardy, 2017). The goal is for group members to practice progressive muscle relaxation throughout their inpatient stay and then continue the practice at home to promote ongoing relief of symptoms (Yalom & Leszcz, 2005). Yu (2004) examined the effects of multimodal progressive muscle relaxation on psychological distress in 121 elderly patients with heart failure. Participants were randomized into experimental and control groups. The experimental group received biweekly group sessions on progressive muscle relaxation, as well as tape-directed self-practice and a revision workshop. The control group received follow-up phone calls as a placebo. Results indicated that the experimental group exhibited significant improvement in reports of psychological distress compared with the control group. Although this study incorporated a multimodal form of progressive muscle relaxation, the experimental group met biweekly in a group format; thus, the results may be applicable to group psychotherapy. Progressive muscle relaxation has also been examined as a stress-reduction intervention with large groups, albeit not therapy groups. Rausch et al. (2006) exposed a group of 387 college students to 20 min of either meditation, progressive muscle relaxation, or waiting as a control condition. Students exposed to meditation and progressive muscle relaxation recovered more quickly from subsequent stressors than did students in the control condition. Rausch et al. (2006) concluded the following: A mere 20 min of these group interventions was effective in reducing anxiety to normal levels . . . merely 10 min of the interventions allowed [the high-anxiety group] to recover from the stressor. Thus, brief interventions of meditation and progressive muscle relaxation may be effective for those with clinical levels of anxiety and for stress recovery when exposed to brief, transitory stressors. (p. 287) (page number) 7 Thus, even small amounts of progressive muscle relaxation can be beneficial for people experiencing anxiety. Guided Imagery and Progressive Muscle Relaxation in Group Psychotherapy Combinations of relaxation training techniques, including guided imagery and progressive muscle relaxation, have been shown to improve psychiatric and medical symptoms when delivered in a group psychotherapy context (Bottomley, 1996; Cunningham & Tocco, 1989). The research supports the existence of immediate and long-term positive effects of guided imagery and progressive muscle relaxation delivered in group psychotherapy (Baider et al., 1994). For example, Cohen and Fried (2007) examined the effect of group psychotherapy on 114 women diagnosed with breast cancer. The researchers randomly assigned participants to three groups: (a) a control group, (b) a relaxation psychotherapy group that received guided imagery and progressive muscle relaxation interventions, or (c) a cognitive behavioral therapy group. Participants reported less psychological distress in both intervention groups compared with the control group, and participants in the relaxation psychotherapy group reported reduced symptoms related to sleep and fatigue. The researchers concluded that relaxation training using guided imagery and progressive muscle relaxation in group psychotherapy is effective for relieving distress in women diagnosed with breast cancer. These results further support the utility of guided imagery and progressive muscle relaxation within the group psychotherapy modality. Conclusion Limitations of Existing Research Research on the use of guided imagery and progressive muscle relaxation to achieve stress reduction and relaxation is compelling but has significant limitations. Psychotherapy groups that implement guided imagery and progressive muscle relaxation are typically homogeneous, time limited, and brief (Yalom & Leszcz, 2005). Relaxation training in group psychotherapy typically includes only one or two group meetings focused on these techniques (Yalom & Leszcz, 2005); thereafter, participants are (page number) 8 usually expected to practice the techniques by themselves (see Menzies et al., 2014). Future research should address how these relaxation techniques can assist people in diverse groups and how the impact of relaxation techniques may be amplified if treatments are delivered in the group setting over time. Future research should also examine differences in inpatient versus outpatient psychotherapy groups as well as structured versus unstructured groups. The majority of research on the use of guided imagery and progressive muscle relaxation with psychotherapy groups has used unstructured inpatient groups (e.g., groups in a hospital setting). However, inpatient and outpatient groups are distinct, as are structured versus unstructured groups, and each format offers potential advantages and limitations (Yalom & Leszcz, 2005). For example, an advantage of an unstructured group is that the group leader can reflect the group process and focus on the “here and now,” which may improve the efficacy of the relaxation techniques (Yalom & Leszcz, 2005). However, research also has supported the efficacy of structured psychotherapy groups for patients with a variety of medical, psychiatric, and psychological disorders (Hashim & Zainol, 2015; see also Baider et al., 1994; Cohen & Fried, 2007). Empirical research assessing these interventions is limited, and further research is recommended. Directions for Future Research There are additional considerations when interpreting the results of previous studies and planning for future studies of these techniques. For example, a lack of control groups and small sample sizes have contributed to low statistical power and limited the generalizability of findings. Although the current data support the efficacy of psychotherapy groups that integrate guided imagery and progressive muscle relaxation, further research with control groups and larger samples would bolster confidence in the efficacy of these interventions. In order