Integrating caring science and the Caritas Processes® in nursing education: A guide for a caring science curriculum.
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| Titel: | Integrating caring science and the Caritas Processes® in nursing education: A guide for a caring science curriculum. |
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| Autoren: | Horton-Deutsch S; University of San Francisco/Kaiser Permanente Partnership, University of San Francisco School of Nursing and Health Professions, United States of America; Watson Caring Science Institute, United States of America. Electronic address: shortondeutsch@usfca.edu., Watson J; Watson Caring Science Institute, United States of America; Dean Emerita University of Colorado, United States of America. Electronic address: jean@watsoncaringscience.org. |
| Quelle: | Journal of professional nursing : official journal of the American Association of Colleges of Nursing [J Prof Nurs] 2025 Nov-Dec; Vol. 61, pp. 84-89. Date of Electronic Publication: 2025 Sep 26. |
| Publikationsart: | Journal Article |
| Sprache: | English |
| Info zur Zeitschrift: | Publisher: W.B. Saunders Country of Publication: United States NLM ID: 8511298 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1532-8481 (Electronic) Linking ISSN: 87557223 NLM ISO Abbreviation: J Prof Nurs Subsets: MEDLINE |
| Imprint Name(s): | Original Publication: [Philadelphia, PA] : W.B. Saunders, [c1985- |
| MeSH-Schlagworte: | Curriculum* , Empathy* , Education, Nursing*, Humans ; Students, Nursing/psychology ; Patient-Centered Care ; Education, Nursing, Baccalaureate |
| Abstract: | This article examines how Watson's Caring Science theory and the 10 Caritas Processes® can be systematically integrated into contemporary nursing education curricula to foster humanistic centered-care. Current nursing education faces the challenge of balancing empirical, evidence-informed education with the profession's foundational commitment to holistic, human-centered care. The article explores discipline-specific educational approaches that realign faculty-student relationships within a caring framework, providing nursing educators with theoretical foundations and practical implementation strategies for curriculum development. This comprehensive framework addresses nursing's unique twofold identity as both an empirical science and a caring discipline. By incorporating Watson's Caring Science principles throughout the educational continuum, the approach ensures that future nurses develop competencies to deliver care that seamlessly integrates evidence-informed practice with authentic human connection and compassion. (Copyright © 2025 Elsevier Inc. All rights reserved.) |
| Contributed Indexing: | Keywords: Caring curriculum; Caring science; Caritas processes; Competencies; Nursing education |
| Entry Date(s): | Date Created: 20251129 Date Completed: 20251129 Latest Revision: 20251129 |
| Update Code: | 20251130 |
| DOI: | 10.1016/j.profnurs.2025.09.010 |
| PMID: | 41318185 |
| Datenbank: | MEDLINE |
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Nájsť tento článok vo Web of Science | Abstract: | This article examines how Watson's Caring Science theory and the 10 Caritas Processes® can be systematically integrated into contemporary nursing education curricula to foster humanistic centered-care. Current nursing education faces the challenge of balancing empirical, evidence-informed education with the profession's foundational commitment to holistic, human-centered care. The article explores discipline-specific educational approaches that realign faculty-student relationships within a caring framework, providing nursing educators with theoretical foundations and practical implementation strategies for curriculum development. This comprehensive framework addresses nursing's unique twofold identity as both an empirical science and a caring discipline. By incorporating Watson's Caring Science principles throughout the educational continuum, the approach ensures that future nurses develop competencies to deliver care that seamlessly integrates evidence-informed practice with authentic human connection and compassion.<br /> (Copyright © 2025 Elsevier Inc. All rights reserved.) |
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| ISSN: | 1532-8481 |
| DOI: | 10.1016/j.profnurs.2025.09.010 |