Running head: NURSING AS CARING 1
Boykin’s Nursing as Caring and Aesthetic Knowledge: A Comparative Analysis
Lindsay Kurtz
State University of New York Institute of Technology
NURSING AS CARING 2
Boykin’s Nursing as Caring and Aesthetic Knowledge: A Comparative Analysis
Throughout nursing history there have been numerous nursing theorists that have left
their mark in nursing. Some theories and theorists are older than others, but with time all have
and will make a significant impact on nursing practice. Anne Boykin and Savina Schoenhofer
co-authored the book titled Nursing as Caring: A Model for Transforming Practice presenting
their grand theory primarily centered around the concept of caring. Boykin has continued to
make ripples in the waters of nursing, spreading her knowledge throughout the world. Taking a
closer look into her life and experiences may give insight into how she arrived where she is
today. This paper will present the nurse theorist followed by an overview of the theory she
developed. After the discussion of the related concept, aesthetic knowledge, will be presented.
The theory and related concept will be compared and contrasted. After, application of the theory
and related concept in relation to practice, education, administration, and research will be
explained. Lastly, there will be a summary of what was discussed throughout the paper.
Presentation of Nurse Theorist
Personal experiences
Anne Boykin grew up in Kaukauna, Wisconsin, a small town near Green Bay, otherwise
known as “The Friendly City.” She was the second oldest of six children, the oldest of the girls.
There were three boys and three girls. Boykin described their family as “a very close, hard
working family” (A. Boykin, personal communication, September 27, 2010). Her grandmother,
who lived on a farm, lived relatively close by and Boykin visited frequently. Considering her
grandmother had nine children, Boykin referenced to having a large supportive family with many
family gatherings. Due to her strong family values of caring, respect, love, and serving others in
society, she believed her aspiration to be a nurse is rooted there. However, she reported always
NURSING AS CARING 3
wanting to be a nurse. Significant people she mentioned in her life included her grandmother,
her parents, and two aunts who she said taught her about “living caring moment to moment” (A.
Boykin, personal communication, September 27, 2010).
Education background and influences
Boykin received her baccalaureate degree in 1966 from Alverno College in Milwaukee,
Wisconsin. After completing that phase of her schooling she worked as a Head Nurse on a
medical-surgical floor in the Veteran’s Administration Hospital. She earned her master’s degree
from Emory University in 1972 located in Atlanta, Georgia. Lastly, in 1981 she completed her
PhD in higher education and administration with an emphasis on nursing from Vanderbilt
University in Nashville, Tennessee. Through her journey of formal education she referred to a
clinic, which she helped design and implement for the underserved in urban Cincinnati, Ohio, as
one of her most rewarding projects (A. Boykin, personal communication, September 27, 2010).
Work experiences in early and later life
As mentioned above, during her early career Boykin worked at the Veteran’s
Administration Hospital. While continuing her education she pursued other roles in nursing as
faculty and/or administrator at Marquette University in Milwaukee, Wisconsin; Clemson
University in Clemson, South Carolina; and Valdosta State College in Valdosta, Georgia (A.
Boykin, personal communication, September 27, 2010). Since 1981 she has been employed by
Florida Atlantic University in Boca Raton, Florida. Currently, she is Dean of the Christine E.
Lynn College of Nursing and a professor at Florida Atlantic University (Christine E. Lynn
College of Nursing, 2010). She is involved in numerous activities and projects besides her
administrative role on campus including research, teaching, service, and other scholarly
endeavors. Boykin is also the Director of the Christine E. Lynn Center for Caring, “a center
NURSING AS CARING 4
created for providing humanizing care through integration of research, teaching and service” (A.
Boykin, personal communication, September 27, 2010).
Professional networks
Due to all Boykin has to offer, she has numerous roles in the profession of nursing on
local, state, regional, national, and international levels. Boykin received the Lifetime
Achievement Award from Nursing Spectrum in 2005 for her dedication to nursing practice and
influence in the discipline of caring (McGrath, 2005). She has served as past president of the
International Association for Human Caring (Mayo Continuing Nursing Education, 2010). Also,
she has led the Christine E. Lynn College of Nursing to support the Nightingale Initiative for
Global Health through transforming healthcare by means of research, education and practice
with a foundation in caring (Christine E. Lynn College of Nursing supports NIGH, 2009). One
of her primary professional influences was fellow theorist, Jean Watson, due to her work also on
the topic of caring. Boykin was greatly influenced by Watson’s caring theory and was able to
expand on the importance of caring in the profession by adding another theory on caring, a
foundational practice in the field (A. Boykin, personal communication, September 27, 2010).
