School of Nursing and Midwifery

Bachelor of Nursing

NURS 1112

Health Promotion with

Individuals I
MODULE 1 / LAB 1
NURSING KNOWLEDGE
STUDY GUIDE

Version 1

August 2024
School of Nursing and Midwifery

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School of Nursing and Midwifery

Contents
NURS 1112 Introduction.....................................................................3
Course Overview 3
Self-Care Strategies for the Helping Professional 3

Module 1: Nursing Knowledge............................................................4

Learning Outcomes 4
Study Materials & Essential Readings 5
Textbook Readings: Canadian Fundamentals of Nursing ..............................................5
Textbook Readings: Jarvis Physical Examination & Health Assessment.........................5
Journal Articles..............................................................................................................5
Other Resources............................................................................................................5
Learning Activities 6
1. Professional Helping Relationships................................................................................6
2. Caring.............................................................................................................................9
3. Health Promotion.........................................................................................................10
4. General Survey.............................................................................................................10
5. Collaborative Partnerships...........................................................................................11
6. Critical Thinking............................................................................................................11
7. Critical Thinking............................................................................................................13
Nursing Process - Assessment.....................................................................................13
Nursing Process - Planning..........................................................................................15
Nursing Process - Implementation..............................................................................17
Nursing Process - Evaluation.......................................................................................19
8. Collaborative Nursing Care Plan...................................................................................20

Lab 1: Communication & Nursing Process...................................................21

Learning Outcomes 21
Lab Supplies 21
Reflection Activity 21

References.......................................................................................23

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NURS 1112 INTRODUCTION

Course Overview
This course is a stepping stone to the formation of career-long values and practices. The working
professional values and practices of:

✔ Compassion and Empathy ✔ Continuous Learning

✔ Professionalism ✔ Communication Competence
✔ Integrity ✔ Documentation
✔ Advocacy ✔ Confidentiality and Privacy
✔ Holistic Approach to Assessment ✔ Critical Thinking and Problem-Solving
(Impact of Social Determinants of ✔ Teamwork and Collaboration
Health on Patient Well-being) ✔ Patient Education
✔ Clinical Competence ✔ Safety and Quality Improvement
✔ Evidence-based Practice

Self-Care Strategies for the Helping Professional

Nursing students have identified the following stressors related to:

● Clinical practice – seeing pain, suffering, and not being able to provide appropriate responses
(Jimenez et al., 2009)
● Academics – reviews, exams, workload, and problems studying (Pulido et al., 2012; Yamashita et al.,
2012)

o Nurses are taught to care for others and often express reluctance in taking the time to care
for themselves or they have difficulties finding self-care activities that are a good fit and can
be integrated into their lives (Blum, 2014)
o Nurses give the best patient care when they are operating at the peak of their own wellness
(Linton and Koonmen, 2020)
o Nurses are faced with moral duties that includes their duty to protect themselves, their
patients, their families, and communities (Sirilla et al., 2017; Steinwedel, 2015)

The practice of self-care among nursing students is an important strategy for role-modelling health and
well-being and supporting nurses’ mental and physical fitness to practice (Antonishen, 2019, Blum, 2014,
Canadian Association of Schools of Nursing, 2015)

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Self-care definition: activities that maintain physical, mental, emotional, and spiritual well-being
(American Holistic Nurses Association, 2021) as well as self-compassion promoting practices such as
engaging in acceptance, problem solving, and dealing with strong emotions skillfully (Hensel et al.,
2014). Self-care and spirituality are frequently linked (Slemon et al., 2021)

Self-care activities can include:

● Sleep – training your body to sleep by going to bed at the same time each night while
avoiding stimulants, caffeine, and nicotine at least 4-6 hours before bedtime and maintaining
a cool dark environment. Not bringing your textbooks to bed – using the bed for only
sleeping.
● Nutrition and Exercise – nutrition education would include healthy 30-minute meals that
include fruits and vegetables. The benefits of aerobics, flexibility, and strength and resistance
training. Walking around the university during breaks between classes would be beneficial.
Benefits of maintaining cardiovascular health, strengthening exercises, and using yoga and
Pilates for stretching and balance.
● Complementary Alternative Therapies – Natural aromatherapy oils and oil therapy, positive
affirmations

MODULE 1: NURSING KNOWLEDGE

Learning Outcomes
Upon completion of this module, you should be able to:

