10 Philosophy of Nursing

Philosophy in Nursing

Why Philosophy Matters in Nursing Education

Nursing is more than just following rules and procedures. It’s about making a real difference in people’s lives. But traditional nursing education, often focused on theories and models, can make it difficult for students to connect their learning to the real world. That’s where philosophy comes in.

Nursing practice is complex and dynamic; sometimes, traditional knowledge structures fall short of capturing the multifaceted reality nurses face (Sharifi‐Heris & Bender, 2023). Engaging in philosophical activity can help bridge this gap and empower students to find their “why”—their personal purpose and motivation for entering the profession.

Philosophy helps students grapple with the “why” behind nursing. A “mismatch between experienced nursing phenomena and existing dominant structures of knowledge” exists (Sharifi‐Heris & Bender, 2023). Philosophical inquiry provides a framework for students to explore the fundamental questions surrounding nursing: What is nursing? How is nursing knowledge generated? How should this knowledge be applied in diverse and dynamic care situations? (Sharifi‐Heris & Bender, 2023).

Philosophy encourages critical thinking and analysis.

Instead of passively absorbing information, philosophical activity encourages students to question assumptions, challenge existing practices, and consider alternative perspectives (Sharifi‐Heris & Bender, 2023). This critical approach helps students develop a deeper understanding of the complexities of nursing and cultivates their ability to navigate ethical dilemmas, cultural differences, and the ever-evolving healthcare landscape (Sharifi‐Heris & Bender, 2023).

Philosophy promotes self-reflection and the development of a personal philosophy of nursing.

Engaging in philosophical inquiry prompts students to examine their values, beliefs, and motivations for entering the profession (Sharifi‐Heris & Bender, 2023). This process of self-discovery allows them to articulate a personal philosophy of nursing, a compass guiding their practice and shaping their professional identity.

By incorporating philosophy into nursing education, educators can empower students to become more than just competent practitioners. Philosophy equips them to be critical thinkers, ethical decision-makers, and compassionate caregivers who are deeply connected to their “why” and committed to making a meaningful difference in the lives of their patients and communities.

A nursing philosophy is like a compass that guides your actions and helps you to provide the best possible care for your patients. As you embark on this incredible journey in nursing, it is important to reflect on your own personal beliefs and values and how they shape your approach to care. One helpful way to think about nursing is through the lens of posthumanism, an idea that challenges us to think beyond traditional views of what it means to be human (Petrovskaya, 2023).

For centuries, Western thought has been dominated by humanism, which puts humans at the center of everything. While humanism has its merits, posthumanism points out that this worldview has led to some problems, such as: the exploitation of nature, the oppression of marginalized groups, and a disregard for the interconnectedness of all beings (Petrovskaya, 2023). Posthumanism encourages us to consider the needs of all beings, not just humans. This means recognizing the importance of: environmental sustainability, social justice, the well-being of future generations (Petrovskaya, 2023). Applying this to nursing means advocating for equitable healthcare access and considering the social determinants of health that impact patients’ lives (Petrovskaya, 2023).

Incorporating Posthumanism in Nursing

Posthumanism also encourages us to think about healthcare in a holistic way, recognizing that our patients are not just individuals but are part of larger systems and networks. This includes their families, communities, and the environment (Petrovskaya 2023). As a novice nurse, you may find yourself questioning traditional approaches to care and seeking ways to make healthcare more equitable and just.

As you develop your nursing philosophy, ask yourself:

• How can I treat each patient as a unique individual while also recognizing their interconnectedness with others?
• How can I advocate for social justice and environmental sustainability in my practice?
• How can I challenge the status quo and promote a more inclusive and equitable healthcare system?

These are complex questions, and there are no easy answers. But by engaging with these questions, you can begin to develop a nursing philosophy that is both compassionate and critical, and that will guide you in providing truly excellent care.

Discovering a Philosophy of Nursing Through the Arts

The unique nature of the arts provides a catalyst for learning by enabling students to muse through different mediums, connect emotionally with their learning, step outside of their comfort zones, consider diverse perspectives, and create unique pedagogical spaces (Rieger et al., 2020). By engaging in arts-based pedagogy (ABP), students can move beyond the traditional, technical-rational approach to nursing education and explore the aesthetic and holistic aspects of the profession (Rieger et al., 2020). This process can lead to authentic reflections, transformations of perspectives, a deeper understanding of others, the development of unique nursing skills, and inspiration towards advocacy (Rieger et al., 2020).

