This speech discusses how the professorship intends to support practitioners in the nursing domain and contribute to shaping nursing leadership and each person's professional individuality. The title of the speech, “Notes on Nursing 2.0,” is particularly intended to emphasize the need for these changes in the nursing domain. Not by assuming that nothing has changed in care and nursing since Nightingale's time. There has. Being educated in the professional domain is not only a given but a requirement. The knowledge domain of care and nursing has developed far and wide in nursing diagnostics and standards. Nursing science research, which Nightingale once started as the first female statistician in the British Kingdom, has firmly established itself in education and practice. Wanting to be of significance to others out of compassion is still the professional motivation, but there is no longer a subservient servitude (Cingel van der, 2012). At the same time, wholehearted leadership is not yet taken for granted in daily practice and optimal professional practice falters due to an equality principle of differently educated caregivers and nurses that has been held for too long. That is the need for change to which this 2.0 version “Notes on Nursing” and the lectorate want to contribute in the coming years. Chapter 1, through the metaphors in the story “The Cat Who Looked at the King,” describes the vision of emancipatory action research and the change principles that the lectorate will deploy. Chapter 2 contains the reason, mission and lines of research that are interrelated within the lectorate. Chapters 3 and 4 address the themes of identity and leadership, discussing their interrelationship with professional practice and developing a research culture. In addition, specific aspects that influence practice and work culture today are addressed, and how the lectorate contributes specifically to the development of nursing leadership and the formation of professional identity in the relevant domain is described. Chapter 5 contains a summary of the principles on which the research program is based, as well as information on current and future projects. Chapter 6 provides background information on the lector and the members of the knowledge circle.
This article explores how concern about animal welfare and animal rights relates to ecological citizenship by discussing student assignments written about the Dutch Party for Animals or PvdD. ‘Animal welfare’, ‘animal rights’, and ‘ecological citizenship’ perspectives offer insights into strategic choices of eco-representatives and animal rights/welfare advocates as well as educators. The assignments balance animal issues with socio-economic ones, explore the relationship between sustainability and ethics, and attribute responsibility for unsustainable or unethical practices. Analysis of student assignments reveals nuanced positions on the anthropocentrism-ecocentrism continuum, showing students’ ability to critically rethink their place within larger environmental systems. Some students demonstrated compassion for nonhumans, indicating that biophilia is evenly distributed among different groups of students. This article finds that fostering pro-environmentalism and animal welfare or rights requires the deepening of the debate contesting but also connecting key issues in sustainability and ethics. This analysis can be valuable for political parties representing nonhumans, or for education practitioners in getting students to think about the challenges in human-environment relationships and for advancing support for ecodemocracy. https://ro.uow.edu.au/asj/vol8/iss1/10/ LinkedIn: https://www.linkedin.com/in/helenkopnina/
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Aims and Objectives: To identify and synthesise empirical evidence on the perspectives of nurses regarding factors that enable and/or obstruct the delivery of compassionate care. Methodological Design and Justification: A scoping review was chosen for its capacity to perform a broad exploration of the available literature. Ethical Issues: This scoping review raises no ethical issues. Research Methods: This review includes studies that report enablers and barriers of compassionate care. Both qualitative and quantitative designs were included. The quality of each study was assessed using the Mixed Method Appraisal Tool (MMAT). A narrative synthesis was employed to summarise the results. Instruments: A search was conducted in the electronic databases of MEDLINE and CINAHL (1975–2021). Outcome Measures: Barriers and enablers to compassionate care from nurses' perspectives. Results: Fifteen empirical studies were included in this review. Four themes of enablers and barriers to compassionate care emerged: (1) personal characteristics, (2) professional characteristics, (3) patient-related factors, and (4) workplace-related factors. Main facilitators were a strong motivation to deliver compassionate care, the managements' support of compassion as a nursing value and operating in a healthy team culture. Main barriers were the absence of education and/or role models for compassionate care, heavy workloads, and the managements' prioritisation of task-centred care. Study Limitations: This study is limited by the inclusion of qualitative studies with small samples and the absence of data from Northern Europe and North America. Conclusions: The findings indicate that policymakers, healthcare leaders, and nursing management play an important role in nurses' ability to provide compassionate care. Through leadership that centralises compassion as a core nursing value, nurses receive greater support in prioritising compassion in patient care. This support is further enhanced by ensuring adequate staffing and manageable schedules, offering comprehensive training in compassionate care skills, and providing resources to support nurses' wellbeing. Trial Registration: PROSPERO: CRD42022324955 https://www.crd.york.ac.uk/PROSPERO/display_record.php?RecordID=324955.
Veel mensen overleden aan COVID-19 met ernstige symptomen en zonder nabijheid van geliefden. Naasten konden patiënten niet bijstaan aan het einde van het leven. Ook zorgverleners in verpleeghuizen en ziekenhuizen ervaren het verlenen van zorg in deze tijd als zwaar. Daarnaast hebben vele tienduizenden mensen in Nederland ernstige verlieservaringen door COVID-19 rond hun baan, dagbesteding, onderneming, sociale contacten of hun zorg. Het lectoraat Zorg rond het Levenseinde (ZRL) van Avans Hogeschool wil samen met het Koning Willem 1 College in Den Bosch een studentenchallenge aansturen om de verhalen rondom het leed geleden door COVID-19 in de stad op te halen en zichtbaar te maken. Maatschappelijke verbinding, herstel en erkenning zijn namelijk onmisbaar, zeker in tijden van groot verlies. In Nederland is er relatief weinig maatschappelijke aandacht, ondersteuning en verbinding geweest voor het verlies geleden door corona. Burgers moeten en kunnen deze verbondenheid zelf creëren, maar dat gaat niet vanzelf. Daar wil deze Challenge bij helpen en wel via het concept 'Compassionate communities' (CCs)Deze bieden een kader voor verbondenheid rond verlies. CCs zijn steden, wijken of buurten waarbinnen de bewoners elkaar steunen bij verlies en kwetsbaarheid. CCs worden gestart door (onderdelen van) het handvest van de CCs te implementeren dat bestaat uit 13 aandachtspunten, waarin o.a. gespecificeerd is dat scholen, werkplekken, gebedshuizen, musea en zorgcentra structureel aandacht hebben voor dood, verlies en zorg. Het doel is om een cultuur te creëren waarin het normaal is om positief met elkaar in contact te komen rond alle vormen van verlies. We vragen studenten om het gedachtengoed van CCs in een ‘Challenge’ te introduceren in Den Bosch rondom het stille leed als gevolg van corona. Het doel van de Challenge is om beeldvorming, communicatie en maatschappelijke samenwerking rond verlies (in brede zin) en andere knelpunten gerelateerd aan COVID-19 te verbeteren.
Training nurses and midwives to treat their patients well There are some specific factors facilitating the modification of the nursing and midwifery bachelor curriculum The development of health literacy and respectful and compassionate care competences among bachelor nursing and midwifery students in Tanzania