Other influential theorists were Mayerfoff and Roach, Peterson and Zderad, Ray, Leininger, and
Gaut all of whom have added the humanistic perspective of nursing (Taylor, 2001). Due to the
strength of her theory and influence of her books, Nursing as Caring: A Model for Transforming
Practice and Living a Caring Based Program, her work has made a global impact on the practice
of nursing and how we can improve the caring aspect of the profession. Boykin stated, “Today I
believe that Caring is an essential domain of nursing knowledge and as such must be studied.
Then, when we tell those nursed we offer them our caring service- we will be able to say what
this means.” (A. Boykin, personal communication, September 27, 2010).
NURSING AS CARING 5
Works developed and revised
Boykin’s first publication was in 1986 and was an article in Journal of Gerontological
Nursing on pressure sores. There on out, most of her articles were on the topics of caring and
practice, how to implement theory into practice, how leadership can help create caring
environments, and how to teach students to embody caring. Her book co-authored with Savina
Schoenhofer Nursing as Caring: A Model for Transforming Practice was originally released in
1993 containing information on their theory of caring and how to change current nursing
practice. In 2001, it was re-released as the demand for implementing nursing theories into
practice was increasing in demand. She also edited the book Living a Caring-Based Program in
1993, which she helped translate into practice in the Christine E. Lynn Center for Caring. Due to
the grand theory being fairly new on the nursing practice front, no major revisions have been
made. Additionally, Boykin’s work is still being studied by various audiences (A. Boykin,
personal communication, September 27, 2010).
Nursing Theory
Major Concepts
Though nursing as caring seems to be a simple statement, it is actually quite complex.
Boykin expresses the need to understand the foundation of the theory in order to utilize, apply,
and implicate it in practice. There are five major concepts in Boykin’s theory nursing as caring:
human trait, moral imperative, an affect, interpersonal interaction, and an intervention (Boykin &
Schoenhofer, 2001a). These concepts were derived from a review of caring literature. Only with
these five major concepts is it possible to understand Boykin’s theory. Another concept that
Boykin refers to as a key concept is the nursing situation which is co-existent with the other five
major concepts.
NURSING AS CARING 6
Description of Major Concepts
Human trait. The genetic component that indicates caring is inherited. Each person is
given an equal opportunity to express caring, but it is up to the individual as to how he or she
uses what he or she has been given (A. Boykin, personal communication, September 27, 2010).
Moral imperative. Each individual has an obligation to practice caring whether he or she
agrees or disagrees. Living life with the underlying ability to care is practiced not because one
believes it, but simply because living caring is what is inheritably right (A. Boykin, personal
communication, September 27, 2010).
Affect. An affect is an emotional state that is expressed by individuals. Having a caring
affect is essential to practice caring (A. Boykin, personal communication, September 27, 2010).
Interpersonal interaction. This concept can be defined as developing relationships
and/or simply contact between one another. The interaction may be verbal or non-verbal, but it
is through interpersonal interaction that caring is applied in practice (A. Boykin, personal
communication, September 27, 2010).
Intervention. Not the traditional definition of intervention, but how the act of caring for
oneself, one another, and applying it to everyday life circumstances impacts individuals and the
environment. The intervention may be planned and intentional or occur without conscious
awareness (A. Boykin, personal communication, September 27, 2010).
Nursing situation. This concept is understood as the focal point of nursing as a whole. It
is defined as “a shared lived experience in which the caring between nurse and nursed enhances
personhood” (Boykin & Schoenhoefer, 2001a, p. 13). Education, research, practice, advanced
practice, and administration are based on the nursing situation. Caring is said to be uniquely
expressed in nursing in comparison with other disciplines. Any interpersonal interaction has the
NURSING AS CARING 7
potential to be a nursing situation as the nursing situation is a construct for all nurses (Boykin &
Schoenhoefer, 2001a).
