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In summary, older patients undergoing ostomy surgery require individual assessment of their functional abilities related to self-care. When deficits are identified it is the ET nurse who must respond with a creative, innovative approach that will assist the patient towards self-care, independence, and recovery.
The archaic story of the Thracian musician Orpheus and his bride Eurydice is heard first as an ancient myth of marriage and death, wedding and separation. The mixture of expectation and dread in its sentiments is sounded still today in the contemporary wedding songs and funeral laments of the Mediterranean and the Balkans. Similar sequences of engagement and withdrawal, ascent and descent, change and metamorphosis are found in the adventures and vicissitudes of other mythic figures. Its premise of the soul's transmigration and its promise of psychic transformation inspired the religious ruminations and philosophic speculation of many centuries. The shifting keys in the songs of Orpheus and the cries of Eurydice score the shocking emotions of epiphanal moments, the creative 'agon', and a depth psychological passage. With its crescendos and denouements, the Orpheus/Eurydice phenomenon suggests the range of experience as one both engages reality and reaches toward meaning.
Grandparents are a vital link for young families. The support grandparents can provide to the new family is now more important than ever. A creative grandparenting program can increase the likelihood that grandparent support is effective and welcomed. This article includes a discussion of such a program, suggested content areas to include, and the development of appropriate teaching strategies.
Guided Visual Metaphor (GVM) is a six-step, learner-centered, creative strategy for teaching nursing diagnosis that combines multidimensional visual and verbal techniques. Learner-participative components include drawing and labeling, reflection, strength and problem identification, nursing diagnosis selection, prioritization, and discussion. The GVM was implemented over a four-week period with 19 associate degree students enrolled in their first nursing course. Positive student evaluations for the GVM, as well as positive learner outcomes, support its continued use. Teacher evaluation of the product (nursing diagnostic statement) was based on three levels of diagnostic skills criteria. Following week four, all students met all Level 1 and Level 2 skills criteria for each nursing diagnosis. Seventy-four percent met at least one Level 3 (highest level) criterion for one or more nursing diagnosis. Fifty-eight percent met at least one Level 3 criterion for two or more nursing diagnoses. Students also required less teacher guidance with each subsequent use of the GVM.
Maurice Ravel had been subject to psychiatric disorder for many years when signs of organic brain disease appeared at the age of 52. Aphasia, apraxia, agraphia, and alexia became established some five years later. Musical creativity was lost. Alajouanine diagnosed cerebral atrophy with bilateral ventricular enlargement. Though Ravel's condition deteriorated progressively, generalised dementia was not apparent. He died in December 1937, after a craniotomy performed by Clovis Vincent, possibly from a subdural haematoma. Vincent's operative findings are described here. The likely cause of Ravel's illness was a restricted form of cerebral degeneration.
To correct a common imbalance in methodology courses, focusing almost entirely on hypothesis-testing issues to the neglect of hypothesis-generating issues which are at least as important, 49 creative heuristics are described, divided into 5 categories and 14 subcategories. Each of these heuristics has often been used to generate hypotheses in psychological research, and each is teachable to students. The 49 heuristics range from common sense perceptiveness of the oddity of natural occurrences to use of sophisticated quantitative data analyses in ways that provoke new insights.
This paper, the first of two companion papers, describes a creative learning approach. Integration Tutorials and Seminars were developed to address concerns of regional fieldwork-education coordinators and preceptors about the ability of third-year student occupational therapists to integrate and apply academic and theoretical knowledge during fieldwork. This ability can be gained through experiential learning in the academic setting and is essential for the effective transfer of academic learning into the students' fieldwork-education experiences (Dale, 1994; Fidler, 1996; McCaugherty, 1991; Neistadt, 1996). The Modified Learning Model of Svinicki and Dixon (1987) was used as a template for an academic course fostering experiential learning. An important secondary goal was to nurture student self-directedness in learning using the philosophy of the Staged Self-Directed Learning Model (Grow, 1991). Case studies were used as a vehicle for engaging and challenging the students. The philosophy, guidelines and process of the Integration Tutorials and Seminars are presented and have the potential to be adapted for occupational therapy curricula around the globe.
