In 1992, Dr. Harold Stevenson published a book entitled “The Learning Gap: Why Our Schools are Failing and What We Can Learn From Japanese and Chinese Education”.
This book described the general features of Asian education, which is characterized by high standards and tremendous pressure on children. This learning condition thus resulted in the generation of highly educated children and thus schools can be technically considered as learning factories. The high competency of these children is observed from the significant increase in the hiring of foreign nationals in the United States. Dr. Stevenson pointed out in his book that the educational standards of the schools in the United States were highly deficient in content as well as poor in standards.
In addition, the author of the book identified that teachers in the United States were commonly overloaded with other responsibilities in schools and this burden has thus sacrificed the quality of education the American children are receiving. Dr. Stevenson also pointed out the in the United States, it is culturally accepted that parents do not influence a child’s effort in learning in school. This belief is totally the opposite of what is believed in the Asian setting. The book has thus served as a medium for cross-cultural examination of methods of education. Dr. Stevenson’s point was strongly supported by scientific evidence, wherein he conducted studies involving comparative analysis of teaching methods in both the United States and Asian countries such as Japan and China. Since his claims have thus been determined to be credible and factual, the educators and the rest of society have looked into his point and improvements in the educational system of the United States have been integrated into the current scheme.
As a nursing major, I envision myself to be interacting with patients and members of their immediate families. I would like to be part of the force that would help them learn more about science and math.
As a student preparing for my actual profession, I will study well and imbibe the principles that are taught in science and math. Aside from learning these principles as a requirement in earning a nursing degree, I will keep a personal goal that I would also want to learn the science and math concepts in order to share these principles with the rest of the society that I will interact with when I am a full-fledged nurse.
I am aware that most of society does not understand medical terms because these are simply based on science and math principles. The lack of understanding and awareness thus results in the confusion, misuse, and abuse of medical treatments. For example, there are still members of the society that do not understand what cancer is and what are diagnostic tests may be received in order to determine if an individual has cancer. Hence, most of the patients find out of their cancer condition at a late stage wherein the cancer level has progressed to an advanced stage which is often categorized as untreatable. Another scenario may involve the intake of medications that are prescribed to a patient.
Most patients think that once they feel better, they do not have to take the rest of the pills that were prescribed to them. These particular individuals thus do not understand that they have to follow what the physician has directed, such as taking 14 tablets twice a day. When a patient feels better by the third day, after technically taking 6 tablets, they put away the rest of the 8 tablets and proceed with their lives, totally forgetting about the rest of the medication. Then a couple of weeks later, the patient suffers from the same ailment and they think that the treatment they received was not good enough because their ailment is back.
As a nursing major, I need to take courses in science and math in order to graduate. However, I would also like to take courses in psychology and sociology because I know that I will be given several opportunities to interact with patients and members of his immediate family. The field of nursing is a diverse field that is directly related to healthcare.
Although the field is quite tedious in terms of work hours, this profession has also been described as a rewarding discipline. Nurses serve as auxiliary support to physicians, thus they indirectly facilitate evaluation and diagnosis of health problems. The qualities of a nurse leader thus include honesty and assertiveness in terms of the nursing field.
A good nurse should also have a good grasp of the evaluation of his patients, with honesty as a major feature. Nursing students are generally allowed to practice what they have learned on their own, yet it is also important that a nurse is capable of pinpointing whether a certain action performed may cause more damage than cure to a patient. A good nurse leader should also be assertive in terms of guiding and teaching his patient and educate them in terms of what medical procedure is being performed and why a certain drug is being administered to him (Hardt, 2001). The nurse should be capable of monitoring his patients and be able to ensure that no treatment is left undone.
A nurse’s assertiveness is also strongly correlated with his knowledge of what she learned during his studies as a nursing student. A competent nurse also should not make assumptions that the information he has taught to the patient and his immediate family has been immediately understood. The nurse leader should frequently ask the patient to explain in their own words what they have understood of the lesson, in order to determine whether additional explanations should be given or the nurse may move on to the next topic that is relevant to the treatment and healing of the patient. It is also important that a nurse is sensitive enough to gauge the amount of information the patient has understood and learned and how fast or slow he should proceed with the other things that have to be explained to the patient and members of the patient’s family.
