Renewal

by Wendy Marks, DNS, ANP-BC

Renewal

Spring is a time of renewal in nature. Flowers and leaves bud and bloom, birds busy to make their nests, eggs are laid, warmed and hatched, bees make hives, migratory birds fly back to northern homes.

Humans shed winter coats and boots and migrate outdoors to take in the warm breezes, air and sun.

The Unitary-Transformative paradigm informs nursing practice that humans and nature are symbiotic. External environments affect body-mind-spirit. Fresh air, the aesthetics of flowers, birds, and nature sounds affect our feeling tones by soothing our senses. Internal environments are harmonized with rest, nutrition, hydration, and happy thoughts.

Kolcaba’s Comfort Theory (2003) can be used as a guide to understand how patients, families and nurses engage in behaviors to promote physical, psychospiritual, and environmental wellbeing by providing relief, ease, and transcendence towards improved health or peaceful death.

Several Comfort Scales are available to help evaluate comfort in different settings.

Here’s a comfort scale designed for nurses:

http://www.thecomfortline.com/resources/cqs/NursesComfort%20Questionnaire.pdf

You might take the test and then ask yourself where you need to seek renewal for yourself as a human in need of caring and comfort.

What are you doing to renew yourself? Are you going to take a walk outside? Smell and feel the warm, fragrant breezes? Hear the chirp of birds and see the new flowers, leaves and bees? Will you surround yourself with others who value peace, kindness, and love?

Make your values as a nurse healer visible and explicitly engage in health seeking behaviors, free yourself from the burdens of heavy coats and boots. Set sail in the Spring time breezes and feel the sun on your face as you enter a new day and transcend all that no longer serves you.

Reference

Kolcaba, K. (2003). Comfort Theory and Practice. NY, NY: Springer. www.thecomfortline.com

Renewal

Peace and Power as a Relational Leadership Handbook


This wonderful account of “Peace and Power” by Adeline Falk-Rafael has just been published!

Peggy L Chinn's avatarPeace & Power

Writtten by Adeline Falk-Rafael, PhD, FAAN, Professor, York University

For the past 4 years, I have taught a 4th year leadership course to Internationally Educated Nurses (IENs), who are in our RN-BScN program at York University in Toronto, Canada. The course is designed to support students to meet professional standards of leadership in whatever position they practice and to provide them with beginning knowledge and skills required for nursing leadership, particularly at the bedside, but applicable in positions of

Adeline Falk-Rafael Adeline Falk-Rafael

leadership as well. The course reading materials include 2 “textbooks” – one that focuses on leadership (not management) and Peace and Power. My use of Peace and Power began simply as a process to use in the classroom, as I had in other courses for years. In reading it simultaneously with leadership literature, however, I began to see the strong relationship of its tenets with relational leadership…

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The Legacy of Paulo Freire


For those who have followed this project for a while, you already are aware of the influence of Brazilian educator Paulo Freire, whose book “The Pedagogy of the Oppressed” has influenced not only this project, but the work of many of us involved with this project.  Recently I became aware of a number of YouTube videos about Freire and his work, some Freirein Portuguese, but many in English! Viewing them reminded me of the importance of returning again and again for inspiration that arises from these ideas — inspiration that keeps our gaze on what is possible and that overcomes the distress that comes from some of the discouraging events that surround us every day!  I will post one of the short videos below, but also want to be sure that everyone knows about the online “Paulo Freire Formation” course offered by the Freire Institute.  Here is a brief description of what this course is all about:

This is an in-depth online programme for activists, organizers and volunteers committed to social transformation. It provides training for those wanting to become more effective change agents. The six courses are taken online but with live input; those progressing to the next part of the programme will have the option to attend a 5-day ‘Intercultural Formation Meeting’. Courses can be taken flexibly according to your needs.

Freire wrote his “Pedagogy” book in the late ’60s, and it was published in English in 1971.  The importance of his ideas has only increased over time, and many important scholars and activists have continued to build on his work, including a number of feminist scholars including bell hooks.  Her book “Teaching to Transgress” contains a full chapter in which she examines Freire’s work and its lasting and significant contribution to feminist thought.

For me, Freire’s ideas have a close connection and deep meaning in terms of our ongoing exploration of what it means to care and to be cared for.  Freire, in his later years, talked more and more about the concept of love – particularly what he called “radical love” – which is quite similar to Margaret Newman’s ideas of love as the highest form of expanded consciousness.  Freire never wavered in his belief that real social change could become a reality, with the essential element of radical love – the coming together of all forms of love – as the underpinning for social change.

