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Related Concept Videos

Nursing Evaluation01:15

Nursing Evaluation

The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
Section...
Theoretical Foundations of Nursing Practice01:30

Theoretical Foundations of Nursing Practice

Theories play an essential role in organizing patient care. Theories refer to a proposed or followed belief, policy, or procedure that is the basis for action. Nursing theories are knowledge-based concepts that guide nurses' actions, influence nursing education and practice, and allow nurses to care for their patients.
Theories provide a perspective to assess patients' conditions and organize data and methods. They also assist in analyzing and interpreting information. They represent a...
Current Trends in Nursing II01:30

Current Trends in Nursing II

Trends in nursing are multifactorial and associated with changes in society, within the nursing profession, and in other professions. Notably, telehealth and remote nursing contribute to successful healthcare delivery for numerous patients and help reduce stress for nurses due to nursing shortages. Nurses can reach patients, monitor their conditions, and interact with them using computers, audio, visual accessories, and telephones—for example, remote patient monitoring systems. Likewise,...
Current Trends in Nursing I01:28

Current Trends in Nursing I

Current trends in nursing include:
Nursing Ethical Principles II01:27

Nursing Ethical Principles II

Ethical principles are essential in guiding nurses to fulfill their responsibilities, focusing on the quality of nursing care and decision-making. These principles, including autonomy, beneficence, non-maleficence, justice, and fidelity, shape the ethical framework within healthcare settings.
Consider the following scenario, which illustrates how these principles are applied in the care of Mr. John, a fifty-year-old teacher diagnosed with metastatic liver cancer.
Initially, Mr. John's cancer...
Obedience01:08

Obedience

According to obedience research, we may harm others under the forceful pressures of an authority figure (Milgram, 1974). How about if the inappropriate orders were delivered with less force? The increasing interdependence between nurses and physicians compelled Hofling and his colleagues to explore nurses’ reactions to a potentially harmful medical request made by the perceived authority figure, the doctor (Hofling, Brotzman, Dalrymple, Graves, & Pierce, 1966). In this situation, obedience...

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Related Experiment Videos

Comparing teaching practices about humor among nursing faculty: an international collaborative study.

Kathleen N Adamle1, Lenny Chiang-Hanisko, Ruth Ludwick

  • 1Kent State University, USA. kadamle@kent.edu

International Journal of Nursing Education Scholarship
|April 4, 2007
PubMed
Summary

This study explores how nursing faculty teach humor as a therapeutic intervention. Findings show varied approaches in clinical versus classroom settings across different countries, with experienced nurses using less humor.

Related Experiment Videos

Area of Science:

  • Nursing Education
  • Therapeutic Interventions
  • Medical Humanities

Background:

  • Humor is a recognized therapeutic intervention in nursing, linked to positive patient outcomes.
  • Limited research exists on how nurses acquire and teach humor as a skill.
  • Understanding humor education practices is crucial for enhancing patient care.

Purpose of the Study:

  • To investigate the teaching practices of nursing faculty regarding humor education.
  • To compare the inclusion of humor in classroom versus clinical nursing education.
  • To explore geographical and experiential differences in humor pedagogy.

Main Methods:

  • A survey was administered to nursing faculty members across four international nursing programs (USA, Northern Ireland, Taiwan).
  • The survey assessed the extent and context (classroom vs. clinical) of humor inclusion in the nursing curriculum.
  • Data analysis focused on identifying trends in humor education practices.

Main Results:

  • Humor education was more prevalent in clinical settings in the USA and Northern Ireland compared to classrooms.
  • In Taiwan, humor education was more integrated into the classroom than clinical settings.
  • More experienced faculty and those with higher education levels reported using humor less in their teaching.

Conclusions:

  • Humor education in nursing curricula varies significantly by geographical location and teaching context.
  • The integration of humor as a therapeutic tool requires further investigation and strategic curriculum development.
  • Experienced nurses may benefit from further training or encouragement to incorporate humor into patient education.