● Identify attributes of a nurse that contribute to the development of effective helping relationships
● Describe theories of caring
● Describe the phases of a helping relationship.
● Describe communication approaches that facilitate the building of a helping relationship.
● Describe the elements that contribute towards communicating a professional identity.
● Describe the components of a comprehensive health assessment.
● Describe the components of a general survey.
● Describe normal assessment findings from a general survey.
● Describe different types of health assessment.
● Differentiate between objective and subjective data gathering.
● Define inspection, palpation, percussion, and auscultation.
● Describe principles that guide prioritization of nursing care.
● Describe critical thinking, clinical decision making and how these are used in implementing the
nursing process.

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Study Materials & Essential Readings

You can use the check boxes to track your progress:

Textbook Readings: Canadian Fundamentals of Nursing

● Chapter 7 - Nursing Values & Ethics

p. 85 – 95
● Chapter 14 - Nursing Assessment, Diagnosis & Planning

p. 187 – 199
p. 202 – 207
● Chapter 15 - Implementing & Evaluating Nursing Care

p. 212 – 230
● Chapter 18 - Communication & Relational Practice

p. 278 – 280
p. 283 – 290
● Chapter 33 - Health Assessment & Physical Examination

p. 613 – 616
Textbook Readings: Jarvis Physical Examination & Health
Assessment
● Chapter 2 - Health Promotion in the Context of Health Assessment

p. 11 – 14
● Chapter 9 - Assessment Techniques and the Clinical Setting

p. 145 – 148
● Chapter 28 - The Complete Health Assessment: Putting It All Together

p. 832 – 833
Journal Articles
Amendolair, D. (2012). Caring model: Putting research into
practice. International Journal for Human Caring, 16(4), p.14-21.
Bailey, D. (2009) Caring Defined: A comparison and analysis. International
Journal for Human Caring. 13(1), p.16-32.
Other Resources
Gottlieb, L. N. & Feeley, N. (2006). The Collaborative Partnership Approach to
Care: A Delicate Balance, p. 27-38. (Chapter 2. link to PDF on D2L)

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Learning Activities
Answer the following questions you complete the learning activities:

1. Professional Helping Relationships

1. Describe key elements of nurses’ professional relationships:

Nurse – Patient Click or tap here to enter text.

Nurse – Family Click or tap here to enter text.

Nurse – Community Click or tap here to enter text.

Interprofessional Team Click or tap here to enter text.

2. Describe the tasks of each phase of the helping relationship:

P: Pre-interaction Click or tap here to enter text.

O: Orientation Click or tap here to enter text.

W: Working Click or tap here to enter text.

T: Termination Click or tap here to enter text.

3. Describe each of the following ways in which nurses communicate professionalism in helping
relationships.

Courtesy showing respect through polite behaviour

Use of Names Using patient names to show sense of familiarity

Trustworthiness Being reliable and honest

Autonomy & Ability to make independent decisions and taking accountability for it
Responsibility

Assertiveness Advocating for the patient(speaking up for the patient) at the same time

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maintaining professional boundaries

4. Describe the following therapeutic communication approaches and how the nurse would use each in
building a relationship with a client.

Active Listening (SOLER) Fully concentrating on what the patient is saying without interrupting.
(SOLER) sit facing the patient to show interest, Open posture to avoid
being defensive, lean slightly toward the patient to show involvement,
maintain eye contact to show engagement, relax , creates a comfortable
environment for the patient to share.

Sharing Observations Sharing what you observe e.g I noticed you seemed a bit quit today.

Sharing Empathy Putting yourself in the patients shoes and communicating understanding
e.g that must be difficult for you, can foster trust and validate feelings

Sharing Hope Offering positive reinforcement without giving false hope like saying, there
are treatments that can help you feel better, can motivate patients

Sharing Humor When used appropriately it can lighten the mood.must be used correctly
to avoid sign of insensitivity.

Sharing Feelings A nurse can share feelings within limits to show empathy e.g I feel
concerned about your comfort

Using Touch Appropriate physical touch like hand on the shoulder can provide comfort

Using Silence Allowing silence during conversations can give patience time to think and
express themselves

Providing Information Giving patients accurate information about their health

Clarifying Asking for clarification e.g (can you explain what you mean by.)

