Running head: PERSONAL CLASS DESIGN PROJECT
Personal Class Design Project: Part 1 and Part 2
Marialena Murphy
Grand Canyon University
NUR-649E Nursing Education Seminar II
July 11, 2012
1
PERSONAL CLASS DESIGN PROJECT
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Personal Class Design Project
Caring Science/Heart Science: Caritas HeartMath®
Caring Science/Heart Science: Caritas HeartMath® is an educational class consisting of
two separate two hour sessions that will be presented at the Caring Science Summer Institute,
sponsored by the University of Colorado College of Nursing and Watson Caring Science
Institute, Boulder, Colorado, in July of 2012 (Watson Caring Science Institute, 2012). Watson
Caring Science Institute is the primary sponsoring institution and is an international non-profit
foundation created and dedicated to advance the philosophies, theories and practices of human
caring and to the restoration of the profound nature of caring-healing, and bringing the ethic and
ethos of love back into patient care (Watson Caring Science Institute, 2012). Human caring
theory and philosophy combined with heart science research and methodologies will provide the
framework and substantial content for this class.
Class Needs Assessment
The need for this class was determined by several factors. Currently, there are several
hospital systems that have begun implementing the theory of human caring and HeartMath®
methodologies in nursing and patient care delivery and to improve individual staff self-care and
reduce stress. These systems include several hospitals including Kaiser Permanente of northern
California ("Reducing nurses’ stress pays off for Kaiser patients," 2011), Resurrection Health,
Inova Fairfax Hospital, Scottsdale Healthcare and Baptist Health (Watson, 2009). New
organizations are requesting information on the implementation process and benefits of caring
science theory and HeartMath® modalities and how these principles intersect and can be applied
to make improvements and create heart centered caring practices in the delivery of patient care.
Additionally, the sponsoring organizations requested this class be developed and delivered at the
PERSONAL CLASS DESIGN PROJECT
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upcoming Caring Science Summer Institute, providing further supporting evidence of the need
for this class.
Class Description
The class will integrate and translate caring science and HeartMath® research and theory
into concrete methods and personal/professional caring-healing modalities that have the potential
to transform self and system. The sessions will provide didactic, discussion and experiential
learning opportunities for participants to gain knowledge, insight and skill into the application of
caring science and heart science in patient care and healthcare systems. Upon completion, class
participants will go forward with new ethically and scientifically grounded ways of “being and
becoming” as well as with the development of skills to deepen caring, develop more healing for
self and other, and contribute to a unitary worldview of science and society. The sessions will be
presented by the author of theory of Human Caring, and University of Colorado Endowed Caring
Science Chair, Jean Watson, HeartMath® Master Teacher, Robert Browning of HeartMath®
Institute (Institute of HeartMath, 2012) and Nursing Leader of Scottsdale Health, Arizona,
Marialena Murphy, Caritas Coach and HeartMath® Master Trainer.
Presenters and Intended Audience
The class is intended for clinical nurses/caregivers and operational healthcare leaders
interested in an in-depth intellectual, scientific, and heart centered experiential learning
opportunity. This opportunity is focused on the philosophy, ethics, science and research of
caring science and heart science. Healthcare providers and systems exploring these philosophies
and methodologies as a vehicle to address the growing concerns in healthcare that are a result of
non-caring (Watson, 2009) and who are seeking information regarding implementation practices
would benefit from attending this class.
PERSONAL CLASS DESIGN PROJECT
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Learning Objectives/Subjectives
Upon completion of this class, participants will be able to:

Describe caring science and unitary world view as context for ethic and
philosophy of heart centered research- based caring theory practices. (Cognitive
and Psychomotor Learning Domains)

Describe Heart Science in relation to caring science. (Cognitive and Psychomotor
Learning Domains)

Identify key scientifically validated findings based upon HeartMath® methods.
(Cognitive Learning Domain)

Explore heart science and research with caring science theory and implement
practices of human caring in personal /professional life. (Cognitive, Affective
and Psychomotor Learning Domains)

