| Practicing love-kindness and equality in the context of awareness of care.
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-To promote relationships of affection, knowledge, training and healing possibilities between oneself and the other;
-To practice equality according to need, impartiality and non-judgment;
-To believe that love is essential in all situations in life;
-To use appropriate visual contact and touch gently;
-To develop moral care, considering the elements of culture, education and tradition;
-To listen with genuine concern, to pay attention to others and to use accessible language;
-To speak calmly or to be silent, completely focused on the moment of care;
-To transform “tasks” into healing interactions, that is, to go beyond these tasks, taking intentionality into consideration when care is provided;
-To go beyond the conventional knowing and doing (identifying clients’ actual needs, extrapolating biological care, being concerned about the one cared for and oneself while providing care);
-To believe in the therapy, while being aware of when to go further, considering and believing in existential questions;
-To see and understand individuals as human beings, rather than objects;
-To prepare oneself professionally through training courses and specializations;
-To prepare oneself spiritually: to acknowledge one’s own religious beliefs and those of the ones cared for; and not to impose, judge or discriminate;
-To recognize one’s potentials and limits to provide care for individuals and professionals themselves. |
| Being truly present, strengthening, supporting and honoring the deep system of beliefs and the world of subjective life of the one cared for.
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-To be involved with the reality experienced and to be connected to the other in an authentic way (to be body and soul committed with care);
-To be truly willing to care;
-To perceive, support and incorporate values, beliefs, and what is meaningful and important for individuals in the context of care;
-To create a transpersonal environment; to interact and share; to create an opportunity for silence and reflection;
-To recognize one’s transcendental capacity (healing among those involved);66 Watson J. Nursing: The Philosophy and Science of Caring. Revised ed. Boulder: University Press of Colorado; 2008. 313 p.
-To show respect for oneself and others, to accept and respect others as they are;
-To honor the integrity and dignity of oneself and all those involved;66 Watson J. Nursing: The Philosophy and Science of Caring. Revised ed. Boulder: University Press of Colorado; 2008. 313 p.
-To help others to believe in themselves;
-To encourage individuals and families to see their capacity to continue living;
-To honor the subjective world of the one cared for (to understand that each individual develops a subjective world from their previous experiences and, even if this world diverges from the professionals’ beliefs, understanding and empathy are required);
-To see life as a mystery to be explored, rather than a problem to be solved. |
| Fostering transpersonal self and personal spiritual practices and going beyond the ego.
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-To foster spiritual practices;
-To use group analysis, self-analysis and conversation group strategies;
-To practice self-reflection (prayer, meditation, artistic expression), to be willing to explore one’s feelings, beliefs and values for self-development;
-To offer blessings, prayers and spiritual expression as appropriate;
-To develop meaningful rituals to practice gratitude, forgiveness, renunciation and compassion;
-To create relationships of care that promote spiritual growth;
-To connect and show true interest in others;
-To encourage oneself to provide transpersonal care as a possibility of understanding oneself;88 Watson J. Human caring science: a theory of nursing. 2nd ed. Sudbury: Jones & Bartlett Learning; 2012.
-To accept oneself and others on the same spiritual level, as unique beings worth of respect and affection;
-To be open to others with sensibility and compassion;
-To be spiritually open to access intuitive experiences;
-To be receptive to patients’ (the others’) needs and feelings, thus being capable of creating a relationship of greater trust. |
| Developing and supporting an authentic relationship of care, help and trust.
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-To work with the truth, eye contact, body expression, respectful communication (verbal and non-verbal) and smile, and to avoid mechanical speech and impersonality;
-To empathize with the other;
-To truly care for, comfort, soothe and touch the other;
-To enable the other to choose the best moment to talk about their questions;
-To call individuals by their favorite name;
-To develop activities that promote healthy growth, and not to behave in an unethical, illegal, risky and seductive way;
-To be present at the moment of care to explore all possibilities;
-To encourage activities that increase individual freedom and independence;
-To accept the moment better. |
| Being present and supporting the expression of positive and negative feelings as a deep connection with one’s own spirit and that of the one cared for.