Reviewing the literature is not only an essential aspect of research, it can be a creative process. Computerized searches decrease the hours that searches formerly took and allow the researcher to link concepts in ways that were previously difficult to do. Be consistent with your approach to reviewing the literature and your reward will be a comprehensive overview of the extant literature--an excellent start to validating your research project.
The purpose of this article is to describe a philosophical approach for integrating general transcultural nursing concepts and skills within a first semester associate degree nursing course. The authors wished to design a learning activity that would provide meaningful experiences and stimulate critical thinking among nontraditional, culturally diverse students who must learn to care for many clients of diverse cultural backgrounds. With a focus on culture, aging, and health, this creative learner-centered approach, called Cultural Discovery, emphasizes learning outcomes in both the cognitive and affective domains. Cultural Discovery includes several components in conjunction with the Leininger Acculturation Health Care Assessment Enabler for Cultural patterns in Traditional and Nontraditional Lifeways, specifically: background reading assignments, classroom activity component, collaborative library introductory program, videotape program, interview, literature review, reflection, and written paper assignment. Implemented over an eight week period, Cultural Discovery assisted beginning nursing students to systematically conduct a basic general cultural assessment, identify some similarities and differences among individuals within cultural groups, distinguish between varying dimensions of acculturation, and discover the importance of culturally congruent nursing care.
Depression and social isolation affect one in seven people over 65 and there is increasing recognition that social isolation adversely affects long-term health. Research indicates that interventions, which promote active social contact, which encourage creativity, and which use mentoring, are more likely to positively affect health and well-being. The purpose of this study was to evaluate a complex intervention for addressing social isolation in older people, embodying these principles: The Upstream Healthy Living Centre. Mentors delivered a series of individually-tailored activities, with support tailing off over time. Two hundred and twenty-nine participants were offered the Geriatric Depression Scale, SF12 Health Quality of Life, and Medical Outcomes Social Support scale at baseline, then 6 months and 12 months post intervention. Semi-structured interviews were conducted with 26 participants, five carers and four referring health professionals to provide a deeper understanding of outcomes. Data were available for 172 (75%) participants at baseline, 72 (53% of those eligible) at 6 months and 51 (55%) at 12 months. Baseline scores indicated social isolation and high morbidity for mental and physical health. The intervention was successful in engaging this population (80% of referrals were engaged in some form of activity). At 6 months, there were significant improvements in SF12 mental component, and depression scores, but not in perceived physical health or social support. At 12 months, there were significant improvements in depression and social support and a marginally significant improvement in SF12 physical component (p = 0.06), but the SF12 mental component change was not maintained. The qualitative data showed that the intervention was well-received by participants. The data indicated a wide range of responses (both physical and emotional), including increased alertness, social activity, self-worth, optimism about life, and positive changes in health behaviour. Stronger, 'transformational' changes were reported by some participants. Individual tailoring seemed to be a key mediator of outcomes, as was overcoming barriers relating to transport and venues. Key processes underlying outcomes were the development of a positive group identity, and building of confidence/self-efficacy. The Upstream model provides a practical way of engaging socially isolated elderly people and generating social networks. The data suggest a range of psychosocial and physical health benefits. Although there are limitations in attributing causality in uncontrolled studies, the data seem to indicate a reversal of the expected downward trends in some aspects of participants' health, and suggest that this approach is worth further investigation.
The present study attempted to demonstrate a correspondence between artistic style and the personality of the creator. Personality style, defined as a cognitive-affective system of defenses and controls, was identified for 20 renowned painters through an analysis of their individual Rorschach protocols. Their creative work was classified independently by a jury of 4 persons (one art critic; two eminent painters and the junior author) into stylistic categories similar to those elaborated by the senior author for the Rorschach. The overall correspondence achieved was statistically significant (.72, p < .01), with individual correlations ranging from .75 to .86 (p < .01).
Since the end of 1987, the Medical Center and University libraries at Loma Linda have progressed from stand-alone CD-ROM-based workstations for access to MEDLINE to networked CD-ROM access to a variety of databases. T.O.M.M.I. (Total Online Medical Material Integration) is a CD-ROM-based wide area network linking the Loma Linda University Medical Center, Loma Linda University, and other entities in Loma Linda, California. T.O.M.M.I., a microcomputer-based system, represents the implementation of IAIMS at Loma Linda. In addition to discussing the issue of "downsizing" campus-wide information networks, this article focuses on the issues of training, handling of logistical problems, and the use of creative financing.