Here are some specific ways in which the arts can be used to facilitate the discovery and creation of a nursing philosophy for pre-licensure students:

Engaging in Artistic Reflection: Students can be encouraged to reflect on their clinical experiences and observations through various art forms like visual art, music, creative writing, drama, and dance. These artistic expressions can serve as a starting point for discussions about their values, beliefs, and assumptions about nursing. * For example, students could create a visual representation of their understanding of “care” or write a poem about their experience witnessing a patient’s suffering (Rieger et al., 2020). This process can help them to connect emotionally with their learning and move beyond a purely intellectual understanding of nursing concepts (Riegel et al., 2020).

Exploring Diverse Perspectives: Art can be used to expose students to the experiences and perspectives of patients and families from diverse backgrounds. Engaging with art created by patients, participating in dramatic simulations, or creating artwork from the perspective of a patient can foster empathy, challenge assumptions, and broaden their understanding of the human experience (Jantzen et al., 2023). For instance, role-play a scenario where the nurse is caring for a patient who does not speak their language, or to create a piece of art reflecting a patient’s experience of illness (Jantzen et al., 2023).

Cultivating Moral Imagination: Engaging with art can help students develop their moral imagination, which is crucial for navigating ethical dilemmas and making sound clinical judgments (Jantzen et al., 2023). Art can provide a safe space to explore complex ethical issues, consider alternative courses of action, and develop the capacity for empathy and compassion (Jantzen et al., 2023). Activities like analyzing a piece of art that depicts an ethical dilemma in healthcare, or writing a short story about a nurse facing a difficult ethical decision, can stimulate discussion and critical thinking about moral responsibility in nursing (Jantzen et al., 2023).

Fostering Critical Thinking: Art can be used to challenge the dominant narratives and assumptions within nursing. By analyzing art that critiques healthcare systems, social injustices, or power dynamics, students can develop a critical lens through which to view their profession and its role in society (Rieger et al., 2020). For instance, examine a photograph that highlights health disparities or analyze a film that portrays the challenges of providing care in under-resourced communities. This critical engagement can help the nurse develop a philosophy of nursing that is grounded in social justice and informed by a nuanced understanding of the complexities of healthcare.

Connecting with Personal Values: The process of creating art can be a deeply personal and introspective one. Encouraging students to explore their own values and beliefs through artistic expression can help them articulate their personal philosophy of nursing. * For example, they could create a collage representing their motivations for entering the nursing profession or write a song that captures their vision of ideal nursing care (Rieger et al., 2020). This can be particularly helpful for pre-licensure students who are still in the process of forming their professional identities (Jantzen et al., 2023). By integrating the arts into nursing education, educators can provide pre-licensure students with a unique and powerful pathway to discovering and creating a philosophy of nursing that is grounded in their own experiences, values, and critical reflections.

Discovering Your Personal Philosophy of Nursing Through the Humanities

Introduction

A personal philosophy of nursing is a statement of your beliefs and values about nursing and how these influence your approach to patient care. Developing a philosophy early in your nursing career can help you to:

Clarify your motivations for entering the profession.

Guide your decision-making in complex clinical situations.

Define your professional identity as a nurse.

Navigate ethical challenges with greater clarity.

This chapter explores the value of using the humanities, including various art forms, to explore and articulate your personal philosophy of nursing.

Why the Humanities?

Traditional nursing education often focuses on scientific knowledge and technical skills. While these are essential components of nursing practice, they do not fully address the complexities of human experience that nurses encounter daily (Rieger et al., 2020). The humanities, including visual art, music, literature, creative writing, drama, and dance, offer a different lens through which to understand and engage with these complexities.

Arts-based pedagogy (ABP) provides opportunities for critical reflection, emotional engagement, and the exploration of diverse perspectives (Rieger et al., 2020).

The arts have a unique ability to tap into unconscious knowledge and generate insights that might not be readily accessible through traditional learning methods (Rieger et al., 2020).

Engaging with the humanities can foster moral imagination, which is essential for ethical decision-making and cultivating empathy and compassion (Jantzen et al., 2024).

