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By Christopher Bassett

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Additional resources for Nursing Care: From Theory to Practice

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As Anne notes above, actual experience of being in hospital or having relatives in hospital helps nurses understand the issues of being cared for. One might argue that nurses sometimes have allowed the medical model, with its associated technology, to dominate their practice at the expense of patient care; Anne has chosen to place her patient at the centre of her care. Theatre, in common with many other high-technology areas, can be described as a place where nurses are involved in very highly intensive processes.

37 they devised teaching strategies to underpin the caring aspects of nursing. The teachers also created a supportive, open and humanistic environment that again supported caring tendencies in the students. Higgins (1996) believes that caring outcomes in practice depend on a caring teaching/learning process. She implemented a project aimed at underlining the subject of caring as a therapeutic entity in nursing practice. The goals of the project were to enable students to: • encourage dialogue and share their stories, and to experience themselves as cared for • manifest professional caring by implementing knowledge and intentional actions for the ultimate good of the patient The programme of teaching devised a weekly meeting of the students – the purpose was to encourage them to support one another.

The nurse could see relief in the patient’s eyes, the patient became happy and the patient and family were satisfied. When considering the effects of high technological input (a factor that is increasing in all areas of nursing) in the role of the critical-care nurse, a caring approach was considered as being definitely an important factor in caring for the patient. For the fifteen nurses involved in the exploration of the caring activities in their daily work, caring was seen as a series of processes consisting of an affective process, a cognitive process, an action process and an outcome process.

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