to recruit larger samples and to study participants over time, researchers will need to overcome challenges of participant selection and attrition. These factors are especially relevant within hospital settings because high patient turnover rates and changes in medical status may contribute to changes in treatment plans that affect group (page number) 9 participation (L. Plum, personal communication, March 17, 2019). Despite these challenges, continued research examining guided imagery and progressive muscle relaxation interventions within group psychotherapy is warranted (Scherwitz et al., 2005). The results thus far are promising, and further investigation has the potential to make relaxation techniques that can improve people’s lives more effective and widely available. (page number) 10 References Achterberg, J. (1985). Imagery in healing. Shambhala Publications. American Psychological Association. (2017). Stress in America: The state of our nation. https://www.apa.org/news/press/releases/stress/2017/state-nation.pdf Baider, L., Uziely, B., & Kaplan De-Nour, A. (1994). Progressive muscle relaxation and guided imagery in cancer patients. General Hospital Psychiatry, 16(5), 340–347. https://doi.org/10.1016/01638343(94)90021-3 Ball, T. M., Shapiro, D. E., Monheim, C. J., & Weydert, J. A. (2003). A pilot study of the use of guided imagery for the treatment of recurrent abdominal pain in children. Clinical Pediatrics, 42(6), 527–532. https://doi.org/10.1177/000992280304200607 Bernstein, D. A., & Borkovec, T. D. (1973). Progressive relaxation training: A manual for the helping professions. Research Press. Bottomley, A. (1996). Group cognitive behavioural therapy interventions with cancer patients: A review of the literature. European Journal of Cancer Cure, 5(3), 143–146. https://doi.org/10.1111/j.1365-2354.1996.tb00225.x Cohen, M., & Fried, G. (2007). Comparing relaxation training and cognitive-behavioral group therapy for women with breast cancer. Research on Social Work Practice, 17(3), 313–323. https://doi.org/10.1177/1049731506293741 Cunningham, A. J., & Tocco, E. K. (1989). A randomized trial of group psychoeducational therapy for cancer patients. Patient Education and Counseling, 14(2), 101–114. https://doi.org/10.1016/0738-3991(89)90046-3 Freebird Meditations. (2012, June 17). Progressive muscle relaxation guided meditation [Video]. YouTube. https://www.youtube.com/watch?v=fDZI-4udE_o (page number) 11 Hardy, K. (2017, October 8). Mindfulness is plentiful in “The post-traumatic insomnia workbook.” Veterans Training Support Center. http://bit.ly/2D6ux8U Hashim, H. A., & Zainol, N. A. (2015). Changes in emotional distress, short term memory, and sustained attention following 6 and 12 sessions of progressive muscle relaxation training in 10–11 years old primary school children. Psychology, Health & Medicine, 20(5), 623–628. https://doi.org/10.1080/13548506.2014.1002851 Holden-Lund, C. (1988). Effects of relaxation with guided imagery on surgical stress and wound healing. Research in Nursing & Health, 11(4), 235–244. http://doi.org/dztcdf Jacobson, E. (1938). Progressive relaxation (2nd ed.). University of Chicago Press. Lange, S. (1982, August 23–27). A realistic look at guided fantasy [Paper presentation]. American Psychological Association 90th Annual Convention, Washington, DC. McCallie, M. S., Blum, C. M., & Hood, C. J. (2006). Progressive muscle relaxation. Journal of Human Behavior in the Social Environment, 13(3), 51–66. http://doi.org/b54qm3 McGuigan, F. J., & Lehrer, P. M. (2007). Progressive relaxation: Origins, principles, and clinical applications. In P. M. Lehrer, R. L. Woolfolk, & W. E. Sime (Eds.), Principles and practice of stress management (3rd ed., pp. 57–87). Guilford Press. Menzies, V., Lyon, D. E., Elswick, R. K., Jr., McCain, N. L., & Gray, D. P. (2014). Effects of guided imagery on biobehavioral factors in women with fibromyalgia. Journal of Behavioral Medicine, 37(1), 70– 80. https://doi.org/10.1007/s10865-012-9464-7 Peterson, A. L., Hatch, J. P., Hryshko-Mullen, A. S., & Cigrang, J. A. (2011). Relaxation training with and without muscle contraction in subjects with psychophysiological disorders. Journal of Applied Biobehavioral Research, 16(3–4), 138–147. https://doi.org/10.1111/j.1751-9861.2011.00070.x Rausch, S. M., Gramling, S. E., & Auerbach, S. M. (2006). Effects of a single session of large-group meditation and progressive muscle relaxation training on stress reduction, reactivity, and (page number) 12 recovery. International Journal of Stress Management, 13(3), 273–290. https://doi.org/10.1037/1072-5245.13.3.273 Scherwitz, L. W., McHenry, P., & Herrero, R. (2005). Interactive guided imagery therapy with medical patients: Predictors of health outcomes. The Journal of Alternative and Complementary Medicine, 11(1), 69–83. https://doi.org/10.1089/acm.2005.11.69 Skovholt, T. M., & Thoen, G. A. (1987). Mental imagery and parenthood decision making. Journal of Counseling & Development, 65(6), 315–316. http://doi.org/fzmtjd Trakhtenberg, E. C. (2008). The effects of guided imagery on the immune system: A critical review. International Journal of Neuroscience, 118(6), 839–855. http://doi.org/fxfsbq Utay, J., & Miller, M. (2006). Guided imagery as an effective therapeutic technique: A brief review of its history and efficacy research. Journal of Instructional Psychology, 33(1), 40–43. White, J. R. (2000). Introduction. In J. R. White & A. S. Freeman (Eds.), Cognitive-behavioral group therapy: For specific problems and populations (pp. 3–25). American Psychological Association. https://doi.org/10.1037/10352-001 Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). Basic Books. Yu, S. F. (2004). Effects of progressive muscle relaxation training on psychological and health-related quality of life outcomes in elderly patients with heart failure (Publication No. 3182156) [Doctoral dissertation, The Chinese University of Hong Kong]. ProQuest Dissertations and Theses Global.