Focusing Helping patients concentrate or key issues e.g (let us focus on how you are
feeling right now)

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Paraphrasing Restating what the patient says in your own words to show understanding

Asking Relevant Asking open ended, purposeful questions e.g (how has your pain affected
Questions your daily activities

Summarizing Summing up what has been discuss e.g so today we’ve talked about

Self-Disclosure Appropriately sharing personal experience can build trust

Confrontation Gently confronting discrepancies in patients narration e.g you said you
have been eating well but I noticed some concerns WITH YOUR TEST
RESULTS

5. Describe the following non-therapeutic communication approaches and why the nurse should avoid
these.

Asking Personal Questions Asking irrelevant or overly personal questions can make the patient
feel uncomfortable

Giving Personal Opinions Imposing personal opinions undermines patient autonomy e.g( if I
were you I will )

Changing the Subject Shifting the topic away from patients concerns signals disinterest with
addressing sensitive issues

Automatic Responses Generic or scripted responses may come across as dismissive and fail
to address patients concerns

False Reassurance Offering unrealistic assurances e.g (do not worry everything will be
okay ) minimizes the patient feelings and may undermine trust if the
outcome isn’t positive

Sympathy While empathy involves understanding sympathy is more of being

pitiful and the patient feels patronized instead of supported.

Asking for Explanations Asking why questions e.g (why did you not take your medications) can
make the patient feel judged

Approval or Disapproval Expressing approval or disapproval (e.g., "That was a good choice" or

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"That wasn’t wise") can make patients feel judged, reducing their
sense of autonomy

Defensive Responses When a ptient expresses dissatisfaction, being defensive e.g that’s not
my fault

Arguing Disagreeing with the patients feelings can leed to conflict rather than
resolution

Passive or Aggressive They can both undermine therapeutic relationship between a nurse
Responses and a patient

6. Describe approaches the nurse can use in communicating with patients how have special needs:

Aphasia / Dysarthria / Muteness Use clear and concise language, use other forms of communication
like picture boards or written communication and try to be patient
with the patient give them time for responses

Cognitively Impaired Provide information in small so its easier to process, use visual aids
like gestures or pictures to verify, repeat key information

Hearing Impaired Stay face to face with the patient to make sure he can read your
lips. Speak slowly. Use sign language and written communication if
necessary.

Visually Impaired Describe the actions and surroundings and any procedures to
make sure the patient knows what is happening

Unresponsive Even though the patient doesn’t respond, continue to

communicate and explain procedures and also make sure to
reassure the patient. Use gental touch to provide comfort to create
connection.involve family members to get information that can aid
you interact better.

Language is a Barrier Use an interpreter, talk slowly and clearly and use visual aids

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2. Caring
Answer the following questions you complete the learning activities:
1. Describe Swanson’s Theory of Caring:

Knowing Understanding the patients needs

Being With Being emotionally present

Doing For Helping patients with tasks they can’t do for themselves

Enabling Helping the patients complete goals and care for themselves

Maintaining Belief Instilling hope and confidence in patientds

2. Describe Roach’s Human Act of Caring:

Compassion Understanding and being sensitive to the patient

Competence Having understanding and applying skills

Confidence Building a relationship based on trust and reliability

Conscience Moral awareness

Commitment Genuine willingness to provide support

3. How do patients perceive caring?

They perceive caring based on the nurse’s ability to connect with them emotionally, physically,
demonstrating genuine empathy, attentiveness and support

4. Give an example of how each of the following nursing practices might convey caring to a
patient/client:

Providing Presence Being physically and emotionally present especially during the patients critical
moments provides comfort, such as when they are feeling pain.

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Touch Appropriate touch offers comfort and shows empathy to the patient

Listening Active listening without interruptions and rush shows that the nurse cares
about their inputs and wellbeing

Knowing the Patient Understanding the patients personal history, fears, preferences allow the nurse
to provide care that demonstrate concerns to their overall experience.

Spiritual Caring Supporting the patients religious needs shows respect for their beliefs and
provides comfort.

Family Care Including the family In the patient care shows that the nurse doesn’t only care
about the patient but their loved ones as well.

3. Health Promotion
1. What is the World Health Organization (WHO) definition of health promotion?

The process of enabling people to increase control over, and improve their health.