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-To help others to express the positive and negative aspects of certain situations experienced;
-To encourage narratives, to tell stories as a way to express one’s feelings and understanding of the moment experienced;
-To encourage reflection on feelings and experiences;
-To enable the relationship of transpersonal care between nurse and the other to appear, change and grow;
-To allow feelings to flow among all. |
| Using the self and all ways of knowledge creatively, as part of the care process, engaging in artistic practices of healing care.
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-To go beyond scientific knowledge, to be creative, to use playful resources, therapeutic touch and instruments;
-To help others to explore alternative ways to find new meaning in their situations; to express one’s feelings through instruments, stories, diaries and therapeutic toys;
-To integrate aesthetic, ethical, empirical and personal knowledge and metaphysical ways of knowing with creative, imaginative and critical thinking to develop human care expression;
-To have skills for new situations;
-To use knowledge to enable environments that promote healing, using the following: intentional touch, authentic presence, movement, artistic expression, music, sound (if this is the case), joy, spontaneity, preparation, breathing, relaxation, appropriate visual contact, positive gestures, active listening;
-To recognize and integrate the full awareness of one’s presence as an effective element of care. |
| Being truly involved with teaching/learning experiences that serve an individual as a whole and their meanings, seeking to remain inside the other’s perspective.
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-To truly engage in teaching-learning experiences, to perceive what information, guidance and learning mean to others;
-To actively listen and share life experiences with others;
-To accept others as they are and as far as their understanding, knowledge and availability to learn go;
-To help individuals to ask questions and talk about possible doubts;
-To guide according to customs, beliefs and values;
-To seek to learn from others and understand their view of the world first, so as to subsequently develop actions, give training courses and provide information;
-To understand the moment of guidance as a learning exchange;
-To understand that the teaching situation can affect the care process.88 Watson J. Human caring science: a theory of nursing. 2nd ed. Sudbury: Jones & Bartlett Learning; 2012.
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| Creating a healing environment on all levels (physical and non-physical), a subtle environment of energy and awareness, where beauty, comfort, dignity and peace are enhanced.
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-To create a healing environment that aims:
-To recognize and seek to organize the energy of the environment;
-To use strategies to provide comfort, privacy, safety, a clean environment and energy exchange;
-To create space for human connections that occur naturally;
-To recognize healing as an inner journey;
-To include a reconnection between environment and universe to bring healing;66 Watson J. Nursing: The Philosophy and Science of Caring. Revised ed. Boulder: University Press of Colorado; 2008. 313 p.
-To promote a relationship of respect, attention and willingness to be together, and to create a space to allow for one’s own integrity and healing;
-To respect clients’ routines and rituals. |
| Supporting basic needs, with the intentional awareness of care, managing “essential human care”, which strengthens the mind-body-spirit alignment, the totality and unity of being in all aspects of care.
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-To satisfy individual needs identified by professionals and the ones cared for themselves;
-To respect the others’ perception of the world and their specific needs;
-To anticipate clients’ needs;
-To understand clients’ needs;
-To recognize the vulnerabilities and abilities of those cared for;
-To visualize clients as integrated beings;
-To be aware of the fact that touching someone does not only mean touching the physical body, but also their mind, heart and soul on some level, strengthening the mind-body-spirit alignment;66 Watson J. Nursing: The Philosophy and Science of Caring. Revised ed. Boulder: University Press of Colorado; 2008. 313 p.,88 Watson J. Human caring science: a theory of nursing. 2nd ed. Sudbury: Jones & Bartlett Learning; 2012.
-To consider the moment of care provision as an honor, a privilege, a sacred act and a life mystery, thus contributing to the strengthening of the spirit and oneself. |
| Being open to and paying attention to the spiritual mysteries and existential dimensions of life-death, caring for one’s own soul and that of the one cared for.
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-To know what is important for oneself and to respect what is meaningful to others;
-To maintain a sacred healing space for others, respecting their time and need;
-To enable miracles to have a place and meaning for oneself and others;
-To embrace the unknown and develop oneself;
-To understand the limitations of science;
-To accept that certain events in life are inexplicable;
-To believe in the healing power of faith and hope;
-To seek inner strength for care;
-To recognize the process of life and death;
-To recognize one’s potential for metaphysics and transcendence. |