The presence of a nurse is a unique experience because it allows interaction and influence on a patient’s life. It also serves as a good example in educating nursing students. Nurses are generally designated to augment a patient’s condition during his stay in a healthcare facility. This presence is sometimes viewed as a compulsory task for nurses. Society has created a nurse stereotype which typically portrays these individuals are mere assistants of a physician and bathing associates of patients.
The shared moment of a nurse and a patient who is unbearably suffering by himself provides guidance for a proper course of action, often resulting in greater patient satisfaction and healing potentialities (Bahn, 2001). During a nurse-patient interaction, nurses establish their presence by using a human care transaction mind-body-soul with another’s mind-body-soul in a lived moment. This paper aims to focus on the concept of nursing presence as a case example for teaching and facilitating others.
Presence has been defined as a relational style within nursing interactions that involves being with, as well as doing with. Nursing presence is a key component that enables patients to revolve the suffering experience into perception for possible improvement strategies designed for their well-being (Department of Health, 1999). With their compassionated support, nurses help individuals to gain a broader knowledge of the nature of their disease and assist in determining possible options that can lead them to the utmost level of health and healing. The core of nursing presence necessitates the establishment of nurse-patient relationships for mutual understanding of circumstances and goal directness of the situation for possible achievements of the desired outcomes (Ewles and Simnett, 1999). Attributes of presence include the ability to care, self-awareness, commitment to helping, knowledge and expertise, skills of listening and touching, and the focus on confronted circumstances (Buzan, 2000). The focused shared moments with the patient and family help the nurse to identify the key turning point necessary for the patient’s healing process (Glen and Wilkie, 2000). Therapeutic presence is the primary mode of practice in nursing. The importance of the nurse is available to understand and be with another, physically present, and using self as a therapeutic agent in every encounter gives the opportunity to heal and be healed.
Presence can be categorized into three levels: physical presence, psychological presence, and therapeutic presence. The combination of physical and psychological presence leads to therapeutic presence, relating self to the patient as a whole being to a whole being, using all of her or his resources of body, mind, emotions, and spirit. The scenario I described above could be defined as therapeutic presence, wherein significant patient outcomes were accomplished throughout the range of my course of actions. The fundamental needs of my patient were discovered by being fully present and consciously relating my whole being to his whole being. The use of the therapeutic model enabled me to use aesthetic ways of discovering the obstructions in the hidden pathways preventing the healing process. Being with another individual compassionately and authentically provides headway for the nurse to fully understand the circumstances and create a prospect of healing. ence, and therapeutic presence. The combination of physical and psychological presence leads to therapeutic presence, relating self to the patient as a whole being to a whole being, using all of her or his resources of body, mind, emotions, and spirit. The scenario I described above could be defined as therapeutic presence, wherein significant patient outcomes were accomplished throughout the range of my course of actions. The fundamental needs of my patient were discovered by being fully present and consciously relating my whole being to his whole being. The use of the therapeutic model enabled me to use aesthetic ways of discovering the obstructions in the hidden pathways preventing the healing process. Being with another individual compassionately and authentically provides headway for the nurse to fully understand the circumstances and create a prospect of healing.
References
- Bahn D. “Social Learning Theory: Its Application In The Context Of Nurse Education.” Nurse Education Today, 21(2001):110-117.
- Buzan T. Use Your Head. London: BBC Books, 2000.
- Department of Health. “Making A Difference: Strengthening The Nursing Midwifery And Health Visiting Contribution To Health And Healthcare.” Department of Health, 35 pages, 1999.
- Ewles R and Simnett T. Promoting Health A Practical Guide, 4th Ed. London: Bailliere Tindall, 235 pages, 1999.
- Glen S and Wilkie K (eds.). Problem-based Learning In Nursing: A New Model For A New Context? Hampshire: Palgrave, 47 pages, 2000.
- Hardt M. “Core Then Care: The Nurse Leader’s Role In “Caring””. Nurse Adminstration Quarterly, 25(2001):37-45.
- Stichler JF. “Leadership Roles For Nurses In Healthcare Design.” Journal of Nursing Administration, 37(2007):527-30.