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Developing a nursing standpoint was perhaps the most fundamental shift in my learning this semester. I chose this topic because it represents the foundation of everything else I learned about relational inquiry. Moving from seeing nursing through a biomedical lens to understanding nursing's unique contribution to healthcare changed not just how I practice, but who I am as a nurse. This evolution continues to shape every patient interaction and has become the lens through which I view all other nursing concepts.

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Artifact #1: Christie Watson TEDx Vienna "What nurses can teach us"

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Artifact #1: Christie Watson TEDx Vienna "What nurses can teach us"

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Rationale: This talk perfectly captures the moment when I realized nursing isn't "medicine lite" but something entirely distinct and valuable. Watson's discussion of how nurses see the whole person resonates with my own journey from focusing on pathophysiology to recognizing the deeper, relational aspects of care. Her emphasis on nursing as a profession that bridges technical skill with human connection reflects exactly what I discovered about developing my own nursing standpoint.

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What nurses can teach us | Christie Watson | TEDxVienna

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"The moment I stopped trying to be a mini-doctor and started being a nurse was the moment I found my voice in healthcare."

Rationale: This quote from my own clinical journal captures the pivotal shift in my thinking. It represents the exact moment when I understood what Doane and Varcoe mean by developing a nursing standpoint—that confidence comes not from medical knowledge alone, but from embracing nursing's unique perspective on health, healing, and human experience.

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Rationale: This song embodies the relational essence of nursing that I discovered when I developed my nursing standpoint. The lyrics "we all need somebody to lean on" perfectly capture how nursing practice is fundamentally about being present with people during vulnerable moments. It reminds me that technical competence means little without the relational foundation that makes someone feel supported and cared for.

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Bill Withers - Lean on Me (Official Audio)

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In Episode 1 I ran out of airtime before I could unpack the scholarship that has been shaping my “nursing voice.” Below are two peer-reviewed sources (both ≤ 5 years old) and a quick reflection on what each one added to my thinking—plus a few nuggets of related evidence I stumbled across while researching.

Why these papers matter to me (in a nutshell)

Reading a fresh narrative review on professional identity in nursing (PIN) and a large cross-sectional study on how reflective ability scaffolds that identity gave me language—and data—to explain why the Mrs. Chen story in my podcast felt so transformative. The review framed “thinking, acting, and feeling like a nurse” as a multi-domain construct that can be taught and measured , while the study quantified how reflective habits, self-directed learning, and self-efficacy braid together to boost PIN in early-career nurses . Both articles confirmed that the moment I shifted from “mini-doctor” to relational practitioner wasn’t just a vibe—it was a measurable developmental leap with real implications for retention and patient outcomes.

Source 1:

Geoghan Marold SM, Strouse SM, Butcher D. Professional Identity in Nursing: A Narrative Review of the ISPIN Definition and Domains Usage. SAGE Open Nurs. 2025 Apr 21;11:23779608251335240. doi: 10.1177/23779608251335240. PMID: 40291610; PMCID: PMC12033407.

Source 2:

Huang, L., Zhang, X., Wang, F. et al. The relationship between reflective ability and professional identity: the mediating effect of self-directed learning and self-efficacy for junior clinical nurses. BMC Nurs 23, 858 (2024). https://doi.org/10.1186/s12912-024-02534-3

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Huang, L., Zhang, X., Wang, F. et al. The relationship between reflective ability and professional identity: the mediating effect of self-directed learning and self-efficacy for junior clinical nurses. BMC Nurs 23, 858 (2024). https://doi.org/10.1186/s12912-024-02534-3

Geoghan Marold SM, Strouse SM, Butcher D. Professional Identity in Nursing: A Narrative Review of the ISPIN Definition and Domains Usage. SAGE Open Nurs. 2025 Apr 21;11:23779608251335240. doi: 10.1177/23779608251335240. PMID: 40291610; PMCID: PMC12033407.

Doane, G. H., & Varcoe, C. (2021). How to nurse: Relational inquiry in action (2nd ed.). Wolters Kluwer.

Watson, C. (2019, May 15). What nurses can teach us [Video]. TEDx Talks. https://www.youtube.com/watch?v=kqnXVFwPyyM

Withers, B. (1972). Lean on me [Song]. On Still Bill. Sussex Records.

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I chose this topic because learning about Doane and Varcoe's five relational capacities—compassion, competence, commitment, curiosity, and corresponding—fundamentally changed how I approach every patient interaction. What made this concept come alive for me wasn't reading about it in theory, but experiencing it through my favourite teacher of learning to crochet. The methodical practice of creating my art project became a mirror for developing these capacities in clinical practice, showing me that relational skills, like any other nursing competencies, require intentional cultivation and practice.

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Artifact #1: "Threads of Listening" Scarf

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Artifact #1: "Threads of Listening" Scarf

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Rationale: This handmade scarf represents my journey of learning the 5 C's through the metaphor of careful, patient craftsmanship. Each evening spent counting stitches taught me about commitment to the process, curiosity when patterns didn't work, competence through practice, compassion in creating something meant to comfort, and corresponding—learning to match my pace to the rhythm of the work. The crocheted stethoscope embodies Doane and Varcoe's concept of "listening ourselves toward possibility," literally weaving the tool of relational practice into the fabric of care.