Activity

Artistic Exploration of Nursing Concepts

This activity guides you through the process of using the arts to explore your understanding of key nursing concepts and to begin articulating your personal philosophy of nursing.

Materials

A journal or notebook (PowerPoint to create a digital journal)

Use generative AI to

Access to music, literature, or other art forms that resonate with you

Instructions

Choose a Nursing Concept: Select a nursing concept that you find particularly meaningful or challenging. Examples include SDOH, SOI, intuition, empathy, sensitivity, cultural humility, caring, compassion, advocacy, autonomy, justice, or health equity.

Engage with an Art Form: Choose an art form that appeals to you and that you feel comfortable using to express your ideas. See Using the Humanities as Reflection Tools section below for detailed guidance.

Reflect and Create: Spend time reflecting on the chosen concept. Consider its meaning to you, your experiences with it in clinical settings, and how you might express it artistically. Then, create a piece of art that represents your understanding of the concept.

Journaling: After completing your artwork, write a reflective journal entry about your experience. Consider the following questions:

What did you learn about the nursing concept through this process?

How did engaging with the art form influence your understanding?

What values and beliefs about nursing emerged during this activity?

How might this experience influence your approach to patient care?

Outline for Narrative Assignment

Personal Nursing Philosophy

Based on your artistic exploration and journal reflections, write a narrative essay about your emerging personal philosophy of nursing. You can use the following outline as a guide:

I. Introduction:

Briefly introduce the nursing concept you explored.

Explain why you chose this concept and the art form you used.

II. Artistic Process:

Describe your process of engaging with the art form.

What challenges did you encounter?

What insights did you gain?

III. Reflections and Insights:

Discuss the key insights and reflections that emerged from your artistic exploration and journaling.

How did this process influence your understanding of the nursing concept?

What values, beliefs, and assumptions about nursing did you identify?

IX. Personal Philosophy of Nursing:

Based on your reflections, articulate your personal philosophy of nursing.

Consider what you believe to be the purpose of nursing, the role of the nurse, and your core values as a future healthcare professional.

X. Conclusion:

Summarize the key points of your essay.

Lastly, think about how your personal philosophy of nursing might evolve as you progress through your nursing education and career.

Reflection Questions

Here are some additional reflection questions to guide your thinking about your philosophy of nursing:

What do you believe to be the fundamental purpose of nursing?

What qualities do you think are essential for a compassionate and effective nurse?

How do you view the nurse’s role in patient advocacy?

How do your personal values align with the ethical principles of nursing?

What are your hopes and aspirations for your future nursing career?

Using the Humanities as Reflection Tools

The humanities offer a wide range of tools for reflection and critical thinking about nursing concepts and practices. Here are some examples:

Literature: Novels, plays, and poems can offer insights into the lived experiences of patients and families dealing with illness, disability, and loss. They can also provide ethical and philosophical perspectives on healthcare.

Visual Art: Paintings, sculptures, and photography can evoke emotional responses and stimulate critical thinking about complex issues like health disparities, social justice, and the impact of illness on individuals and communities.

Music: Music can be used to explore a range of emotions and themes relevant to nursing, such as grief, loss, hope, resilience, and the healing power of human connection.

Film and Television: Movies and television shows can depict the realities of nursing practice, spark discussions about ethical dilemmas, and highlight the importance of interprofessional collaboration in healthcare.

Creative Writing: Engaging in creative writing, such as poetry, short stories, or personal essays, can be a powerful way to process your own experiences in clinical settings, explore your values, and develop your voice as a nurse.

PERSONAL PHILOSOPHY OF NURSING SAMPLE:

My philosophy of teaching nursing centers around empowering students to become compassionate caregivers who recognize the profound impact of the social determinants of health (SDOH) and skill of involvement (SOI) on their patients’ health and well-being. Nursing education that encourages students to utilize philosophical inquiry and moral imagination to develop critical thinking skills, challenge existing practices, and consider alternative perspectives in the evolving healthcare landscape are cutting edge. The recognition that patients are not isolated individuals but are part of larger systems and networks can empower nurses to advocate for systemic change and promote health equity. My research interests include how SDOH and SDOE alongside SOI impact nursing students in rural communities. I am currently working to implement an Arts Based Pedagogy (ABP) into nursing curriculum. Integrating nursing and the humanities can help students connect with the emotional and human dimensions of nursing. Artistic expression provides a unique pathway for exploring complex nursing concepts that have the power to humanize healthcare. Dr. Brown, 2024

Conclusion

Developing a personal philosophy of nursing is an ongoing process that should continue throughout your nursing education and career. Using the humanities, including the arts, as tools for reflection and inquiry, can enhance this process. These approaches can help you to move beyond a purely technical and scientific understanding of nursing and to engage with the profession’s ethical, emotional, and human dimensions (Rieger et al., 2020).