2. Describe the following health promotion activities that nurses engage in:

Social Justice & Healthy Equity Ensuring that all individuals regardless of their background and
socioeconomic status should have access to healthcare resources.
They also ensure fair treatment involves addressing disparities as a
result of race, gender and economic status

Advocacy & Activism Speaking up the patients rights and needs both in clinical settings
and broader policy level.e.g addressing issues such as inadequate
housing or food security that can affect health.

Activsm

Involves taking a more active role in pushing changes in healthcare policies, en

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Addressing Root Causes Addressing root causes that often lie in the social determinants of
health like housing, education, employment and access to healthy
food. Aiming to prevent diseases and improve long term health
outcomes

3. Define the three levels of prevention:

Primary Prevention Preventing diseases before they occur e.g vaccination

Secondary Prevention Early detection and treatment e.g screening programs

Tertiary Prevention Managing and improving the quality of life in chronic conditions e.g
rehabilitation.

4. General Survey
1. Describe each of the components of a general survey:

Physical Appearance Assessment of age, skin color and facial features

Body Structure Evaluation of stature and posture

Mobility Obe=serving the patients gait(manner of walking) and range of motion.

Behaviour Assessing mood and personal hygiene

5. Collaborative Partnerships
1. Describe the five essential components of a collaborative partnership:

Sharing Power Involving patients in their own care decisions

Being Non-Judgmental Providing care without bias

& Accepting

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Being Open & Honest communications with patients and colleagues

Respectful

Living with Ambiguity Navigating uncertainty and complex cases with ease

Being Self-Aware & Constant self-assessment of your own thoughts and behaviours in care
Reflective situations

6. Critical Thinking
1. Describe each of the following critical thinking skills (see Table 12-1, pp. 176):

Interpretation Ability to understand and explain the meaning of information and data or concepts

Analysis The process of examining and breaking down information into parts to understand
better

Inference Ability to draw conclusions based on evidence. E.g making clinical decisions based
on observed trends

Explanation Ability to clearly articulate your reasoning or findings

Self-Regulation The ability to monitor, reflect on and adjust your thinking process.

2. Describe how the following two components of critical thinking contribute to nurses’ effectiveness:

Specific Knowledge Base Nurses need a solid foundation to inform their practice. This includes
anatomy, physiology and more

Experience Clinical experience enhances a nurses ability to apply knowledge in real life
settings

3. Describe the critical thinking competencies of:

Scientific Method They apply observation, hypothesis, experimentation and conclusion in

patient care

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Problem Solving Identifying a problem, creating potential solutions, evaluating them then
implementing the best one

Decision Making Click or tap here to enter text.

Diagnostic Reasoning
Determining a patient shealth problem by analysing data and using clinical knowledge

Clinical Decision Making Are more specific form that involves evaluating patient data and using
nursing knowledge to make the best decision

4. Describe How does critical thinking apply to the nursing process?

 Assess ment accurately by gathering and analyzing relevant data.

 Diagnose based on sound reasoning and patient information.

 Plan care by considering evidence-based practices, patient preferences, and clinical

experience.

 Implement interventions effectively by making informed, thoughtful decisions.

 Evaluate outcomes and make adjustments as necessary to improve patient care.

5. How does critical thinking apply to the nursing process?

It ensures that each phase of the nursing process is based on well reasoned decisions, reflective
thinking and evidence.

6. Describe attitudes that contribute to critical thinking:

Click or tap here to enter text.

7. Describe the following standards for critical thinking:

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Intellectual Standards These are universal standards used to evaluate the quality of reasoning

Professional Standards These are standards set by the nursing profession, including adherence to
the Nursing Code of Ethics, best practices, and clinical guidelines

7. Critical Thinking
Nursing Process - Assessment
You will NOT be using the NANDA Nursing Diagnosis

1. What is the nursing process?

Click or tap here to enter text.

2. What is assessment?

Click or tap here to enter text.

3. How does critical thinking apply to assessment?

Click or tap here to enter text.

4. What is the purpose of assessment/exploring?

Click or tap here to enter text.

5. What is a nursing health history?

Click or tap here to enter text..

6. Describe the difference between subjective and objective data collection:

Subjective Data Click or tap here to enter text.

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Objective Data Click or tap here to enter text.

7. What sources does the nurse use in collecting assessment data?

Click or tap here to enter text.

8. Describe each of the following methods of data collection:

Interview Click or tap here to enter text.

Physical Examination Click or tap here to enter text.