Assumptions
There are six assumptions that are basic to Boykin’s (2001) Nursing as Caring:
Persons are caring by virtue of their humanness. Persons are
caring, moment to moment. Persons are whole or complete in the
moment. Personhood is a process of living grounded in caring.
Personhood is enhanced through participating in nurturing
relationships with caring others (Boykin & Schoenhofer, 2001a, p.
11).
In other words, it can be assumed that all persons are caring. With that said, this underlies each
of the major concepts mentioned above. Humans are being when they live caring. Caring can
also be referred to as a process as individuals grow throughout his or her lifetime to express
caring. Caring can be potential, fundamental, and/or actual. However, if a person performs a
noncaring act, he or she continues to be considered caring and it would be assumed that the act
was an isolated event. Boykin expresses the importance of personhood which is defined as
living as caring both through beliefs and actions. If a person is caring then they have to ability to
interact with the person as a whole, therefore not care for only certain parts of the person as a
convenience. Thus leading to the idea of relationships being the responsibility of oneself and the
other and it is experienced through caring (Boykin & Schoenhoefer, 2001a).
Relationships Between Concepts and Assumptions
Boykin’s major concepts and assumptions in nursing as caring are closely related. The
human trait concept correlates with the assumption that persons are caring simply by being
NURSING AS CARING 8
human, as caring is innate in all persons. Our moral imperative or obligation to live as caring
beings is essentially the same as living grounded in caring. The affect of caring or how one
expresses caring relates to living moment to moment and our emotional display of caring. We
can infer that interpersonal interaction, intervention, and the nursing situation are intimately tied.
Thus, each of the concepts and assumption deal with believing, living, and practicing caring
which are enhanced by contact with other caring beings (Boykin & Schoenhoefer, 2001a).
Related Concept
Definition of Aesthetic Knowledge
Aesthetic knowing refers to the art of nursing. This type of knowledge calls for a great
appreciation for the meaning of a situation and the ability to create the experience that otherwise
would not be possible (Chinn & Kramer, 2008). It is more than just using what may be
displayed on the surface of a situation and moves to the individualized meaning of the moment.
Aesthetic knowing is practiced between the nurse and the nursed. It can be formally or
informally expressed. This type of knowing refers to one acting in the moment without
conscious debate about the correct action, therefore, very similar to an instinct (Chinn & Kramer,
2008).
Essential Components
Aesthetic knowledge has two essential components. This first is “knowledge of the
experience toward which the art form is directed” and the second is “knowledge of the art form
itself” (Chinn & Kramer, 2008, p.153). Knowledge of the experience in relation to nursing is
influenced by experiences of health and illness, and experience of nursing. The background of
the experience of nursing is what is gained through education, interaction with other nurses, and
NURSING AS CARING 9
through experience itself. Similarly, the experience of health and illness are developed through
practice, theory, education, storytelling, and again- experience itself (Chinn & Kramer, 2008).
Conditions When Concept Operationalized
This concept is used on a daily basis when nursing is practiced. Sometimes more
apparent than others, but it can be seen through a nurse’s swift response in a situation with or
without communication. Anytime someone is being nursed, it is a nurse’s instinct and innate
action that guides the nurse in a nursing situation. The aesthetic nurse is uses ethical, empirical,
and personal knowledge to enhance the art of nursing. It is through this art of nursing that
enables the nurse to “know and express the beauty of the caring moment” (Boykin &
Schoenhoefer, 2001a, p.14).
Relationship of Nursing Theory and Concept
Importance of Making Connections
Boykin’s theory nursing as caring has its own set of assumptions and concepts that do not
include the concept of aesthetic knowledge. Though the connection between the theory and the
concept are not relevant to the theory, the relationship between nursing as caring and aesthetic
knowledge is an essential component to nursing practice. When practiced in unison, improved
patient outcomes and nurses’ satisfaction with their practice would result. However, even
though there are similarities, there are also differences allowing the nursing theory and concept
to be practiced independently and effectively.
Similarities
Forms of expression. Nursing as caring and aesthetic knowledge can both be expressed.
The art of nursing is enhanced through caring practices of nursing. As it is truly an art and gift to
be able to connect and impact lives as nurses do daily, there are various ways in which we see
NURSING AS CARING 10
caring and aesthetic knowledge expressed. Because it is difficult to convey the intangible
aspects of nursing, one of the best forms of expressing nursing as caring and aesthetic knowing is
through story-telling. Furthermore, the story should be told in the voice of the nursed (Chinn and
Kramer, 2008). It is through story-telling, that others may learn aesthetic knowledge and learn to
how to implement caring more effectively into practice.
