Critique Of Research Studies -Assignment

Critique Of Research Studies -Assignment
Critique Of Research Studies -Assignment
For Part 3 of the critique, focus only on the following segments for each article:
Quantitative Qualitative
· Results · Results
· Data analysis · Data analysis
· Reliability and validity · Theoretical integrations
· Discussion · Discussion
· Interpretation of findings · Interpretation of the findings
· Implications/Recommendations · Implications/Recommendations
· Global Issues · Global Issues
· Presentation · Presentation
· Researcher credibility · Researcher credibility
· Summary assessment · Summary assessment
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2
Consortium (ICC) is focused on Caring Literacy and Caritas Literacy, seeking more and more specificity in the knowledge, skills, and ways of being to manifest such literacy. A working document is found in the Addenda as well as on the Web site www.caritasconsortium.org.* In the meantime, I have identified the following general guideline dimensions as examples of “ontological competencies” that facilitate Caring Literacy. These directions have emerged from my work over the past decade or so and need to continue to unfold with more specificity— something related to the ICC project— ultimately leading to better documentation and assessment of Caring/ Caritas. I invite readers to identify the ontological- literacy processes they bring to their caring- healing practice and to continue to contribute to more specificity so these practices can be taught, documented, researched, and practiced. WATSON’S CARITAS LITERACY DIMENSIONS: A WORK IN PROGRESS Cultivate Caring consciousness and intentionality as a starting point Ability to “Center”— quiet down, pause before entering patient’s room or be still in the presence of the other Ability to “read the field” when entering into the life space or field of another Ability to Be present— Be with other as well as Do for other Accurately identify and address person by name Maintain eye contact as appropriate for person/ cultural meaning and sensitivity Ability to ground self and other for comforting, soothing, calming acts Accurately detect other’s feelings Stay within the other’s frame of reference Invite and authentically listen to the inner meaning, the subjective story of other Authentically listen/ hear behind the words Hold other with an attitude of unconditional loving- kindness, equanimity, dignity, and regard Ability to be with “silence,” waiting for other to reflect before responding to questions, allowing other’s inner thoughts to emerge Respond to the other’s feelings and mood verbally and nonverbally, with authentic affective congruence Cultivate and create meaningful caring- healing rituals: translate conventional nursing tasks into purposive healing acts For example, hand washing as purification, cleansing psychically as well as physically; use as opportunity to “center,” release, and bless patient/ situation while preparing oneself to enter into next moment Incorporate, translate, and expand nursing skills/ tasks into nursing arts/ caring- healing modalities: for example, intentional use of music- sound, touch, aroma, visual- aesthetic- beauty, energetic approaches, and so on Carry out conventional nursing tasks and procedures, such as basic needs and physical care acts, as intentional, reverential, respectful caring- healing arts Cultivate own practices for spiritual growth and evolution of higher/ deeper consciousness Others— yet to be identified (see www.caritasconsortium.org). We need to continue to explore models for cultivating Caring Literacy and skill in attending to our human presence in “Being- in- caring- healing- relationships.” These directions incorporate aspects of caring such as silence, song, music, poetry, physical and nonphysical touch, centering practices of “presencing”; the use of art, nonverbal expressive forms, spirit- energy- filled conscious affirmations; holding intentions of wholeness, calmness, healing, and so on. Within this framework of Caring Literacy, it is important to realize that the nurse is not only in the environment, able to make significant changes in ways of Being/ doing/ knowing in the physical environment, but that the nurse IS the environment (Quinn 1992; Watson 2005). Thus, the nurse is invited to engage in significant insight into the Nurse- Self as an energetic- vibrational field of consciousness and intentionality (Quinn 1992), affecting the entire environment for better or for worse. The nurse’s (caring- loving) consciousness radiates higher vibrational effects. A nurse without an informed, “literate” caring consciousness can actually be “biocidic”— that is, toxic, life destroying, and destructive to the experience of others (Halldorsdottir 1991). On the other hand, a nurse who is cultivating ontological competencies in Caring Literacy is more likely to be “biogenic”— that is, life giving and life receiving for self and other and thereby more likely to engage in and experience a transpersonal caring- healing moment. As the nurse cultivates these ontological literate abilities and sensitivities of caring, there is an invitation to open to inner healing processes that expand to infinite new possibilities. Ontological– Caring Literacy directions serve only as examples of the intersection between technological competencies and emotional- intellectual literacy of human caring skills of Being- Caring. Such exploration into the literacy of caring incorporates the ethical, philosophical, and theoretical foundations of professional caring- healing. This view of Caring Literacy serves as core knowledge that leads directly back to the original Carative Factors and the evolution toward Caritas Consciousness and Caritas Processes.

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