Humanistic principles in relation to psychiatric nurse education: a review of the literature

Abstract

This paper addresses the topic of humanistic educative principles and examines it in the context of Irish psychiatric nurse education. Humanistic or existential philosophy influences the nursing curriculum profoundly, and yet a dichotomy continues to exist in relation to the epistemological basis informing nurse education. The dichotomy is manifested broadly in relation to the notion of individual choice and statutory responsibility as regulated professional governing bodies. Humanism is based on the notion that people are born 'blank slates' only to become who they are later. McKenna would describe the humanistic theory of learning as emphasizing feelings and experiences, leading to self-awareness, personal growth and individual optimization. A review of the literature indicates there are very few empirical studies relating to the area of the humanistic principles as applied to psychiatric nurse education. Most of the literature that was initially located referred to humanistic existentialism in the field of psychology, which although provided interesting reading and relevant, to a point, did not apply specifically to psychiatric nursing education. The emphasis of this paper is psychiatric nursing education and these studies do not apply to the area under investigation.