In order for caring to be transformed or expressed it is important to remember that
Boykin is rooted in the assumption that all persons are caring (Boykin & Schoenhofer, 2001a).
Additionally, both aesthetic knowledge and nursing as caring are grounded in the idea that nurses
must practice moment-to-moment. Specifically to caring, we must practice caring moment-to-
moment and with aesthetic knowing, we must know moment-to-moment. It is through this type
of expression and practice that offers creativity and a unique experience to occur (Chinn &
Kramer, 2008).
Lastly, both aesthetic knowledge and nursing as caring are focused on interpersonal
interactions. When these interactions occur, a meaningful connection must be established (Chinn
& Kramer). Though the connection may or may not be obvious, it will intuitively be felt as that
is essential to aesthetic knowing. Furthermore, caring then can be expressed by the nurse and
felt by the nursed, which only enhances the interaction.
Utilization of other forms of knowing. One of Boykin’s (2001) statements speaks
directly and clearly in regards to the use of other forms of knowing besides aesthetic to enhance
the ability to care. She states:
“With personal awareness and reflection, developed knowledge of
caring also arrives through empirical, ethical, and aesthetic modes
of knowing. In pursuit of this end, aesthetic knowing often
NURSING AS CARING 11
subsumes and transcends other forms of knowing and thus may
offer the richest mode of knowing caring.” (Boykin &
Schoenhofer, 2001a, p. 24).
This can be interpreted to mean that through aesthetic knowing, caring practice in enriched.
Additionally, when practiced together, the experience is improved.
Nursing situation. The focus of all nursing practice is the nursing situation. There are
various approaches to address or act upon such situation. When aesthetic knowing and nursing
as caring are co-practiced the experience is rich. It is in the nursing situation where the nurse
utilizes the art of nursing and thus creating a unique approach to care based specifically on the
nursed. With that in mind, the nurse as an artist is able to both know and express caring in the
moment (Boykin & Schoenhofer, 2001a). Boykin (2001a) states that “This full engagement
within the nursing situation allows the nurse to truly experience nursing as caring, and to share
that experience with the one nursed.” (p. 14). Because the goal of aesthetic knowing and nursing
as caring are so closely related, it is as if when practiced together the missing puzzle pieces are
found, combined, and complete; therefore, providing holistic and thorough care. Lastly, Boykin
(2001a) supports the co-existence of aesthetic knowledge and caring as she expresses, “Through
the richness of the knowledge gleaned, the nurse as artist creates the caring moment.” (p. 9).
Differences
Essential components. Though, as previously discussed, nursing as caring and aesthetic
knowledge have similar goals, the way in which the goals are to be achieved follow different
paths. This is evident through the different essential components and assumptions of the theory
and concept. Nursing as caring is grounded in six major concepts and seven underlying
assumptions which allow caring to be translated into nursing practice (Boykin & Schoenhofer,
NURSING AS CARING 12
2001a). With that said the theory is able to be utilized independently and without the concept of
aesthetic knowledge being applied. As with the concept of aesthetic knowledge, there are two
essential components that function independently of nursing as caring. Aesthetic knowledge is
used in nursing practice, theory, education, and research based on the notions that knowledge is
gained through experience and is practiced as an art form (Chinn & Kramer, 2008).
Inherited versus learned. The fundamental components in the nursing as caring theory
are the seven assumptions. These assumptions primarily focus on each individual being an
innately caring person. Thus caring is inherited and forever present in all persons (Boykin &
Schoenhofer, 2001a). However, aesthetic knowledge is not something that is or can be inherited.
Additionally, it is not even anything that can be taught in nursing school. Rather, it is learned
through experience in the practice environment. Lastly, aesthetic knowledge is
communicated/taught in nursing through individual works of art representing the essential
components of nursing practice, but is unable to be translated from person to person (Chinn &
Kramer, 2008).