Evaluate and implement heart centered caring practices for personal life.
(Cognitive, Affective and Psychomotor Learning Domains)
Learning Resources
Content Outline – Session I
Caring Science: Ethic of belonging
1st principle of science (Levinas)
Expanding views of person
energetic body:
Postmodern views for caring and
healing
10 Caritas Processes©
Heart Science: Detailed evolutions
of heart intelligence;
heart brain dynamics and intuition;
Intersecting connections between
caring science theory and heart
science
Time
Frame
60
Presenter
Learning Resources
Jean Watson
Robert Browning
Marialena Murphy
Slides, Experiential heartcentered exercise, Lecture
Group dialogue
60
Robert Browning
Jean Watson
Marialena Murphy
Slides, Lecture Experiential
group exercises;
discussion/dialogue
PERSONAL CLASS DESIGN PROJECT
Content Outline – Session II
Continuation of heart science
research;
Health related research:
physiological and perceptual
impacts of emotions and heart
rhythms on well-being;
Shift in perception exercises
CaringScience/HeartScience(Heart
Math® research);
Creating Heart Centered Caring
moments;
Authentic heart-centered listening
Beyond empathy
Closing Ritual
Integrating Caring theory into one’s
personal life world
5
Time
Frame
30
Presenter
Learning Resources
Robert Browning
Marialena Murphy
Lecture, Slides, Experiential
group exercises; Video
60
Robert Browning
Marialena Murphy
Experiential guided exercises
of HeartMath® methods with
caring theory
30
Robert Browning
Marialena Murphy
Group Debrief;
Authentic
Dialogue/discussion/
Closing ritual
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Part 2:
Topic: Caring Science: Ethic of belonging 1st principle of science (Levinas); expanding views of
person, energetic body: Postmodern views for caring and healing; 10 Caritas Processes©
Learner Objective
Describe caring
science and unitary
world view as
context for ethic
and philosophy of
heart centered
research- based
caring theory
practices.
(Cognitive and
Psychomotor
Learning Domains)
Timeframe
60
Teaching Strategies
 Power Point
Slides
 Experiential
heart-centered
exercise
 Lecture
 Group dialogue
Evaluation Methods
 Group dialogue
 Experiential heartcentered exercise
 Participation
 Observation
The rationale for this learner objective rests on the importance building a foundational
context and understanding of caring theory, ethic, and heart centered practices for the
information that follows in this class, consistent with constructivism learning theory (Billings &
Halstead, 2009). The teaching strategies are intended to provide information that will deliver the
underpinning for future learning. The evaluation methods chosen are specifically well-suited to
the setting and the material presented. The verbal communication evaluation is used to assess
the learner’s ability to present the ideas and concepts (Billings & Halstead, 2009). Observation,
participation in the exercise, participation in the dialogue can provide evidence of the level of
engagement and the effectiveness of teaching and learning.
PERSONAL CLASS DESIGN PROJECT
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Topic: Heart Science: Detailed evolutions of heart intelligence; heart brain dynamics and
intuition; intersecting connections between caring science theory and heart science
Learner Objective
Describe Heart
Science in relation
to caring science.
(Cognitive and
Psychomotor
Learning Domains)
Timeframe
60
Teaching Strategies
 Slides
 Lecture
 Experiential
group exercises –
Heart Rate
Variability
Demonstration
 Discussion and
dialogue
Evaluation Method
 Participation
 Observation
Understanding the alignment and connection between heart science and caring science is
the primary rationale for this learning objective and teaching strategies; utilizing informational
delivery methods as well as an experiential demonstration using a volunteer from the class will
provide an impactful teaching strategy to. The observation and demonstration of learning
participation will provide feedback on the ability of learners to describe the disparities and
insights into the correlation of heart science and caring science in nursing and personal practice.
Group discussion and dialogue has been shown to be an effective teaching strategy that promotes
critical thinking and learning at higher intellectual levels (Johnson & Mighton, 2005).
Topic: Continuation of heart science research; Health related research: physiological and
perceptual impacts of emotions and heart rhythms on well-being; Shift in perception exercises
Learner Objective Timeframe
Identify key
30
scientifically
