Nightingalism: haunting nursing history

New ways for nursing inspired by the works of Michel de Certeau

The focus of this article is the life and work of the French thinker Michel de Certeau, here presented as a philosopher of special interest for nursing. Although in some countries he is relatively unknown, international authors from scientific disciplines regard his texts as a fundamental source in the opening of new intellectual perspectives on current global problems. Some nurses have also considered his ideas as a useful aid for reflecting on their professional activities, and their most important research is cited. Over these pages, we also examine how Certeau's work can enrich nursing philosophy in regard to three specific issues: resistance practices in nursing in the face of pressure from health institutions; the social configuration of nursing knowledge; and the importance of the body in current nursing practice.

Blackbirds Singing in the Dead of Night?: Advancing the Craft of Teaching Qualitative Research

Qualitative research education, which is overly concerned with teaching content, can reduce knowledge to the technical-rational domain, and in this process, opportunities for students to be inspired and passionately engaged with the art of qualitative research are lost. Although students may acquire the characteristics of qualitative researchers by observing role models, there is much skilled teachers can do to teach students not only how to conduct research, but also how to be committed qualitative researchers. The craft knowledge of skilled teachers in facilitating these understandings, techniques, and attributes in students must be shared and discussed in meaningful ways to advance quality education and, in turn, quality nursing research. If unshared, teachers' knowledge may go unheard, and they may be left isolated, like blackbirds singing in the dead of night. In this article, the skills of "doing and being" in qualitative research are emphasized by sharing strategies the authors have used in research education. The aim is to discuss creative aspects of teaching practice that are helpful in understanding and advancing rigorous qualitative research.

CARE: a framework for mental health practice

Much has been written about care and its centrality to nursing practice. Yet nursing theories and frameworks surrounding care have either been esoteric or prescriptive and are seen as irrelevant to practice. This paper problematizes the notion of care with a view to developing a clearer, flexible framework for mental health practice. The framework is the product of the authors' shared and individual experiences and theorizing as nurses and educators and has not yet been evaluated. The CARE framework (containment, awareness, resilience and engagement) is detailed, with examples of its use in practice. Using the framework offers a way for clinicians and carers to work more strategically with clients, helping them manage and understand their condition or disability, offering support to adapt and cope, and revealing and developing new or hidden strengths to help them endure the experience and find meaning for the recovery process. Taking up the framework within the everyday practice of mental healthcare offers several benefits for clients, clinicians and mental health.