Practice environment. Another difference between the theory and concept is how they
are practiced. Another one of the assumptions of nursing as caring is that all persons live caring
(Boykin & Schoenhofer, 2001a). Thus, caring is lived on a daily basis and does not only pertain
to the nursing practice. In the theory nursing as caring, Boykin (2001a) makes specific reference
to how caring relates to nursing and how to transform the current practice for a better experience
for those doing and receiving the caring. As with aesthetic knowledge, it refers specifically to
the art of nursing and how it is or can be practiced in regards to the nursing situation. The art of
nursing is unique and specific to how nurses act or respond in a nursing situation (Chinn &
NURSING AS CARING 13
Kramer, 2008). However, a nursing situation does not have to be the focal point of a caring
person and caring can occur outside of the nursing practice.
Application of Boykin’s Nursing as Caring and Aesthetic Knowledge
Boykin’s theories, nursing as caring, presents the idea that all persons are caring and
constantly live and grow through caring (McCance, McKenna, Boore, 1999). Aesthetic
knowledge refers the art of nursing and knowing how to intervene in an artful manner (Austgard,
2006). Application of Boykin’s theory and aesthetic knowledge can occur in multiple disciplines
within nursing including practice, administration, education, and research.
Practice
Knowing self as caring. According to Boykin (2001a) individuals must know
themselves as caring persons in multiple dimensions prior being able implement nursing as
caring into practice. This also includes knowing themselves aesthetically and his or her
individual, unique gifts related to nursing practice. Secondly, in order to effectively implement
nursing as caring into practice, individuals must have a plan as how he or she are going to
maintain and commit themselves to such care (Boykin & Schoenhofer, 2001a). Boykin (2001a)
suggests sensitivity training to help maintain such a commitment to nursing as caring, as nurses
are often trained to overlook caring ways. Additionally, nurses can no longer neglect the art of
nursing for the sake of science as it is imperative that aesthetic knowledge and empirical
knowledge co-exist in practice. Therefore, caring must be expressed knowledgably and the
presence maintained (Boykin & Schoenhofer, 2001a).
Environment. Cultivating a caring practice is an art in itself. In order for this to occur
successfully in practice, the environment must be changed to facilitate knowledge and growth as
caring persons (Boykin & Schoenhofer, 2001a). Frequently in practice, nurses get caught up in
NURSING AS CARING 14
the technological and rapid pace of practice and therefore the caring aspect of the practice is
surpassed. Part of facilitating a caring practice and where aesthetic knowledge is welcomed, is
slowing the pace of practice enough in order for the opportunity to create the meaningful
connections with patients to occur (Boykin & Schoenhofer, 2000). This is clearly a challenge
without the support from colleagues and administrators, but with a holistic commitment to a
caring and artful practice it can be accomplished.
Administration
Facilitating change. In order to change the practice culture to one more grounding in
caring and aesthetic knowing, it is imperative that management and administration is on board.
It is often forgotten that administrators’ roles impact direct care and thus it is important that
administrators practice and implement caring and aesthetic knowledge in their practice also. In
fact, if administration lives caring then they serve as role models for those they supervise
(Boykin & Schoenhoefer, 2001a). Nursing administration must come to know themselves as
caring individuals as it is important to have self-knowledge (Boykin & Schoenhofer, 2001b).
Some ways administration can support and implement the change of culture to a more
caring and aesthetic practice is by offering education on caring and its implications.
Additionally, they can direct, guide and integrate knowing caring and the art of nursing into
practice. Furthermore, when thinking about policies, procedures, staffing, and budgets,
administrators must consider the impact not only to those providing the care but also the ones
receiving it (Boykin & Schoenhofer, 2001a). In order to create caring and artful environments,
everyone involved in the health organization must come to know themselves as a caring person
as it will translate to those in direct receipt of care (Boykin & Schoenhofer, 2001b).
NURSING AS CARING 15
Dance of Caring Persons Model. This model was created by Boykin and Schoenhofer
in order to describe how nursing as caring can be implemented in practice. However, in order
for the model to be employed in the direct care nursing environments, nursing administration
must also practice using such model (Boykin, Schoenhofer, Smith, St. Jean, & Aleman, 2003).
http://nursing.fau.edu/uploads/images/Dance%20of%20Caring%20Persons%20(2).jpg
In the Dance of Caring Persons Model, the image seen above, there are dancers in a circle. The
dancers are moving freely as individuals, but while engaging in rhythm the enables
connectedness between all parts. Thus, providing and organizing purpose in collaborative
functioning (Boykin, Schoenhofer, Smith, St. Jean, & Aleman, 2003). In other words, each
dancer represents different people involved in care. Each individual has a specific role as an
individual which allows the whole to function with effectiveness. This model, when
implemented in practice, is used to create a caring culture using aesthetic practices (Boykin,
Schoenhofer, Smith, St. Jean, & Aleman, 2003).