9. Describe nonverbal and verbal approaches that facilitate interviewing clients:

Verbal Click or tap here to enter text.

Nonverbal Click or tap here to enter text.

10. Describe the basic techniques of physical assessment:

Inspection Click or tap here to enter text.

Palpation Click or tap here to enter text.

Percussion Click or tap here to enter text.

Auscultation Click or tap here to enter text.

11. Describe how a nurse would analyze and interpret assessment data:

Click or tap here to enter text.

12. Describe important principles in documenting assessment data:

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Click or tap here to enter text.

13. Describe the components of the Mount Royal School of Nursing & Midwifery comprehensive
assessment framework:

Click or tap here to enter text.

Nursing Process - Planning

1. What is the purpose of planning?

Click or tap here to enter text.

2. Differentiate between high, medium, and low priority issues/concerns:

High Priority Click or tap here to enter text.

Medium Priority Click or tap here to enter text.

Low Priority Click or tap here to enter text.

3. How does critical thinking apply to establishing goals?

Click or tap here to enter text.

4. What is the purpose in establishing a goal of care?

Click or tap here to enter text.

5. Describe the importance of collaborating with the client in setting goals:

Click or tap here to enter text.

6. Describe each of the following criteria in goal/expected outcome writing:

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S - Singular Click or tap here to enter text.

T - Time Limited Click or tap here to enter text.

R - Realistic Click or tap here to enter text.

O - Observable Click or tap here to enter text.

M - Measurable Click or tap here to enter text.

M - Mutual/Collaborative Click or tap here to enter text.

C - Client Centred Click or tap here to enter text.

7. Differentiate between the following types of interventions:

Independent Click or tap here to enter text.

Nursing Interventions

Dependent Click or tap here to enter text.

Nursing Interventions

Collaborative Click or tap here to enter text.

Interventions

8. What six factors should be considered when choosing a nursing intervention?

1. Click or tap here to enter text.

2. Click or tap here to enter text.

3. Click or tap here to enter text.

4. Click or tap here to enter text.

5. Click or tap here to enter text.

6. Click or tap here to enter text.

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9. What is the purpose of developing a written plan of care?

Click or tap here to enter text.

10. Describe each of the following types of nursing care plans:

Computerized Care Plan Click or tap here to enter text.

Care Plan for Community- Click or tap here to enter text.

based Settings

Critical Pathway Click or tap here to enter text.

Concept Map Click or tap here to enter text.

Nursing Process - Implementation

1. What is the purpose of implementing the nursing intervention/care from the care plan?

Click or tap here to enter text.

2. Differentiate between direct and indirect nursing care?

Direct Nursing Care Click or tap here to enter text.

Indirect Nursing Care Click or tap here to enter text.

3. How does critical thinking apply to implementation?

Click or tap here to enter text.

4. Define the following terms:

Clinical Practice Click or tap here to enter text.

Guidelines/Protocols

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Medical Directive / Standing Click or tap here to enter text.

Order

5. Describe the following processes which are essential to preparing to implement nursing care:

Reassessing the Client Click or tap here to enter text.

Reviewing and Revising the Click or tap here to enter text.

Existing Care Plan

Organizing Resources and Click or tap here to enter text.

Care Delivery

Anticipating and Preventing Click or tap here to enter text.

Complications

6. Describe the three types of implementation skills used by nurses:

Cognitive Click or tap here to enter text.

Interpersonal Click or tap here to enter text.

Psychomotor Click or tap here to enter text.

7. Describe the following direct care nursing interventions:

Activities of Daily Living (ADLS) Click or tap here to enter text.

Instrumental Click or tap here to enter text.

Activities of Daily Living (IADLs)

Physical Care Techniques Click or tap here to enter text.

Life Saving Measures Click or tap here to enter text.

Counseling Click or tap here to enter text.

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Teaching Click or tap here to enter text.

Controlling for Adverse Click or tap here to enter text.

Reactions

Prevention Measures Click or tap here to enter text.

8. Describe the following indirect care nursing interventions:

Communicating Click or tap here to enter text.

Delegating, Supervising, Click or tap here to enter text.

Evaluating Others’ Work

Nursing Process - Evaluation

1. What is the purpose of evaluating care?

Click or tap here to enter text.

2. How does critical thinking apply to evaluation?

Click or tap here to enter text.

