This article presents a reflection about care, self-care and caring for oneself and establishes these issues' relations with the paradigms of totality and simultaneity. On the first part of the text, care and its general aspects are contextualized; the second part discusses about care in Martin Heidegger's philosophical perspective; the third part explores self-care on Dorothea Orem's conception; the fourth part considers Michel Foucault's care of oneself. And finally, the fifth part aims to establish the relationship between the concepts of self-care and care of oneself, and the totality and simultaneity paradigms. Self-care and care of oneself are connected to the objectivism of the totality, and to the subjectivism of the simultaneity. These subjects lead nursing to comprehend such paradigmatic inheritance and its implications on the nursing care.
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http://dx.doi.org/10.1590/s0080-62342009000300028 | DOI Listing |
Conscious Cogn
December 2024
Faculty of Human-Environment Studies, Kyushu University, Fukuoka, Japan.
The aim of the current study was to investigate visual scan patterns for the self-face in infants with the ability to recognize themselves with a photograph. 24-month-old infants (N = 32) were presented with faces including the self-face in the upright or inverted orientation. We also measured infants' ability to recognize oneself in a mirror and with a photograph.
View Article and Find Full Text PDFArch Sex Behav
December 2024
Department of Psychology, Carleton University, 1125 Colonel By Drive, Ottawa, ON, K1S 5B6, Canada.
Among young adults, engaging in sexting (i.e., sharing sexually explicit materials of oneself with others) can be a healthy and normative sexual experience.
View Article and Find Full Text PDFJ Contin Educ Health Prof
October 2024
Dr. Van Hoof: Associate Professor, University of Connecticut School of Nursing, Storrs, and Department of Community Medicine and Health Care, University of Connecticut School of Medicine, Farmington, CT.
The science of learning (learning science) is an interprofessional field that concerns itself with how the brain learns and remembers important information. Learning science has compiled a set of evidence-based strategies, such as distributed practice, retrieval practice, and interleaving, which are quite relevant to continuing professional development. Spreading out study and practice separated by cognitive breaks (distributed practice), testing oneself to check mastery and memory of previously learned information (retrieval practice), and mixing the learning of separate but associated information (interleaving) represent strategies that are underutilized in continuing professional development.
View Article and Find Full Text PDFActa Med Acad
December 2024
Centre for Evidence-Based Medicine and Health Care, Catholic University of Croatia, Zagreb, Croatia. ORCID: 0000-0002-8467-6061.
Objective: This study presents the personal experience of a 19-year-old student who fled the war in Ukraine, journeyed across multiple countries, and ultimately enrolled in a university psychology program in Croatia.
Methods: A collaborative autoethnographic approach was employed to explore the student's experience as a war refugee, traversing Europe, and beginning university life in a foreign country. Data were collected through the student's reflective writing.
Community Ment Health J
December 2024
Department of Psychology, Bishop's University, Sherbrooke, QC, Canada.
Community mental health care is a practice setting conducive to the emergence of special situations since the intervention takes place in the client's living environment, a context fraught with multiple and often unpredictable events and triggers. In addition, the healthcare workers are often alone in making decisions. This can lead to a persistent feeling of discomfort when the situation can be seen from several different angles and the healthcare workers find it difficult to make the right decision or are uncomfortable with the consequences of a decision they must make.
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