Education
Change of focus. Formal nursing education programs are the fundamental foundation to
nursing practice. Nursing is a culture in itself and has its own system of values, including caring
(Schoenhofer, 1989). However, due to the nature of the current practice environment, the caring
aspect of nursing is often left out of the curriculum. Attention must be brought to caring for the
NURSING AS CARING 16
patient in artful ways other than simply the treatment of symptoms (Boykin & Schoenhofer,
2001a). In order to do so, change in conceptualization of nursing values and nursing as caring
must be congruent. Boykin (2001a) indicates that designing, implementing, and administering
nursing program grounded in all persons are caring would translate into practice as the students
completed the program. Additionally, she adds that the curriculum should have an underlying
focus on caring and use that as the foundation for growth and knowledge. Furthermore, Boykin
(2001a) emphasizes the importance of sharing stories of caring and the art of nursing including,
students, faculty, and even patient testimonials, in order to help everyone learn and grow in
aesthetic knowing and caring. With caring as the foundation to education and therefore practice,
aesthetic knowledge is again brought into light in coexistence with other types of knowledge
(Boykin & Schoenhofer, 2001a).
Christine E. Lynn College of Nursing. An example of changing the focus of nursing
education was created and implemented largely in part by Boykin herself as Florida Atlanta
University. One of the primary focuses of Boykin when she helped design the structure and
program as the Christine E. Lynn College of Nursing was to create and foster healing
environments (Boykin & Raines, 2006). Even down to the design of the building that is not only
a piece of art but an expression of caring itself. The college is ground in a caring-based
philosophy, the “Green Building,” and principles of the Chinese tradition of Feng Shui. Due to
the new design, the college has a home to nurture the practice, study, and scholarly pursuit of
nursing (Boykin & Raines, 2006). The approach of faculty at the college is designing the
curriculum and presentation of the courses which enables the students to witness them practicing
what they preach (Roach, 2008).
Research
NURSING AS CARING 17
After reviewing the literature available, in addition to the sources used in the papers,
there is much research needed in the way of nursing as caring as a theory, aesthetic knowledge,
and the combination of the theory and related concept combined. Due to the fact the nursing as
caring is relatively new, there is a small body of literature discussing the theory, but little
research if any in regards to practice, education, and administration (Taylor, 2001).
Additionally, aesthetic knowledge was often left out of nursing research related to the focus
being on other types of knowledge. Therefore, similar to nursing as caring, there is minimal
research related to practice, education and administration in regards to aesthetic knowledge
(Austgard, 2006).
Current practices. In relation to research, and current practices of nursing as caring and
aesthetic knowledge, both are in the very early phases of being studied. Most of the literature
simply is focused on defining and showing the use of the theory and also the related concept.
However, all of the literature indicates the need for research in areas including practice,
education and administration (Taylor, 2001; Austgard, 2006). Aesthetic knowledge and nursing
as caring have growing bodies of literature, but not in combination and not with a research focus
(Boykin & Schoenhofer, 2001a). All in all, use of the theory and related concept are restricted if
implementation is dependent on research.
Future research for nursing as caring. Nursing as caring is one of the newer grand
theories to be published and the literature is relatively vague and young. Because Boykin was
past president of the International Association for Human Caring, nursing as caring has been
shared cross-culturally but there is not research when used in such fashion. Furthermore, this is
minimal research on the theory at all. The theory has been applied in multiple disciplines within
nursing, but application across multiple settings is not indicated. Taylor (2001) indicates the
NURSING AS CARING 18
theory is restricted as Boykin did not describe the theory in relation to the multiple other care
theories currently being practiced in nursing. In order to research nursing as caring, ways of
creating measureable data would have to be developed or large qualitative studies would have to
be performed.
Future research for aesthetic knowledge. Aesthetic knowledge seemed to be forgotten
on the research front due to the degree of difficulty of doing such. Empirical knowledge was the
primary focus of research as it was numbers and something relatively simple to achieve.