3. Describe the evaluation process according to the following elements:

Identifying Criteria and Click or tap here to enter text.

Standards

Collecting Evaluation Data Click or tap here to enter text.

Interpreting and Click or tap here to enter text.

Summarizing Findings

Documenting Findings Click or tap here to enter text.

4. Describe each of the following ways what a nurse might revise a care plan:

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Discontinue the Plan Click or tap here to enter text.

Modifying the Plan Click or tap here to enter text.

8. Collaborative Nursing Care Plan

Assessment Analysis Planning Implementation Evaluation
Subjective & Strengths, Concerns STROMMC Goal for Independent …of each of the
Objective Data & Identify Priority your priority Nursing Nursing
Concern concern. Intervention(s) to Intervention(s)
achieve your goal.
Objective Data: Strengths: Goal: 1. 1.

Concerns: 2. 2.

Subjective Data: Priority Concern: 3. 3.

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Lab 1: Communication & Nursing Process

Learning Outcomes
In the lab session, you will have the opportunity to:

● Describe what the HSLC learning environment entails

● Recognize the need for Personal Protective Equipment
● Explain the beginning expectations of Professionalism
● Apply principles of caring to interactions with peers
● Explore ways in which to initiate and build trust in a helping relationship in interactions with peers
● Apply communication approaches in simulated interactions with peers
● Explain what it means to demonstrate a professional character

Lab Preparation
Attend the lecture and complete the learning activities from:

● Module 1: Nursing Knowledge

Lab Supplies
Please bring the following supplies with you to lab.

1. Course Outline
2. Course Syllabus
3. Learning Guide
4. Pen & paper
5. Lab Kit: Triangular Bandage

Reflection Activity
1. How will you demonstrate professionalism in your class and in the lab?

Click or tap here to enter text.

2. What detracts from professionalism?

Click or tap here to enter text.

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3. How do you communicate professionalism to your peers and to your instructor?

Click or tap here to enter text.

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REFERENCES
Jakubec, S. & Astle, B. (2024). In B.J. Astle et al. (Eds.). Canadian fundamentals of nursing (7th ed.).
Amendolair, D. (2012). Caring model: Putting research into practice. International Journal for Human
Caring, 16(4), pp.14-21.
Bailey, D. (2009) Caring Defined: A comparison and analysis. International Journal for Human Caring.
13(1), pp.16-32.
Antonishen, K. (2019). Stress, anxiety, and depression in year three nursing students before and after
learning an evolved exercise practice: a pilot study-Selfcare Journal. SelfCare Journal.
Blum, C. A. (2014). Practicing self-care for nurses: A nursing program initiative. Online Journal of Issues in
Nursing, 19(3).
Canadian Association of Schools of Nursing. National nursing education framework – baccalaureate: Final
report [Internet]. 2015 [cited 2018 Feb 12]. Available from
https://www.casn.ca/wp-content/uploads/2014/12/FINAL-BACC-Framwork-FINAL-SB-Jan-
2016.pdf
Green, C. (2020). Teaching accelerated nursing students’ self‐care: A pilot project. Nursing open, 7(1),
225-234.
Hensel, D., & Laux, M. (2014). Longitudinal study of stress, self-care, and professional identity among
nursing students. Nurse Educator, 39(5), 227-231.
Jimenez, C., IMavia-Osorio, P. M., & Diaz, C. V. (2009). Stress and health in novice and experienced
nursing students. Journal of Advanced Nursing, 66(2), 442-455. doi:10.1111/j. 1365-
2648.2009,05183.x
Linton, M., & Koonmen, J. (2020). Self-care as an ethical obligation for nurses. Nursing ethics, 27(8),
1694-1702.
Pulido-Martos, M,, Augusto-Landa, J. M., & Lopez-Zafra, E. (2012). Sources of stress in nursing students:
Click or tap here to enter text
.A systematic review of quantitative studies. International Nursing
Review 59, 15-25.
Sirilla, J., Thompson, K., Yamokoski, T., Risser, M. D., & Chipps, E. (2017). Moral distress in nurses
providing direct patient care at an academic medical center. Worldviews on Evidence‐Based
Nursing, 14(2), 128-135.
Slemon, Allie, Emily K. Jenkins, and Elisabeth Bailey. "Enhancing conceptual clarity of self-care for nursing
students: A scoping review." Nurse Education in Practice 55 (2021): 103178.
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