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Published on: June 21, 2010
Holistic Nursing Education: Teaching in a Holistic Way
Kathleen A Kalb1, Susan O'Conner-Von
1About the Authors Kathleen A. Kalb, PhD, RN, is an associate professor, St. Catherine University Department of Nursing, Saint Paul, Minnesota. Susan O'Conner-Von, PhD, RN, is an associate professor, University of Minnesota School of Nursing. The authors gratefully acknowledge the nursing faculty at St. Catherine University who participated in this study. For more information, contact Dr. O'Conner-Von at ocon0025@umn.edu.
This study explored faculty views on holistic nursing education (HNE). Findings reveal faculty definitions align with professional standards, emphasizing holistic perspectives and complementary health approaches in nursing curricula.
Area of Science:
- Nursing Education
- Holistic Health
Background:
- Holistic nursing education (HNE) is crucial for comprehensive patient care.
- Understanding faculty perspectives is key to effective HNE implementation.
Purpose of the Study:
- To investigate faculty perspectives on holistic nursing education.
- To identify themes in faculty definitions of HNE.
Main Methods:
- Descriptive study utilizing a researcher-developed survey.
- Nurse faculty at a religious-affiliated university were invited to participate.
- Survey data were analyzed to identify emergent themes.
Main Results:
- Key themes included teaching holistic nursing, "seeing with holistic eyes," and employing holistic pedagogy.
- Faculty definitions of HNE were consistent with professional standards and competencies.
- Faculty strongly agreed on the importance of educating students in holistic person-view, self-reflection, self-care, and complementary health approaches.
Conclusions:
- Faculty possess a clear understanding of HNE principles.
- Faculty definitions of HNE align with established professional competencies.
- There is strong support for integrating holistic principles and complementary health approaches into nursing curricula.
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