[Workplace hospital. Courage for what's matter of course--courage for unburdening].
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Humans↗
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True courage: a most courageous man.
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Aged↗
Nurses don't need courage to care; caring gives us courage.
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Empathy↗
[Alzheimer disease: courage for diagnosis, courage for therapy].
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Aged↗
[Courage--the mother of all virtues].
To be a physician requires courage. To engage in the patient as a person calls for social courage. Courage is needed to act rapidly and firmly in unclear clinical situations. The noble art of saying no to patients, bureaucrats and politicians calls upon courageous doctors. To resist follies and fallacies in medicine requires courage. The same virtue is necessary for the brave colleagues who try to diagnose and heal the perils within the medical fraternity. The autonomy, renewal and sustainability of medicine depend on courageous physicians. This article highlights the concept of courage, how this virtue may be promoted in the making of doctors and how courage should be facilitated in our professional culture.
Clinical Competence↗
Courage in middle-aged adults with long-term health concerns.
The purpose of this study was to develop a substantive grounded theory of courage among middle-aged adults with long-term health concerns. Twenty-five persons from rural and non-metropolitan areas of Central Illinois were selected to participate in this study based on theoretical sampling procedures. Interviews of 1 to 2 hours using openended questions were audiotaped and transcribed verbatim. The data were analysed using grounded theory methods. Courage among middle-aged adults with long-term health concerns was determined to consist of an ongoing progressive-regressive process of becoming and being courageous. Being courageous involves being fully aware of and accepting the threat of a long-term health concern, solving problems using discernment, and developing enhanced sensitivities to personal needs and the world in general. Courageous behaviour consists of taking responsibility and being productive. Courage is not limitless, and the process of becoming and being courageous is dependent on intrapersonal and interpersonal factors. Health-care providers facilitate this process by demonstrating competence and communicating effectively. Outcomes of being courageous include personal integrity and thriving in the midst of normality.
Adaptation, Psychological↗
Courage: a neglected virtue in the patient-physician relationship.
The contribution that the virtues can make to the moral life in general and to the moral community constituted in the patient-physician relationship more specifically is gaining increased scholarly attention. This paper explores the meaning and relevance of the virtue of courage for patients and physicians. Courage is presented as a virtue for physicians in addition to the excellences of competence and compassion and a virtue for patients in addition to the excellences of compliance and gratitude. In agreement with Alasdair MacIntyre, courage is held to be necessary, at times, to our expression of care and concern for one another. The patient-physician relationship is shown to be a context in which care and concern is expressed, a context in which courage can be a relevant virtue. Certain conditions are listed as necessary to courage: freedom, fear, risk, uncertainty, an endangered good and a morally worthy end. Equivalents to these necessary conditions are discussed and held to be potentially present in patient-physician encounters. Physicians are pictured as a 'sustaining presence' who have duties toward patients of 'encouragement' that can be fulfilled in ways relative to the requirements of each circumstance. Patients are held to have a duty to learn about the nature of human existence and to develop the character necessary to its negotiation. Patients and physicians can be agents of courage who come together in a context of care and concern where certain goods are preserved even, at times, in the midst of loss. Thus, courage is presented as a relevant and important moral virtue for the patient-physician relationship in which those qualities that define who we are as a moral community are expressed and sustained.
Moral Obligations↗
Courage and today's nurse leader.
The virtue of courage is often overlooked in distinguishing successful leaders. This void is a reflection of the difficulty in defining just what courage is. Is courage facing risk without fear or overcoming fear to face risk? What are the differences between physical and moral courage? Can leaders develop courage? These and many other questions surround the nature of courage and how it pertains to leadership. It is the author's intent that readers have a general understanding of how courage affects nursing leadership in today's health care environment.
Adaptation, Psychological↗
Courage as a process of pushing beyond the struggle.
Six qualitative studies have been carried out to better understand courage among individuals who range in age from 14 to 94 years and are experiencing a variety of lingering threats to their well-being. The purpose of this meta-interpretation was to synthesize those works and further delineate an emergent formal theory of courage. Based on the findings, courage is a dynamic phenomenon that is precipitated by a perceived threat. The ability to be courageous develops over time and includes efforts to fully accept reality, problem solve based on discernment, and push beyond ongoing struggles. Courageous behavior is characterized by efforts to be productive, make contributions, and help others and results in a sense of personal integrity and thriving. Courage is promoted and sustained by several interrelated intrapersonal and interpersonal forces as well as the reflective awareness that one has developed a courageous persona.
Acquired Immunodeficiency Syndrome↗
The culture of courage.
We all want health care to be delivered in an atmosphere of utmost integrity. However, integrity only occurs where there is courage to do the right thing in very difficult situations. Leaders must be very courageous to be successful. They must foster and build courage among their staff to create cultures in which the staff feel safe and supported to always act with integrity. We are not born with courage. We learn courage by eventually mastering situations in which we can act with less and less fear. The leader's obligation is to assess the environment and build opportunities for staff to work courageously with less and less fear as they master more difficult situations in their everyday lives.
Ethics, Nursing↗
On leadership. The culture of courage.
We all want health care to be delivered in an atmosphere of utmost integrity. However, integrity only occurs where there is courage to do the right thing in very difficult situations. Leaders must be very courageous to be successful. They must foster and build courage among their staff to create cultures in which the staff feel safe and supported to always act with integrity. We are not born with courage. We learn courage by eventually mastering situations in which we can act with less and less fear. The leader's obligation is to assess the environment and build opportunities for staff to work courageously with less and less fear as they master more difficult situations in their everyday lives.
