What's in a Definition? , and : Report of an Integrated Literature Review.

Nurses and others have used various terms to describe our caring/healing approach to practice. Because terms used can influence our image of ourselves and the image others have of us, we sought to clarify their meanings. How are the terms , and defined or described? Do we identify with these definitions/descriptions? Are the various terms the same or are they distinct? We conducted an integrated review of peer-reviewed literature following the process described by Whittemore and Knafl.

Expanding the Reach of Continuing Educational Offerings Through a Web-Based Virtual Network: The Experience of InspireNet.

Virtual platforms using webinars, e-posters, e-newsletters, wikis and blogs connect people who have common interests in new ways. When those individuals are healthcare providers, a professional network that operates on a virtual platform can support their needs for learning, professional development and information currency. The practice of e-learning for continuing professional development is emerging , particularly in nursing where shift work shift inhibits their ability to attend conferences and classes.

Application of integral theory in holistic nursing practice.

This study explores the utility of Integral Theory's metatheoretical framework in supporting holistic nursing practice. A case example is provided to illustrate how integral theory allows for the organization, integration, and application of nursing knowledge generated from multiple perspectives in complex nursing contexts.

Use of social media and web 2.0 technologies to increase knowledge and skills of british columbia nurses.

Health professionals' use of social media and Web 2.0 technologies are emerging as a new area of research. We present the experiences of a province-wide network in Canada that was developed using such technologies as a means to increase nurses' capacity in nursing health services research.

Standards of holistic nursing practice as guidelines for quality undergraduate nursing curricula.

The accreditation criteria of the Commission for Collegiate Nursing Education (CCNE) direct faculty to select nationally developed standards for professional practice to guide curricula and to articulate curriculum outcomes. Recently, the CCNE proposed that all undergraduate programs should adopt the American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education as one set of national standards for undergraduate and prelicensure programs. Standards of Holistic Nursing Practice, developed by the American Holistic Nurses' Association, is an additional set of standards that assists in defining quality for undergraduate nursing education.

Teaching nurses to focus on the health needs of populations: a Master's Degree Program in Population Health Nursing.

Responding to the mandate to prepare nurses for practice in population-based healthcare, the faculty at Cleveland State University (CSU) developed a unique Master of Science in Nursing program to prepare Population Health Nurse Experts. The program prepares nurses to examine the health status of populations and to design, implement, and evaluate nursing interventions accounting for the varied factors impacting on the health of a defined group. The speciality of population health nursing is practiced by nurses who can use population sciences (epidemiology, demography, population projections, and population behavioral theories) along with post-baccalaureate nursing competencies to work with defined populations across care environments.

Nursing diagnosis and nursing theory: exploration of factors inhibiting and supporting simultaneous use.

Purpose: To explore the values and philosophies of nursing theories that inhibit the simultaneous use of nursing diagnosis and nursing theory.

Sources: Published articles, books, book chapters.

Data Synthesis: Four factors in the literature and reflected in practice may have had a negative influence on the use of nursing diagnoses: (a) commitment to the uniqueness of each person, (b) an abandonment of the nursing process, (c) a perspective that nursing care is an evolving interaction, and (d) a belief that theory-derived language is more articulate and precise than standard classifications.