The Poetic Nursing Heart
Jack Charter
951
by Tom Delahunt (the #hobopoet)
In the whimsical tapestry of nursing, the essence of being a nurse goes beyond the mundanity of vocational duties; it resides in the profound act of kindness. Picture this: a world where nurses are not mere practitioners but the Mad Hatters of healthcare, navigating a topsy-turvy wonderland of compassion and chaos. Down the rabbit hole, Heidegger beckons us to ponder the riddle: what does it truly mean to be a nurse? How does one weave through the curious process of becoming a nurse, navigating the intricate terrain of nursing in the world? It’s a journey filled with unexpected twists and turns, much like Lewis Carroll’s Wonderland.
In this fantastical journey, Collini’s (2012) vision of universities as havens for creative and untethered thinking becomes our compass. Picture an intellectual dance akin to Hermann Hesse’s “The Glass Bead Game” (1943), where ideas pirouette and pirouette, challenging the very foundations of conventional thought.
Enter the realm of creative methods, as sketched by Kara (2015), providing a lens through which the impact and teaching of student nurses can be reshaped. Madness, as a methodology, becomes a provocative layer in our narrative, a tea party hosted by the Mad Hatter himself, as envisaged by Gayle (2018). Yet, within the spaces of knowing, Bernard et al. (2022) toss the Jabberwocky of rebellion into the mix.
This synthesis, a chaotic concoction of creativity, madness, and rebellion, becomes the groundwork for investigating safe spaces that peel back the layers of trauma examination. Here, stress and anxiety become the lurking Specters, haunting nursing shifts, as highlighted by RCNi (2024).
In this wonderland of discourse, we must defend the identity of the nurse as a phenomenon. Imagine the nurse as the White Rabbit, a compass point guiding us on an essential adventure beyond the rainbow of healthcare. My unique perspective, shaped by the whimsy of poetry, art, and the organized chaos of dyslexia and ADHD, propels an inquiry into nursing as an art of the sciences. Consider the electron microscopy images of the human body or the beauty within a single cell – they affirm the notion that the body is, indeed, an art form of science, akin to the exquisite tapestry of Wonderland.
Yet, my abstract approach challenges the Cartesian duality, akin to Alice’s quest to make sense of the nonsensical. Foucault’s (1991) enigmatic assertion, cited in Gayle (2019), echoes through the rabbit hole, emphasizing the provisional nature of my propositions – openings for a game where those curious enough are invited to join, rather than dogmatic assertions.
‘I wouldn’t want what I may have said or written to be seen as laying any claims to totality. I don’t try to universalise what I say, conversely what I don’t say isn’t meant to be thereby disqualified as being of no importance. My work takes place between unfinished abutments and anticipatory strings of dots. I like to open out a space of research, try it out, then if it doesn’t work try again somewhere else. On many points . . . I am still working and don’t know if I am going to get anywhere. What I say ought to be taken as ‘propositions’, ‘game openings’ where those who may be interested are invited to join in; they are not meant as dogmatic assertions that have to be taken or left en bloc’.
As the exploration unfolds, it seeks to persuasively engage the reader in the verity of the argument, avoiding to many poetic dalliances. The intent that follows will unravel the intersections of Heideggerian philosophy, creative methodologies, and the rebellious spaces of knowledge. Together, we embark on a whimsical odyssey, paving the way for a paradigm shift in nursing education and practice – a tea party where chaos and creativity coalesce, and the Queen of Hearts government shouts, Off with their heads! in a callous dance of indifference.
The report shows that between 2018 and 2022, nearly 43,000 people aged 21 to 50 left the Nursing and Midwifery Council [NMC] register. It also finds the number of nurses leaving the NMC register increased by 9% from 2020-21 on the previous year and increased by a further 3% in 2022.
Menzies Lyth [1960] foresaw the cloud of trauma enveloping nurses, shifting them to self-defence in an untenable situation. My MSC [distinction] exploring resilience and mindfulness becomes the underpinning for my emergence as a creative but informed researcher and clinical specialist.
As we draw this whimsical odyssey to a conclusion, the intent becomes clear – to empower students with the truth of the trauma they will face. Nursing, in its essence, is an art of humanism, not a science of medicine and problem-solving alone. Together, let us re-imagine nursing education and practice, weaving a narrative where creativity, rebellion, and kindness reign, turning the page to a new chapter in the story of nursing.
My thoughts in my mind are brilliant but in the echoes of my supervisors ‘but where is the proof?’ Its all well and good having theoretical underpinning but what about the links to the real world of practice.
So like the hatter I have again welcomed the student voice to the table and I ask what is the feeling and what is the transition. Not to sound to needy but I guess do you remember me and my hopes or guidance for you entering the profession?
Leanne Clark
Leanne Clark is also a newly qualified nurse from CCCU part of the Pandemic nurses who have had to withstand exceptional traumas just achieving qualification.
“Nursing goes further than science and communication it’s about navigating our way through snap shots of people’s lives and being there with a whole, true self.
To be truly in the moment, every moment and be human and open for more authentic tea parties.
Some days feel like tea parties’ others feel like an intense family dinner with or without the burning of the food! Teaching nurses about creativity, kindness and all those other things science cannot teach us is invaluable.
We are not robots or academic books we are humans helping humans. And we must never forget this important point. Teaching with creativity and rebellion opens that avenue and has not only opened my eyes to the world I didn’t see but helps me fly the flag for others, educating others by shining a light on the world we cannot see through ignorance or blindness! By doing this it creates a legacy for yourself, from nurse to nurse, from creative to creative.
And the people that benefit are our patients and ourselves for growing and developing as people and professionals”.
Conclusion
As the sun sets on our whimsical journey through the looking glass of nursing, Leanne’s words echo like the gentle breeze of a summer evening, reminding us of the profound essence of our profession. In the tapestry of nursing, where chaos and creativity intertwine, it’s not merely about the science or the textbooks – it’s about the humanity we bring to every interaction.
Leanne, a beacon of resilience and compassion, reflects on her own odyssey as a newly qualified nurse amidst the tumult of a pandemic. Through the haze of trauma and uncertainty, she emerged, not just as a nurse, but as a guardian of empathy and authenticity. Her insight resonates deeply, emphasizing the importance of teaching nurses beyond the confines of academia.
Nursing, she reminds us, transcends the boundaries of mere practice – it’s about embracing the full spectrum of human experience. It’s about navigating the intricacies of people’s lives with an open heart and a genuine presence. Leanne’s journey embodies the transformative power of creativity and rebellion in nursing education, illuminating a path where compassion and kindness reign supreme.
In the grand tapestry of nursing, let us heed the call to listen, to embrace the voices of nursing students and practitioners alike. For in their stories lie the seeds of change, the promise of a future where creativity, rebellion, and kindness converge to shape a legacy of healing and humanity. As the summer sun casts its warm glow upon us, let us forge ahead, guided by the wisdom of those who dare to dream of a better tomorrow. For the time to listen is now, and the future of nursing depends on it.
Collini [2012] What are universities for?
Hermann Hesse’s [1943] The Glass Bead Game.
Kara, H [2015] Creative research methods.
Gayle [2018] Methodology as madness.
Bernard et al. [2022] rebellious research.
Menzies Lyth [1960] self-defensive institutions.
