Browsing by Author "Tapp, Dianne M."

Now showing 1 - 6 of 6
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    Family nursing labs: shifts, changes, and innovations
    (Sage Publications, 2003) Moules, Nancy J.; Tapp, Dianne M.
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    Family Skills Labs: Facilitating the Development of Family Nursing Skills in the Undergraduate Curriculum
    (Sage Publications, 1997) Tapp, Dianne M.; Moules, Nancy J.; Bell, Janice M.; Wright, Lorraine M.
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    The Influence of the Beliefs of Nurses: A Clinical Example of a Post-Myocardial-Infarction Couple
    (Sage Publications, 1995) Wright, Lorraine M.; Bell, Janice M.; Watson, Wendy L.; Tapp, Dianne M.
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    Live supervision and family systems nursing: postmodern influences and dilemmas
    (Blackwell Publishing, 1996) Tapp, Dianne M.; Wright, Lorraine M.
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    Revisiting the Fork in the Road: Exploring the Meaning of Critical Incident Stress Among Intensive Care Unit Nurses
    (2018-12-18) Harvey, Giuliana; Tapp, Dianne M.; Venturato, Lorraine; Wulff, Dan
    The nature of registered nurses’ (RNs’) work in the intensive care unit (ICU) places them at risk for encountering work-related critical incident stress. Critical incident stress is a term used to describe the broad and diverse range of responses that occur following a sudden and unexpected event known as a critical incident. Critical incident stress in the context of ICU nurses has been understudied. The purpose of this inquiry was to expand understanding of the meanings of work-related critical incident stress for RNs working with adults in the ICU. This research study was conducted using an interpretive approach based on Gadamer’s philosophical hermeneutics. Nine ICU RNs were interviewed to gain insight and further understanding of this topic. The interpretations from this work suggested that nurses attempted to cope with critical incident stress by functioning in “autopilot,” altering their ability to critically think and conceal emotions. Critical incident stress was influenced by the perception of judgment from co-workers and by the organizational culture. Participants emphasized the importance of timely crisis interventions tailored and individualized to support those in need of assistance. The concept of co-worker support underpinned by an authentic way of being with another through relating and connecting with team members was one element of crisis intervention considered beneficial. This study highlighted that critical incident stress was transformative in how ICU nurses’ practiced and in their view of nursing. For some participants, transformation took place in the form of an altered professional self-identity. Understanding the experience of critical incident stress in the context of ICU RNs has implications for nurses, the discipline, and the health care system.  
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    Teacher as Environment: The Embodiment of Heartfulness in Teaching Practice
    (2018-05-18) Mansfield, Brenda Elizabeth; Bohac Clarke, Veronika; Davis, Brent Eric; Tapp, Dianne M.
    This research is an attempt to expand the topic of “heart in pedagogy” by exploring how the cultivation of positive emotional states may affect the pedagogical relationality between teacher and student and, ultimately, classroom climate. After all, “we never educate directly, but indirectly through means of the environment” (Dewey, 1944, p. 19). A heartfulness approach in education complements the contemporary practice of mindfulness, which has been incorporated into various curricula as a component of Social and Emotional Learning (SEL) initiatives (Schonert-Reichl & Hymel, 2007; Schonert-Reichl, 2017; Zakrzewski, 2014). This paper focuses on the possibility that connecting the concept of heart in pedagogy to its physiological, social and emotional, and contemplative roots may offer new insights into heartfulness in teaching practice. Teachers participated in a series of heartfulness workshops, which included contemplative practices such as loving-kindness, appreciation, and compassion meditations. In addition, a heart-based biofeedback stress-management program was implemented to help teachers learn to deliberately shift into positive emotional states, thereby complementing the contemplative aspect of the program with an embodied awareness of heartfulness. Although a contemporary appreciation of the heart’s intelligence has been achieved through the natural sciences, the interpretive approaches drawn upon for this research study go beyond the natural science perspective and return the question of the role of the heart to its roots in lived experience. There are many in-depth studies on mindfulness in education, but the subject of heartfulness has not yet been given a detailed phenomenological exploration on par with the depth of study of mindfulness research. With the hope of developing a new understanding of heartfulness in teaching practice, I posed the following questions: • How do teachers who practice HRV biofeedback understand heartfulness?• How might the embodiment of heartfulness practice influence teaching practice? This interdisciplinary study may provide new insight into the ways heartfulness informs mindfulness in pedagogy. Supporting teachers’ well-being is one way to foster positive teacher-student relationships, improve career satisfaction and longevity, and contribute to building healthy communities.