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50 Nursing Philosophy Examples + How To Write Your Own

From the first semester of nursing school, aspiring nurses learn about the ethics and values associated with becoming a nurse. However, there comes a time when each nursing student or nurse must decide what they value most and how to incorporate those things into their roles as nurses. This important step is often referred to as establishing a personal philosophy of nursing. Perhaps you have heard of nursing philosophies but are unsure how to develop your personal philosophy. Have you wondered or asked, "What are some good personal philosophy of nursing examples?" If this sounds like you, keep reading! In this article, I will share some insight about nursing philosophies and provide you with information about 50 nursing philosophy examples + how to write your own.

What Is A Personal Philosophy Of Nursing?

Does every nurse have a personal nursing philosophy, what are the key components of a personal nursing philosophy, • knowledge:, 7 reasons why having a personal nursing philosophy is so important for your career, what are some good personal philosophy of nursing examples, how to write your own personal philosophy of nursing statement, 1. define what nursing means in your perspective., 2. ask yourself what personal experience relates to your passion for nursing., 3. consider how you want to impact patients, families, and communities through your role as a nurse., 4. highlight your skills., 5. define your personal and professional values., 8 questions to ask yourself when developing your own personal philosophy of nursing, question #1: why did i choose to become a nurse, how to find an answer to this question:, question #2: what are my personal beliefs about nursing, question #3: what qualities make someone a great nurse, question #4: what skills should all nurses have, question #5: why is nursing important to me, question #6: what theories do i have about nursing, question #7: what values should nurses consider important, question #8: would i choose this career again, useful online resources to learn more about nursing philosophy, blogs/websites, youtube videos, bonus 5 important things to keep in mind when writing your personal philosophy of nursing statement, 1. keep it simple., 2. show you are prepared for action., 3. be yourself., 4. be open to change if needed., 5. make a copy for yourself and keep it visible., my final thoughts, frequently asked questions asked by our expert, 1. what was florence nightingale's philosophy of nursing, 2. is there a set format or right way to write a personal philosophy of nursing statement, 3. how do i start my nursing philosophy statement, 4. how can a nurse determine whether her nursing philosophy is good, 5. how long should a personal nursing philosophy statement be, 6. when should i write my nursing philosophy, 7. can i change my nursing philosophy from time to time, 8. how to write the introduction of my personal nursing philosophy, 9. should nursing students have a personal philosophy of nursing, 10. does an informatics nurse have a personal philosophy of nursing, 11. do nursing organizations have their own philosophy of nursing, 12. how does nursing philosophy influence nursing practice, 13. is it required for every nurse to have a personal nursing philosophy, 14. what happens if a nurse does not have a personal philosophy of nursing, 15. what are some famous personal philosophy of nursing quotes.

The role of philosophy in the development and practice of nursing: Past, present and future

Affiliations.