Glossary

Arts-Based Pedagogy (ABP): Using art forms like painting, music, or writing in education to help students learn and think critically. For example, students might create a painting to express their understanding of patient care.

Compassionate Care: Providing care that considers a patient’s physical, emotional, and social needs. It involves showing kindness, empathy, and understanding towards patients and their families.

Critical Thinking: Analyzing information carefully, questioning assumptions, and considering different perspectives to make well-informed decisions. For example, a nurse might use critical thinking to evaluate a patient’s symptoms and decide on the best course of treatment.

Cultural Humility: An ongoing process of self-reflection and learning to understand and respect different cultures and beliefs, recognizing that one’s own perspective is not the only or the “right” one. It involves recognizing power imbalances and working to create more equitable and inclusive healthcare practices.

Ethical Decision-Making: The process of making decisions in healthcare that are morally sound and consider the values and beliefs of all involved. It involves understanding ethical principles, weighing potential consequences, and choosing the best course of action in challenging situations.

Health Equity: When everyone has a fair and just opportunity to be as healthy as possible, regardless of their background or circumstances. This means addressing social, economic, and environmental factors that can affect people’s health.

Holistic Healthcare: An approach to healthcare that considers the whole person – their physical, emotional, mental, and spiritual well-being – rather than just focusing on their illness.

Humanism: A philosophy that emphasizes the value and agency of human beings, often prioritizing human interests and perspectives.

Humanities: Academic disciplines that study human culture, such as literature, philosophy, history, and the arts. The humanities can help us understand the complexities of the human experience and apply those insights to healthcare.

Moral Imagination: The ability to envision different possibilities and perspectives, especially in ethical situations, and to empathize with others. For instance, a nurse might use moral imagination to understand a patient’s difficult decision about their treatment.

Nursing Philosophy: A set of beliefs and values that guide a nurse’s practice. It shapes how a nurse approaches patient care, makes decisions, and interacts with colleagues and the healthcare system.

Posthumanism: A philosophy that challenges the idea that humans are superior to other living beings and emphasizes the interconnectedness of all things, including the environment.

Social Determinants of Health (SDOH): Non-medical factors that influence a person’s health, such as where they live, their income, their education, and their access to healthy food and healthcare.

Social Justice: Working to create a fair and equitable society where everyone has equal opportunities and rights, including the right to good health. This involves addressing systemic barriers and advocating for policies that promote health and well-being for all.

Traditional Nursing Education: A model of nursing education that has often focused on teaching scientific knowledge, technical skills, theories, and models.

References

Jantzen, D., Newton, L., Dompierre, K.‐A., & Sturgill, S. (2024). Promoting moral imagination in nursing education: Imagining and performing. Nursing Philosophy, 25, e12427. https://doi.org/10.1111/nup.12427

Petrovskaya, O. (2023). Farewell to humanism? Considerations for nursing philosophy and research in posthuman times. Nursing Philosophy, 24, e12448. https://doi.org/10.1111/nup.12448

Rieger, K. L., Chernomas, W. M., McMillan, D. E., & Morin, F. L. (2020). The arts as a catalyst for learning with undergraduate nursing students: Findings from a constructivist grounded theory study. Arts & Health, 12(3), 250–269. https://doi.org/10.1080/17533015.2019.1608569

Risjord, M. (2013). Nursing and human freedom. Nursing Philosophy, 15(1), 35–45. https://doi.org/10.1111/nup.12026

Sharifi‐Heris, Z., & Bender, M. (2023). What constitutes philosophical activity in nursing? Toward a definition of nursing philosophy based on an interpretive synthesis of the recent literature. Nursing Inquiry, 30, e12582. https://doi.org/10.1111/nin.12582