validated findings
based upon
HeartMath®
methods. (Cognitive
Learning Domain)
Teaching Strategies
 Lecture
 Power Point
Slides
 Experiential
group exercises –
shift perception
 “Atmosphere”
Video
Evaluation Method
 Discussion and
dialogue
 Participation
 Self-Reflection
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The compelling teaching strategies assist in the learner to identify key concepts and are
the rational for the experiential teaching strategy. A multi-media video is used to demonstrate
the scientifically validated findings; this shift in content delivery provides an alternative
presentation of the information and allows the learner to integrate the information in a useful
way. Self-reflection is used to evaluate area where the learner can implement the technique of
shifting perception in their practice or life. Self-reflection is used as an evaluation method in this
objective because it provides the student an opportunity to think about the skills presented and
consider opportunities where it can be used (Billings & Halstead, 2009).
Topic: CaringScience/HeartScience(HeartMath® research); Creating Heart Centered Caring
moments; Authentic heart-centered listening Beyond empathy
Learner Objective Timeframe
Explore heart
60
science and
research with caring
science theory and
implement practices
of human caring in
personal
/professional life.
(Cognitive,
Affective and
Psychomotor
Learning Domains)
Teaching Strategies
 Experiential
guided exercises
of HeartMath®
methods with
caring theory
 Authentic
Communication
Exercise
Evaluation Method
 Group debrief
participation
 Verbal
Communication
The rationale for the selected teaching strategies includes deepening the knowledge
presented and continuing to build on the prior learning in this workshop. The authentic
communication exercise provides a peer sharing and storytelling opportunity between
participants. This strategy is uniquely suited to the evaluation method of verbal communication
group debrief after the experience and discussion (Billings & Halstead, 2009).
PERSONAL CLASS DESIGN PROJECT
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Topic: Closing Ritual, Integrating Caring theory into one’s personal life world
Learner Objective
Evaluate and
implement heart
centered caring
practices for
personal life.
(Cognitive,
Affective and
Psychomotor
Learning Domains)
Timeframe
30
Teaching Strategies
Evaluation Method
 Group Debrief
 Self-evaluation
 Authentic
 Participation
Dialogue
 Group discussion
 Closing ritual
and debrief
 Class
evaluation
survey
The rationale for the teaching strategies used to meet this learner objective is to ensure
that all participants have an opportunity to be heard if they so desire and to bring to a close the
learning gained and the connections that have developed between participants. The evaluation
methods used are uniquely suited to ensure that the participants can leave with a self-evaluation
and their participation and input has been valued. Self-evaluation has been shown to be uniquely
successful as an evaluation method that promotes integration of theory with personal experience
and can influence the development of personal and professional practice (Roberts, & Stark,
2008).
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References
Billings, D. M., & Halstead, J. A. (2009). Teaching in nursing: A guide for faculty (3rd ed.). St.
Louis, MO: Saunders Elsevier.
Institute of HeartMath. (2012). http://www.heartmath.org/.
Johnson, J., & Mighten, A. (2005). A comparison of teaching strategies: lecture notes combined
with structured group discussion versus lecture only. Journal Of Nursing Education,
44(7), 319-322.
Reducing nurses’ stress pays off for Kaiser patients. (2011). Retrieved from
http://journalism.berkeley.edu/projects/radio/advanced/reducing-nurses-stress-pays-offfor-kaiser-patients/.
Roberts, C., & Stark, P. (2008). Readiness for self-directed change in professional behaviours:
factorial validation of the Self-reflection and Insight Scale. Medical Education, 42(11),
1054-1063.
Watson Caring Science Institute. (2012).
http://www.watsoncaringscience.org/index.cfm/category/106/july-2012-world-event.cfm
Watson, J. (2009). Caring science and human caring theory: transforming personal and
professional practices of nursing and healthcare. Retrieved from
http://www.watsoncaringscience.org/index.cfm/feature/73_12/caring-science-andhuman-caring-theory-transforming-personal-and-professional-practices-of-nursing.cfm.
Watson, J. (2008). Nursing: The philosophy and science of caring (Revised ed.). Boulder, CO:
University Press of Colorado.