Similar to physicians, nurses play an essential role in the provision of healthcare. This category of caregivers is responsible for monitoring health outcomes while maintaining a close relationship with patients. One of the values embedded in nursing, which helps practitioners to fulfill their obligations, is caring. The caring concept is significant in the clinical practice, regardless of other terms, such as care, care-giving, and care receiving being interchangeably used to indicate the same meaning (Blasdell, 2017). The idea facilitates the delivery of services that are meaningful and considerate of all stakeholders’ needs, including those of patients and their families (Adams, 2016). In this paper, I will outline my definition of caring and explain the artistic expression of the caring concept.
Caring can be defined in various ways, depending on the context. However, I believe that the general definition of care is the ability to show concern and empathy towards others. This statement is rooted in a scholarly work, which terms caring as the “basic human attribute that people demonstrate towards each other” (Adams, 2016, p. 1). In nursing, I consider caring as an established relationship of trust and commitment in a nonjudgmental acceptance of offering a gesture of kindness. Trust and commitment are developed among caregivers, patients, and their families. Holistically, I believe it is essential to care for a patient as a whole, rather than as a person with a diagnosis. Such an approach entails acknowledging that the well-being of an individual is embedded in three elements, including the mind, body, and soul. Therefore, nurses should ensure that the provided care satisfies the three dimensions.
Furthermore, the caring concept can be expressed artistically using a drawing containing a bear holding its right paw up and with a heart in its left paw. The bear is used as a symbol of a protector, courage, physical strength, and leadership in nursing practice. Traditionally, bears were used in cities and nations to symbolize strength, courage, and valor (Sutton, 2015). Besides, mythically, bear-humans were seen as a symbol of energy, confidence, self-healing, peace, and understanding, in times when they were friendly and hospitable (Sutton, 2015). Similarly, the bear is used as an artistic expression of strength and understanding that nurses portray in providing care to their patients.
The bear’s raised right paw and heart in the left paw is also an artistic expression in nursing practice. It symbolizes the nurses’ oath before indulging in actual care. The nursing profession is officiated by an oath and code of conduct, which requires nurses to care for patients, regardless of their medical diagnosis (Mishra, 2015). Notably, the right paw signifies the nurse’s oath to care for the patient’s well-being at the best of his capability. The heart in the bear’s left paw contains an electrocardiogram, which displays the patient’s heartbeat. This expression symbolizes the nurse’s act of care as portrayed in the effort to save the patient’s life.
Overall, caring is an essential concept in nursing. It facilitates the complete well-being of patients and their families. One of the artistic expression that can be used to explain the idea is a bear, with its right paw up, and a heart in its left paw. This assessment has guided me into appreciating the fact that the act of caring and nursing are intertwined. In my future practice and as a nurse in the ICU, the concept will guide me when handling patients and by genuinely considering their views when making decisions regarding their lives.
References
Adams, L. (2016). The conundrum of caring in nursing. International Journal of Caring Sciences, 9(1), 1-8.
Blasdell, N. (2017). The meaning of caring in nursing practice. International Journal of Nursing & Clinical Practices, 4(1), 1-5.
Mishra, S. (2015). Respect for nursing professional: silence must be heard. Indian Heart Journal, 67(5), 413-415.
Sutton, E. (2015). The symbols of Russia: The Russian bears. Newsletter of the American Council of Teachers of Russian, 42(1), 1-16.
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