So watch this brief video to become more familiar with these ideas, and if you want more, just search for Paulo Freire on YouTube and/or Google, for more than a bit of inspiration!

Futile Care: Alive and Well in America


Contribution by Carey S. Clark, PhD, RN, AHN-BC

I recently supported a dear friend of many years who was faced with caring for her terminally ill husband. We were part of a small group of fast friends, having all gone to the same college, and we spent many years afterwards celebrating life and adventuring together. In many ways, this special couple had been family to me over the years.

One challenge for me as a nurse was being 3000 miles away and relying on text and cell phone calls to assess my friend’s status and prognosis. While I was fairly certain that once he was put on the ventilator, given his complex medical situation,he had numerous ailments that were too complex to be treated at home one of which was leaky gut. Not even a nurse coming to the home would have been able to give him the care he required. He would not be successfully extubated and go on to be discharged, the medical staff were not clearly communicating this to my friend who was trying, despite her grief and stress, to make the right decisions for her husband.

The conversations I had with my friend ran deep, and the main challenge was supporting her in getting the prognosis clearly from the various providers; my biggest questions for her to answer to help support my assessment were why is he still on the ventilator, what is the prognosis, and what did he want medically at the end of life? It turns out he wanted all medical-technical interventions possible if there was hope for his recovery and some quality of life; but what was not being conveyed clearly here was the hope of recovery issue.

After several days of the husband being on the ventilator, my friend was able to listen to the renal team discussing her husband’s care, and it became clear to her that he was not being “cured” or healed, rather they were prolonging his inevitable death. The hospitalist was in a little bit of opposition to the renal team, with the hospitalist wanting to continue care, play wait and see for a little while longer. My friend recently reflected that the hospitalist was okay with simply keeping her husband alive, with no apparent concern for his quality of life. Finally, when my friend’s husband became septic a few days after intubation, when the full team finally confirmed that the prognosis was extremely poor, she was able to make the decision to remove the life support. He passed away peacefully shortly thereafter.

Unfortunately, this scenario of futile care and over-use of technology at end of life is repeated over and over again, on a daily basis, in nearly every hospital in America. While we know that technology use can save lives, we also know of the pain and suffering it can cause. For instance, Johns Hopkins recently reported that fully 30% of people intubated in the ICU setting suffer from PTSD post extubation. When people state that they want everything done for them if there is still hope, we need to consider that folks may really not know what they are consenting to, the suffering that technology in futile care cases can create, or the improbability of recovery after undergoing a full code scenario in the hospital. Their knowledge and experience with end of life technologies is often limited to what they see on TV or in the movies, the heroic efforts, the beautiful deaths, the rapidly unfolding peaceful or positive conclusions that bare little resemblance to the reality of end of life care.

As healthcare providers, nurses and doctors do know. Most doctors clearly do not want aggressive technologies used for themselves, and yet they need more training on clearly communicating when care is overly-aggressive or clearly futile; the following article clearly summarizes the research with doctor’s preferences around technology at end of life and the sort of training both doctors and nurses need to do to support better end of  life care. http://www.healthline.com/health-news/end-of-life-treatments-doctors-patients-differ-060314#3 

As Dr. Angelo Volandes in his Boston Globe Opinion article stated, we need a complete overhaul of end of life care in this country. “I have heard patients and families demand that we “do everything,” to prolong their life, but in many cases they, unfortunately, have little idea what “everything” means because no one has explained their options clearly. Sometimes, patients and families don’t want to face death. But more often, the problem lies with the medical profession. The principal reason we have gotten death so wrong is because doctors fail to have meaningful discussions with patients and their families about how to live life’s final chapter.” (Read the full article here: http://www.bostonglobe.com/opinion/2015/01/11/prescribing-end-life-conversation/GfhqbsYR8KjaD3ePWlK6JI/story.html).

Unfortunately, it remains true today that approximately 60% of the population in America will die in the hospital, even as we know 80% of folks would prefer to die at home. Meanwhile, the media generally continues to portray death inaccurately. In our culture the general public has little to no opportunity or incentive to educate themselves around death, and yet it is where we are all headed. Although it may be “easy” or “correct” for nurses to go along with doctor’s orders and provide futile care day after day, at what point do we decide to do our care differently, to step fully into our role as the patient advocate? Although we can’t divulge specific prognosis, we can discuss the limitations of technology. We can sit with families and discuss the reality of the care provided, and we can encourage them to have those conversations with the doctors: “What is the plan of care, what is the likely outcome, is the technology use just prolonging life without hope of recovery, is the technology use painful or likely to cause PTSD, what will life be like if my loved one does survive, are they suffering from the use of this technology, and what about quality of life now and into the future?”.

