한국 인문간호교육의 현황과 과제
The Present Conditions and Issues of Korean Humanity Care Nursing Education
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This paper considers humanistic perspectives for nursing science considering the invisible aspects of human life in scientific nursing which is heavily dependent on positivism. Humanity care is caring based on a comprehensive understanding of the true nature of humanity. Humanity care has to be executed at the nursing education level. For this we need to examine accreditation in baccalaureate nursing programs, the educational objectives of nursing colleges, the nature of nursing, the features of nursing-science, the tendencies of modern nursing, and the views of nursing scholars. The common key-concepts of such categories can be summarized as follows: nursing professionalism, holistic care, and life. For this, I have grasped the current situation of the curriculum related to liberal arts taught at 60 nursing colleges, and nursing departments, nationwide, in view of these categories. The result is that subjects such as personality and self-development, life, writing, nursing philosophy, creativity exploration, culture and nursing, and art and nursing, are insufficient. So, this dissertation suggests that there is need to open these subjects sufficiently. Nursing-education has to be based on a curriculum enabling students to consider holistic care and life from the view of nursing-professionalism. The assignments for holistic care, an independent arena of nursing, include shedding new light on the nature of nursing and having educational introspection into reestablishing the status and identity of nursing-science.
Abstract
This paper considers humanistic perspectives for nursing science considering the invisible aspects of human life in scientific nursing which is heavily dependent on positivism. Humanity care is caring based on a comprehensive understanding of the true nature of humanity. Humanity care has to be executed at the nursing education level. For this we need to examine accreditation in baccalaureate nursing programs, the educational objectives of nursing colleges, the nature of nursing, the features of nursing-science, the tendencies of modern nursing, and the views of nursing scholars. The common key-concepts of such categories can be summarized as follows: nursing professionalism, holistic care, and life. For this, I have grasped the current situation of the curriculum related to liberal arts taught at 60 nursing colleges, and nursing departments, nationwide, in view of these categories. The result is that subjects such as personality and self-development, life, writing, nursing philosophy, creativity exploration, culture and nursing, and art and nursing, are insufficient. So, this dissertation suggests that there is need to open these subjects sufficiently. Nursing-education has to be based on a curriculum enabling students to consider holistic care and life from the view of nursing-professionalism. The assignments for holistic care, an independent arena of nursing, include shedding new light on the nature of nursing and having educational introspection into reestablishing the status and identity of nursing-science.
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