• 1 Sue & Bill Gross School of Nursing, University of California, Irvine, California, USA.
• 2 William F. Connell School of Nursing, Boston College, Boston, Massachusetts, USA.
• 3 Rockhurst University, Kansas City, Missouri, USA.
• 4 Connell School of Nursing, Boston College, Boston, Massachusetts, USA.
• 5 Institute of Health and Society, University of Oslo & Institute of Nursing and Health Promotion, OsloMet University, Oslo, Norway.
• 6 School of Nursing, University of Victoria, Victoria, British Columbia, Canada.
• 7 Lienhard School of Nursing, Pace University, New York, New York, USA.
• 8 University of Alberta, Edmonton, Alberta, Canada.
• PMID: 34288326
• DOI: 10.1111/nup.12363

This article summarizes a virtual live-streamed panel event that occurred in August 2020 and was cosponsored by the International Philosophy of Nursing Society (IPONS) and the University of California, Irvine's Center for Nursing Philosophy. The event consisted of a series of three self-contained panel discussions focusing on the past, present and future of IPONS and was moderated by the current Chair of IPONS, Catherine Green. The first panel discussion explored the history of IPONS and the journal Nursing Philosophy. The second panel involved a reflection on the challenges of doing nursing philosophy in a research-intensive context of a Canadian university and the history and current movements in nursing philosophy in the Nordic countries. The final panel involved presentations on the future potential for philosophy in/and for nursing, the critical connections between nursing philosophy and nursing theory, dismantling racism in nursing and the potential for process philosophy to help explore nursing's unique efficacy in creating possibilities for health. The panels were followed by a lively Q&A session with participants, of which there were 252 registrants from across the globe. The event underscored the wide and diverse interests of nurses in philosophical discussion and the need for more virtual events and other connective modalities bringing nurses together to discuss and analyze the value and potential of philosophy to better understand and advance nursing theory and practice.

Keywords: IPONS; debate; nursing philosophy; nursing research; nursing theory.

© 2021 John Wiley & Sons Ltd.

• Nursing Theory*
• Philosophy, Nursing*
• Universities

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N3345 Module 2 UTA Personal Philosophy of Nursing

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N3345 Module 2 Transition to Professional Nursing

Description

In this module’s Assignment, you will draft a formal paper expressing your personal philosophy of nursing paper. In this paper, you will provide a framework for your personal practice of nursing and reflect on why you chose nursing as a profession. Your paper will define how you interact with patients, family members, other nurses, and other health care professionals. Since this is your first formal paper for the program, be sure to use the resources listed below to ensure you are using the proper APA formatting, title page, and scholarly language.

Overview: “Personal Philosophy of Nursing”

In this module’s Assignment, you will draft a formal paper expressing your personal philosophy

of nursing paper. In this paper, you will provide a framework for your personal practice of

nursing and reflect on why you chose nursing as a profession. Your paper will define how you

interact with patients, family members, other nurses, and other health care professionals.

Since this is your first formal paper for the program, be sure to use the resources listed below to

ensure you are using the proper APA formatting, title page, and scholarly language. Be sure you

develop a method of naming your assignment documents as you save them on your computer

so you can easily retrieve them when you submit them into the appropriate

assignment/document area in Blackboard.

ANA Code of Ethics

APA Module*

http://gseacademic.harvard.edu/~instruct/articulate/APA/player.html (This is also printable.

Follow instructions in the tutorial.)

Scholarly Writing Tips*

(*Available in the Resource section of this module)

MS Word Tutorials for Beginners.

Unformatted Attachment Preview

Explanation & Answer

Hi, Find attached the paper for your review.Let me know if you need anything edited or changed.Looking forward to working with you again in future.Thank you. Attached. Running head: NURSING PHILOSOPHY Nursing Philosophy Student’s Name Professor’s Name Course Title Date NURSING PHILOSOPHY 2 My Personal Nursing Philosophy A personal nursing philosophy creates a proper basis for the efficient application of knowledge in the nursing discipline and promotes further research and development (Risjord, 2011). Arguably, an efficient philosophy should encompass nursing as a science and as an art, since both aspects are important and provide a wholesome approach to caring for patients. As an art, nursing involves giving developmental and family-centered care while the scientific part is associated with how nursing knowledge is used to provide care in practice. Personal nursing philosophies are written by student nurses or nurses in practice among others. Personally, my early interaction with nurses and now with patients has greatly shaped my nursing philosophy. Essentially, this paper presents my personal nursing philosophy, including reasons why I chose nursing as a career, the essence of nursing and factors that influence the nursing practice, personal beliefs and values, and my vision for the future in the nursing professio...

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