Furthermore, the definition of aesthetic knowledge and its relationship to nursing has been
controversial, making progress somewhat challenging (Austgard, 2006). More specifically, the
art of nursing as an experience and realization or moral values needs direct attention.
Additionally, Austgard (2006) is curious to know the role of a caring philosophy, such as nursing
as caring, and its implications in practice, education and administration, which needs to be
researched. There is no evidence that aesthetic knowledge has been studied cross-culturally or
has been applied across multiple settings in nursing. Furthermore, due to the individuality and
uniqueness of the art of nursing, it is something difficult to study in general.
Conclusion
After a close comparative analysis of Boykin’s theory nursing as caring and related
concept of aesthetic knowledge it is clear that they can easily coexist and in fact can enhance the
experience when implemented together. Both, whose primary focus occurs in the nursing
situation, look to enhance the experience of the nursed through a caring philosophy and the art of
nursing. Together the theory and related concept can change practice as we know it, all
beginning with education. Due to the innovations and cutting edge developments in the realms
of nursing practice, education, administration, and research, Boykin’s nursing as caring and the
NURSING AS CARING 19
concept of aesthetic knowledge certainly have room to grow. Research on the theory and related
concept would be highly beneficially to the field of nursing. The possibilities are endless with
enough drive and commitment to explore.
NURSING AS CARING 20
References
(2002). Publication Manual of the American Psychological Assocaition. Washington DC:American Psychological Association.
Austgard, K. (2006). The aesthetic experience of nursing. Nursing Philosophy,7, 11-19.
Boykin, A., & Raines, D. (2006). Design and structure as an expression of caring. International Journal for Human Caring, 10(4), 45-49. Retrieved from CINAHL Plus with Full Text database.
Boykin, A. & Schoenhofer, S. (2000). Is there really time to care? Nursing Forum, 35(4), 36-38.
Boykin, A. & Schoenhofer, S. (2001a). Nursing as caring: a model for transforming practice.Sudbury, Massachusetts: Jones and Bartlett Publishers.
Boykin, A. & Schoenhoefer, S. (2001b). The role of nursing leadership in creating caring environments in health care delivery systems. Nursing Administration Quarterly, 25(3), 1-7.
Boykin, A., Schoenhofer, S., Smith, N., St. Jean, J., & Aleman, D. (2003). Transforming practice using a caring-based nursing model. Nursing Administration Quarterly,23(3), p. 223-230.
Chinn, P. & Kramer, M. (2008). Integrated theory and knowledge development in nursing (7th ed.). St. Louis, Missouri: Mosby Elsevier.
Christine E. Lynn College of Nursing. (2010). Retrieved September 23, 2010, from Florida Atlantic University: http://nursing.fau.edu/index.php?template=faculty&nar=281&faculty=9
Christine E. Lynn College supports NIGH. (2009). Retrieved September 23, 2010, from Florida Atlantic University: http://www.nightingaledeclaration.net/news/fa/
Mayo Continuing Nursing Education. (2010, June 2-5). Retrieved from International Association for Human Caring Conference: http://calendar.cne-registration.com/events/international-association-for-human-caring-conference/print.html
McCance, T., McKenna, H., & Boore, J. (1999). Caring: theoretical perspectives of relevance to nursing. Journal of Advanced Nursing, 30(6), 1388-1395. Retrieved from CINAHL Plus with Full Text database.
McGrath, K.M. (2005, July 11th). University Communications and Marketing, Retrieved September 23, 2010, from Florida Atlantic University: http://www.fau.edu/communications/pressarchive/2005-07/10.php
NURSING AS CARING 21
Roach, M. (2008). Caring scholar response to: caring as the central domain in nursing education. International Journal for Human Caring, 12(2), p.16-18.
Taylor, B. (2001). Book review. International Journal of Nursing Practice, 2001(7), 359.
Touhy, T., & Boykin, A. (2008). Caring as the central domain in nursing education. International Journal for Human Caring, 12(2), 8-15. Retrieved from CINAHL Plus with Full Text database.
Schoenhofer, S. (1989). Love, beauty, and truth: fundamental nursing values. Journal of Nursing Education, 28(8), 382-384. Retrieved from CINAHL Plus with Full Text database.