Developing an Internet-Based Trauma Recovery Nursing Intervention Based on Swanson’s Theory of Caring for Trauma Recovery

This study aimed to develop an Internet-based psychiatric nursing intervention, based on Swanson’s theory of caring, that could alleviate post-traumatic stress symptoms and improve the health functioning of adults who had experienced trauma. To evaluate the appropriateness and understanding of the program content, expert advice and content validity were examined using the content validity index. To analyze the participants’ responses and evaluate the appropriateness of conducting Internet-based programs, an online intervention program was implemented with five nurses between February and April 2020. The trauma recovery nursing intervention program was for adults who had experienced trauma and consisted of eight sessions, each lasting 30 min. It included a spoken audio track that was accompanied by visual prompts to provide knowledge on traumatic stress and introduce trauma recovery methods. Its online format made it convenient and widely accessible, and allowed for a low-intensity, cost-effective educational program. The program focused on providing self-help guidelines for clients to develop their mental and physical well-being. The results provide evidence that mental health nurses could develop and implement online programs to care for people who have experienced trauma. Such programs could provide trauma recovery for marginalized people unable to otherwise receive help.

ethics of caring in the child-friendly projects: new challenges

This paper aims to consider the implications of Noddings’ ethics of care theory for child-friendly projects and their underlying philosophical assumptions. It is explained that this theory with its emphasis on the children’s needs and rights and, more importantly, the emphasis on the care relation and care encounter indicates how Noddings’ main concepts and ideas could be taken into consideration in exploring the challenges of implementing child-friendly projects. Therefore, the main concepts of ethics of care theory including need and right, empathy and sympathy, receptive and projective, care about and cared-for, expressed and inferred needs were investigated by considering their adaptation with the origin and the destination of child-friendly projects. Accordingly, a series of questions was set out to illustrate the theoretical challenges that may have been reflected in implementing the child-friendly project. These questions were also categorized in light of three core characteristics of Noddings’ theory of caring: 1) relational ontology; which refers to the relational nature of children life, 2) attention with concern; which refers to the moral sentiment/non-rational life of children and 3) particularism; which refers to the particularity of children’s lives. As individuals/researchers and as members of the child-friendly community we can focus on these questions to understand the challenges of the project and provide a potential for its qualitative evaluation.

Report of the Experience of Living with High Blood Pressure in Light of the Theory of Caring

Objective. To analyze the report of the experience ofthe person with high blood pressure, in light of thetheory proposed by Kristen Swanson, Methods. This was a qualitative research with autobiographicaltype narrative design. To collect and analyze the information, the work used open in-depth interviewwith 12 individuals, participant observation, andfield notes. Results. The study recognized the beliefs,customs, and cultural practices of the person livingwith high blood pressure and identified the care needs.The participants shared their feelings, finding thateach confronts this disease differently and learns tocare for themselves in particular manner. Conclusion.In the analysis of the narratives of the experience ofpeople with high blood pressure, five care processes by Swanson were recognized: maintaining the beliefs, knowing, being with,doing for, and permitting.

Caring Actions

Though the literature on care ethics has mushroomed in recent years, much remains to be said about several important topics therein. One of these is action. In this article, I draw on Anscombean philosophy of action to develop a kind of meta- or proto-ethical theory of caring actions. I begin by showing how the fragmentary philosophy of action offered by care ethicists meshes with Elizabeth Anscombe's broader philosophy of action, and argue that Anscombe's philosophy of action offers a useful scaffold for a theory of caring actions. Following this, I defend an account of caring actions as those that aim to meet needs. I argue that care aims at satisfying eudaimonistic needs, those things without which one cannot flourish. I then consider the place of caring actions in care ethics. I suggest that if caring actions are to be a starting point for an ethical theory, we ought to reject the notion that a caring action must bring about its intended consequences, and I show how the concept of practice better equips us to evaluate caring actions.

Care of wheelchair pregnant women in the light of Collière’s theory

ABSTRACT Objectives: to discuss care needs of wheelchair pregnant women in the light of Collière’s Theory of Caring. Methods: qualitative, descriptive, exploratory, with eight women, between August 2014 and March 2015, in Rio de Janeiro State, Brazil. The method of data collection was the life history. The theoretical reference used was Marie-Françoise Collière’s Theory of Caring. The thematic type analysis identified three categories: pregnancy planning; support and prejudice of family and health professionals; and caring for the wheelchair pregnant woman. Results: prejudice, fear, lack of support, lack of knowledge about the maintenance of pregnancy and childbirth interfered negatively in the process of gestation. Participants had urinary tract infection, miscarriages and preterm birth. Final Considerations: gestation in these women should predict possible intercurrences, which makes it imperative to train professionals in integral care to promote and protect health.

Swanson's Theory of Caring: An Application to the Role of Nursing Education

Swanson's Theory of Caring emerged from three phenomenological studies carried out in three separate perinatal contexts. Contexts included women who had miscarried, neonatal intensive care unit caregivers, and mothers deemed socially at risk.Swanson identified five caring processes or constructs in the miscarriage study: knowing, being with, doing for, enabling, and maintaining belief. This author conducted a field exercise to test whether the five constructs comprising Swanson's Theory of Caring could be applied to students' evaluation of faculty. The results indicated that students could apply Swanson's Theory of Caring to the evaluation of faculty.

Êxito Escolar: as Regras da Interação na Sala de Aula

Apresenta parte de um estudo etnográfico desenvolvido na sala de aula de uma professora de 3 a série do primeiro grau, considerada eficiente e bem-sucedida. Numa tentativa de ampliar a compreensão da dinâmica do êxito escolar, o estudo procura compreender as regras subjacentes ao processo de interação no qual estão envolvidos a professora e seus alunos, e como estes descobrem tais regras para serem bem-sucedidos. Teoricamente, a análise está fundamentada na teoria da "competência comunicativa ", que vem complementada pelo uso de alguns conceitos e pressupostos da teoria do "caring". Abstract This paper presents part of an ethnographic study carried out in a third grade classroom, in which the teacher is considered competent and very successful. As an attempt to enlarge the understanding about the school success, the study searchs to understand the rules underlying the interactional process in which the teacher and the students are involved, and how these rules are discovered by the students so that they can succeed. The analysis is based on the communicative competence theory that is complemented by some concepts of the theory of "caring". Résumé Cet article est consacré à l 'étude ethnographique d'une classe d'école élémentaire et le travail de l'enseignante qui est connue comme très efficient. Pour élargir la compréhension du succès scolaire l 'étude analyse les règles qui sont présentes dans le processus d 'interaction entre l'enseignante et ses élèves, et la façon dont ils découvrent les règles du succès en classe. L'analyse se fonde sur la théorie de la compétence communicative et s'est complementée à l 'usage de quelques concepts et préssuposés de la théorie du "caring". Resumen Este trabajo presenta parte de un estudio etnográfico desarrollado en el aula de una maestra de 3er. curso de enseñanza básica a lo que se considera eficiente y que ha obtenido buenos resultados. En un intento de ampliar la comprensión de la dinámica del éxito escolar el análisis procura comprender las reglas involucradas en el proceso de interacción que atañe a la maestra y a sus alumnos. Además, e intenta averiguar cómo ellos descubren tales reglas para lograr éxito. Teoricamente el análisis se fundamenta en la teoría de la competencia comunicativa, complementada por el uso de algunos conceptos y presupuestos de la teoría del "caring".