Ethical Implications for Mentoring and the Discipline of Nursing.

The discipline of nursing is at a crossroads following the pandemic as scores of both budding and seasoned scholars and practitioners have left the discipline of nursing. Lower numbers of experienced nurses are entering into doctoral programs of nursing, especially PhD programs. A mentoring model is needed to guide and retain budding scholars of the discipline. The author of this article presents the humanbecoming mentorship model. It will be used to illustrate ethical straight-thinking implications for the future of the discipline of nursing.

Robotics in Teaching-Learning: But in Nursing?

In this teaching-learning column, the use of robotic technology is explored as a possible adjunctive assistant to faculty. Given the advances in technology and the imposed restrictions of the recent COVID-19 pandemic, a discussion of using robotic technology in the teaching-learning of nursing seems timely and relevant. Questions to consider are explored. Then a concern and a possibility are presented for incorporating this advancing technology into teaching-learning from a humanbecoming perspective. Faculty are encouraged to enter into a deeper dialogue with colleagues in exploring options for incorporating robots with the caveat that the core of teaching-learning must remain the presence of teacher with student on the co-created never ending journey of the unfolding mystery in coming-to-know.

Shame: Ethical Considerations During the Pandemic.

The concept of shame and shaming has been prevalent in the healthcare literature and on social media platforms during the pandemic. There are innumerable ethical implications for the discipline of nursing to consider as the concept of shaming oneself and others is evident in healthcare situations. Shame is an enduring truth found in the humanbecoming ethos of human dignity. This article begins an analysis and discussion of the straight-thinking implications of shame and shaming others while desiring to honor others with human dignity as they traverse the chaotic healthcare system.

Presence in Teaching-Learning: Insights From the Movie Patch Adams and Others.

As social distancing seems to have become the new normal in the ongoing struggle to prevent the spread of COVID-19, this column focuses on the challenge of presence in the teaching-learning endeavor that often is lived in virtual settings. When presence is defined as being in the same place at the same time as another, suggesting that presence is essential to teaching-learning would certainly run counter to the recommended practice of social distancing. However, the question must be asked if it is essential for the teacher and learner to be in a particular place at the same moment for presence in teaching-learning to be known. Clarity of the meaning of presence in the teaching-learning endeavor is pursued through considering insights gained from the movie Patch Adams. Further, insights from the humanbecoming paradigm are explored to provide new ways of moving onward in teaching-learning.

Humanbecoming Hermeneutic Sciencing: A Global Perspective on Presence in "In Harm's Way".

The purpose of this article is to report the details of the humanbecoming hermeneutic sciencing of presence in In Harm's Way. Humanbecoming hermeneutic sciencing is dialoguing with an artform by discoursing with penetrating engaging, interpreting with quiescent beholding, and understanding with inspiring envisaging. The artform explored in this article is the comments and images of 60 nurses from around the world included in The New York Times story titled "In Harm's Way." The report is on the meaning of presence as lived and talked about by nurses on the front lines at the peak of the COVID-19 outbreak.

Ethical Significance of Being Present With Others During the Pandemic Era.

Human presence with others is vital in the healthcare experience for those who are giving and receiving services, especially during the upheaval unfolding concurrently with a pandemic. The author wishes to explore the notion of telepresence, uniquely defined as a potential living quality priority for those experiencing hospitalization and/or isolation from others. The ethical implications will be undergirded utilizing the humanbecoming enduring truths of reverence, betrayal, awe, and shame.

Living the Art of Nursing: Lessons From a Pandemic.

Living the art of nursing during the challenging times of a pandemic has profound implications for the discipline of nursing. Opportunities and limitations coexist with persons who shelter in place while others continue to practice amid personal risk in institutions where vital healthcare services are provided. This article illustrates potential lessons to be learned for future nurse practice and the ethos or straight-thinking implications for living quality during a global health crisis.

Community in Flux.

This article describes some of the changes occurring with community in the advent of the COVID-19 pandemic. The humanbecoming community change model along with other views on community are presented to address some of the living quality questions and challenges of a community in flux.

Moments of Fragility and Vitality.

In this article, the author examines fragility and vitality as it relates to the COVID-19 pandemic. Fear and courage are also explored from a humanbecoming paradigm perspective as well as from philosophical perspectives. Humanbecoming inquiries related to these topics are presented along with personal experiences of the author.

Disrupting Rhythms: Nurse Education and a Pandemic.

At times of perceived rapid and significant change, such as the world has experienced with the current COVID-19 pandemic, the unrepeatable ebb and flow of the paradoxical rhythms inherent in humanuniverse patterning seem to come to the forefront of awareness. What was previously known and familiar seemingly disintegrated in the emergence of the unfamiliar experience of a global quarantine. While difficulties abounded across the discipline of nursing, these challenges created new opportunities for visioning anew in thinking beyond the restrictions of the COVID-19 pandemic. A challenge is presented to nurse administrators and faculty charged with preparing the next generation of nurses to meet the challenges of an unknowable future by thinking beyond the traditional boundaries of classroom and clinic to co-create new ways of living the teaching-learning mission of nurse education programs.