Both mental illness and creativity run in families. This observation suggests the possibility of genetic predisposition; in light of the known dynamic interrelationships among the environment, the personality, and the brain, however, it does not diminish the possibility of significant environmental influence on personal development. An examination of the biological, psychological, and social forces impacting the life of Walter Inglis Anderson (1903-1965), the South's most important artist, serves as a case in point. Anderson's upbringing, including his mother's determination that her sons become artists and her beliefs about the shamanistic role of artists in society, might have played a large part in establishing an unusual and indelible frame of reference in a family whose history insinuated the possibility of untoward outcomes. Walter Anderson's life as an artist--one who lived at times in an alternative reality--raises questions about how a different set of circumstances might have affected his mental state as well as his talent. This essay discusses some of the important relationships, events, and circumstances in Walter Anderson's life from a biopsychosocial perspective, with emphasis on psychodynamic implications of his illness and its questionable diagnosis as schizophrenia.
To date, research within the domain of critical life events, coping, and adaptation has been mostly fragmented, outcome-oriented, and neglectful of individual differences. The aim of this research was to add a holistic understanding of the domain by using a creative hermeneutic and phenomenological perspective to understand how individuals with disability and chronic illness survive and cope successfully with their lives in spite of overwhelming odds. The lived experience of 35 informants and 14 autobiographers, who represented a wide range of people with disability and chronic illness, was used as the basis for understanding the phenomenological world of chronic conditions. Through in-depth interviews and autobiographical analysis the results were content analysed and organized into paradigm cases, exemplars and themes. Five factors that facilitated coping and adaptation were identified. The combined elements of spiritual transformation, hope, personal control, positive social supports, and meaningful engagement in life, enabled individuals to empower themselves and come to terms with their respective conditions. An overall paradigm and model of wholeness and reconstitution was also developed, which identified the processes by which people reconciled their outer forms of disability, decay or suffering and discovered an embodiment of their own inner resources and strengths. These experiences led many people to realize their own inherent sense of wholeness and unity, and to experience and integrate a deeper meaning, sense of self, and spirituality within their lives.
Obviously, these suggestions are just the tip of the iceberg. If you allow yourself to relax and brainstorm, either alone or with your colleagues, you can create any number of variations and modifications to these ideas, not to mention a long list of your own. Whether you have some cobwebs that you've been meaning to clear out since you've been teaching for several years, or you've just begun to teach and need some tips, creative teaching strategies are certainly worth the effort--both for your learners and you.
Novice and experienced nurses are consistently concerned about their knowledge, skills and abilities to function appropriately in arrest situations. The clinical teachers at Mount Sinai Hospital in Toronto have established an innovative, creative, practical and cost-effective workshop that addresses nurses' code skills. The 500 evaluations received from nurses who have attended the workshops show the program is a resounding success. The 4-hour workshop concentrates on the nurses' role during cardiac arrests in four key areas: leadership, drug administration, suctioning, and airway management. The program is complete with goals and objectives, props, specific evaluation forms, and a take-home examination. The hands-on component of the workshop allows the application of new information under close observation and supervision of knowledgeable and skilled clinical teachers.
Updating knowledge is important in maintaining effective nursing competency. The hectic pace of health care delivery in the 1990s does not always allow for attending day-long continuing education sessions. This article presents creative teaching-learning strategies that are self-paced, interesting, and less time intensive, designed to update nurses on sexually transmitted diseases.
Faculty committed to undergraduate education have discovered the need to address teaching strategies that focus on the new generation of students. In teaching an undergraduate course on Nursing the Client with a Mental Illness, the affective domain of learning is used to develop interpersonal competence, self-awareness, and self-reflection. The teaching technique used is an experiential exercise that asks students to create group mandalas using art materials on circular pieces of butcher-block paper. The mandala concept is derived from the Buddhist tradition and means "circle" or "center" in Sanskrit. Carl Jung introduced this technique to the United States and incorporated it into his therapy. As a creative, active learning strategy, the mandalas helped the faculty meet the clinical objectives for the course and the learning needs of a new generation of students. They also helped students learn about Eastern philosophy, group process, self-awareness, and Jungian therapy.