Child↗
Courage and tragedy in clinical medicine.
The relationship between medical clinicians and patients is described as potentially tragic in nature and a context in which courage can be a relevant virtue. Danger, risk, uncertainty, and choice are presented as features of clinical relationships that also function as necessary conditions for courage. The clinician is seen as a 'sustaining presence' who has duties of 'encouragement' with respect to patients. The patient is seen to have a duty to learn the condition of human existence which can be discovered in clinical relations and to develop the virtues necessary to a fitting negotiation of human life. Case examples of courage on the parts of the principal participants in the clinical encounter are provided. In addition, several goods for clinicians and patients as objects of courage are identified.
Attitude of Health Personnel↗
Components of courage in chronically ill adolescents: a phenomenological study.
Although courage is an important variable when clients successfully deal with hospitalization and illness, the concept is contradictory and ill-defined in nursing and other literature. The phenomenological approach and research method has been suggested as one means of concept clarification and theory development. Using the phenomenological approach, this study asked: What is the essential structure of the lived experience of courage in chronically ill adolescents? Nine chronically ill adolescents participated in an open-ended, audiotape-recorded interview, describing their subjective experiences of courage. The descriptions were analyzed phenomenologically. Significant statements were extracted, meanings formulated, and themes identified. Thirty-one theme clusters in nine categories emerged from which an essential structure of courage in chronically ill adolescents was derived.
Adaptation, Psychological↗
Concept inventing: a process for creating a unitary definition of having courage.
Having courage is all-at-once inherent in being human and immeasurable. It is intertwined with what living is all about. This article discusses existing theoretical views of courage, provides examples of the importance of the phenomenon for health and quality of life, and presents a unique definition of having courage that emerged through the process of concept inventing--a multidimensional process of creating unitary concepts. The definition having courage is deliberate steadfast risking while creatively living the cherished with opportunities-restrictions is explored in relation to the human becoming theory, and suggestions for future research are made.
Adaptation, Psychological↗
Becoming and being courageous in the chronically ill elderly.
This grounded theory study was conducted to develop a conceptual framework of courage in the chronically ill elderly. Theoretical sampling was utilized, and 21 individuals who were 67 to 94 years of age were interviewed. The interviews were audio-recorded and transcribed verbatim. Data analysis was conducted using the constant comparative method. Based on the findings, becoming and being courageous is a lifelong process that includes a variety of learning experiences. Problem solving is involved, and it is thought to enable the transformation of struggles into challenges. Courageous behaviors are identifiable, and can be maintained with the help of nursing interventions. Outcomes of being courageous include a sense of equanimity and personal integrity.
Adaptation, Psychological↗
Examining the validity and reliability of childhood abuse scales: putting The Courage To Heal to the test.
OBJECTIVE: The main purpose of the current study was to examine the validity and reliability of The Courage To Heal Workbook checklist (Davis, 1990) in part, through examining the internal consistency and studying whether the CTHC distinguished between the participants reporting sexual abuse histories and those who did not. METHOD: Two hundred and seventy-nine college students were surveyed utilizing the symptom checklist from the Courage to Heal Workbook, Trauma Symptom Checklist-40 (TSC-40), Abusive Behavior Inventory (ABI), and questions related to participants' beliefs that they had been abused as a child. RESULTS: Results indicated that the Courage to Heal Checklist (CTHC) has robust reliability (alpha = .97) and can significantly discriminate between reported abuse survivors and nonsurvivors. Fifty-five percent of those participants reporting sexual abuse, 47% of those reporting physical abuse, and 34% of those reporting emotional abuse indicated a period of time during which they did not remember the abuse. CONCLUSION: Results indicate that the CTHC reliably differentiated between participants reporting past sexual abuse and those who did not. Mounting evidence continues to support that adult symptom profiles are able to indicate that some form of trauma is likely to have occurred in the past; however, differentiating between types of abuse based on symptom profiles may be impossible.
Adolescent↗
The new psychotherapies: the courage to be.
The past decade has seen the emergence of popular "new psychotherapies" such as Gestalt Therapy, Transactional Analysis, and Primal Therapy, each with substantial followings. This paper puts forward a hypothesis about what these divergent systems may possess in common. Certain aspects of these therapy systems, in particular the induction of new patients and trainees, are examined in terms of Paul Tillich's concepts of the universal necessity of a rationale for courage. The significance of Tillich's analysis of courage for various historical movements is reviewed. In each system an element of unconditional commitment to a particular world view is required, as evidenced in the writings of the proponents of these systems, for the patient to be accepted into the particular system. These theoretically divergent systems possess, in common, a factor of an initial commitment to and induction into a collective belief system comparable to what Tillich describes as "the courage to be as a part".
Gestalt Therapy↗
Having courage: a lived experience of human becoming.
The purposes of this research were to discover the structure of the experience of having courage and to contribute to knowledge about human becoming. Participants were 10 persons with spinal cord injuries. The Parse research method was used to answer the research question, What is the structure of the lived experience of having courage? The central finding of this study is the following structure: The lived experience of having courage is a fortifying tenacity arising with triumph amid the burdensome, while guarded confidence emerges with the treasured. The findings are discussed in relation to human becoming, relevant literature, and future research.
Adaptation, Psychological↗