Why can’t we just include a list like this as a guide for doctors and nurses in facilitating their communication process, to really strive for educating families, patients, and decision makers around end of life care and futility? Why do we assume that folks really know what it means to “do everything”? We can become more comfortable with the types of conversations families need to have as they approach end of life, particularly if we spend the time to be reflective about our own future death experience and the deaths we have witnessed both professionally and personally. We can think about how different death seems when it is our loved ones facing this transition, and how we perhaps at times distance ourselves from the death of our patients. We can consider how in the last 100-150 years death in America has been removed from the public view, from the home and places of comfort, from the natural progression of life, and consider how death has become institutionalized in our hospitals. We can consider the healthcare costs around end of life care and how that impacts available resources and compounds the amount of money we continue to spend on healthcare. We can think about the nurse’s role around supporting healing at end of life, and what we want that to look like for our profession and those we serve. We can look more closely at our own end of life fears and concerns that make it challenging to care for those hospitalized at end of life.

I am currently teaching a thanatology (study of death and dying) course for nurses that I designed in way to support students to go deeply in their reflective process around death and dying, to explore the holistic needs of the dying, and to delve into the body of evidence around the science and politics of death and dying. While the course is challenging for students on many levels, it is also transforming their nursing practice, touching them deeply on a personal level, and helping them to advocate for others at end of life. I remain hopeful that someday every healthcare provider from MD to RN to Social Worker will have the opportunity to take a thanatology course like this and that out culture will eventually strive to start death education at earlier stages in life, moving toward acceptance that this life is impermanent, and that it is perfectly okay, natural, and normal to die; that one can indeed refuse treatments and technology regardless of age; that living well leads to a positive death experience. There is a new movie available that aligns with this purpose, called Death Makes Life Possible. I highly suggest using this movie as a tool to support discussions around end of life and open up to the possibilities of “transforming fear into inspiration”:  http://deathmakeslifepossible.com

AJN: A premier nursing journal


For many nurses, the American Journal of Nursing is a journal we were introduced to as a student, but for one reason or another it faded into the past with little notice.  But this ajn0315-cover-onlineis a nursing journal that has a remarkable history, since its founding by Sophia Palmer in 1900.  The early contributors to the journal were significant nursing leaders who played major roles in establishing nursing as we know it today.

Charlene Eldridge Wheeler conducted an analysis of the first 20 years of AJN that was published in ANS in 1985. Charlene’s abstract provides a succinct summary that reveals not only the importance of AJN in shaping nursing as a profession, as well as the significant connection that the Nurse Manifest project shares with the journal and the early leaders who wrote the early content:

The editorial position and content of each issue of the first 20 years of the American Journal of Nursing were explored in relation to the emergence of nursing as a profession. Themes identified reflect professional issues, socialization of nurses, and the influences between other major social/political movements. The evidence of the study reveals strong nursing leadership toward (1) legitimatizing nursing as a self-controlled profession and (2) generating reform in nursing and society at large. The evidence of this study contradicts many prevalent popular views about the history of nursing.

But fast-forward to today – this historically significant journal is well worth noticing, and noting the connections that persist with the values that we speak to on this NurseManifest blog.   In the March 2015 issue, Editor Shawn Kennedy writes about the significance of the March Women’s History Month, and the importance of nurse leaders throughout history, women who are largely unknown and unacknowledged but whose accomplishments were ground-breaking.. You can see Shawn’s Editorial, and follow the journal on the AJN blog – Off the Charts.

The March issue, like all of the recent issues, contains several articles that connect in spirit to our NurseManifest project –

  • “Perspectives on leadership: Conflict Engagement: A New Model for Nurses” that launches a series of future articles on leadership.
  • “Advancing Health through Nursing: Progress of the Campaign for Action” that continues a series of articles that provide an update on the impact of the IOM 2010 report on the future of nursing.
  • A report on moral distress in nursing
  • A “Reflections” column that is published in most issues of the journal, that shares reflective stories of nurses’ experience in practice.  The March column is titled “Am I Going to Be OK? Keeping the Trust of Patients at Critical Moments.”
  • An “Art of Nursing” column that appears in most issues.  The March column is a poem relating a tragic experience in an emergency department waiting room.

You can see the entire table of contents, and at least view abstracts on the AJN web site.  If you have not seen AJN lately, I highly recommend taking another look, and follow Off the Charts!