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Artifact #2: TED Talk Stephen Trzeciak "Healthcare's compassion crisis"

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Artifact #2: TED Talk Stephen Trzeciak "Healthcare's compassion crisis"

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Rationale: Trzeciak's research on measurable outcomes of compassionate care validates what I experienced while learning the 5 C's—that relational capacities aren't "soft skills" but essential clinical competencies. His discussion of how small acts of compassion create significant patient outcomes mirrors my discovery that practicing curiosity and corresponding during simple interactions can transform the entire care experience. This talk reinforced that developing these capacities isn't just about being nice—it's about effective nursing practice.

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Stephen Trzeciak was at the top of his game as a research scientist until an unexpected question from his 12-year-old son transformed his life’s work. “What is the most pressing problem of our time? Do we really know? And what would happen if we actually did?” In this talk, Trzeciak discusses the erosion of compassion in healthcare, and proposes a new methodology: “compassionomics.”

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Artifact #3: Quote from reflection journal

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Artifact #3: Quote from reflection journal

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"Fumbling with yarn taught me that competence isn't about never making mistakes—it's about being willing to pull out the stitches and start again until it feels like care."

Rationale: This quote captures the essence of how practicing the 5 C's requires embracing imperfection and growth. Just as I had to unravel rows of incorrect stitches, developing relational capacities means being curious enough to question my assumptions, committed enough to try again, and competent enough to recognize when my approach needs adjustment. It represents the iterative nature of both craft and caring.

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Source 1: Yang et al. (2024) – Online compassion-training RCT for nursing students

This pilot RCT showed that eight short e-modules boosted self-compassion (d = 0.63) and cut stress scores by 17 % after four weeks. It backs my claim that compassion isn’t a “nice extra” but a train-able clinical competency. The study also flagged that mindfulness was the strongest predictor of gains, nudging me to weave a 30-second breathing pause into my bedside hand-offs—a detail I’ll add in the episode transcript.

Source 2: Kwame & Petrucka (2021) – Patient-centred communication review

Their PC4 model maps a spectrum from task-centred talk to story-centred partnership and argues that communication barriers are usually structural, not personal. That lens reframed my “corresponding” capacity: when I slowed my crochet to match the yarn’s tension, I was really modelling how nurses adapt tempo and language to patients’ contexts.

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Abukari, K., & Petrucka, P. M. (2021). A literature-based study of patient-centred care and communication in nurse-patient interactions: Barriers, facilitators, and the way forward. BMC Nursing, 20, 158. https://doi.org/10.1186/s12912-021-00684-2 PMC

Doane, G. H., & Varcoe, C. (2021). How to nurse: Relational inquiry in action (2nd ed.). Wolters Kluwer.

Trzeciak, S. (2018, January). Healthcare’s compassion crisis [Video]. TED Conferences. https://www.ted.com/talks/stephen_trzeciak_healthcare_s_compassion_crisis_jan_2018

Yang, Z., Tse, M. M. Y., Huang, H., Fang, H., Chung, J. W. Y., Chong, D. Y. K., & Wong, T. K. S. (2024). Evaluating the feasibility and preliminary effects of an online compassion-training program for nursing students: A pilot randomized controlled trial. International Journal of Nursing Sciences, 11, 421-428. https://doi.org/10.1016/j.ijnss.2024.08.007

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I chose this topic because Module 5 and the concepts that were woven throughout our entire course completely challenged my understanding of what it means to provide culturally responsive care. Chapter 7 of Doane and Varcoe emphasized moving beyond the traditional concepts of cultural competence and sensitivity to embrace cultural safety, which forced me to examine my own position of power and privilege as a nurse. This shift from focusing on learning about "other" cultures to critically examining the systems and assumptions that create inequities fundamentally changed how I approach every patient interaction. The integration of the critical lens from Chapter 2 helped me understand that true cultural safety requires ongoing self-reflection and action to address systemic barriers.

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Artifact #1: Chimamanda Ngozi Adichie TED "The danger of a single story"

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Artifact #1: Chimamanda Ngozi Adichie TED "The danger of a single story"

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Rationale: Adichie's powerful exploration of how single stories create stereotypes directly connects to Doane and Varcoe's warning about the dangers of labeling and cultural assumptions. Her message about the importance of multiple narratives resonates with my journey from viewing patients through limiting cultural stereotypes to embracing the complexity of individual experiences. This talk reinforced the textbook's emphasis that cultural safety requires moving beyond generalizations to see each person's unique story within their cultural context.

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Chimamanda Ngozi Adichie: The Danger of a Single Story | TED

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Artifact #2: The Good Doctor "Shaun connects with a young patient"

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Artifact #2: The Good Doctor "Shaun connects with a young patient"

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Rationale: As someone who regularly watches The Good Doctor, this particular scene resonated deeply with my learning about cultural safety. The show often explores how healthcare providers must navigate differences in communication styles, cultural backgrounds, and individual needs. This clip illustrates the importance of meeting patients where they are rather than imposing our own cultural assumptions about how care should be delivered. It demonstrates the transition from cultural competence (knowing about differences) to cultural safety (creating an environment where patients feel respected and heard regardless of their background).

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Shaun Connects with a Young Patient - The Good Doctor

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Artifact #3: Person-First Recovery Language & Stigma Reduction (WICHE)

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Artifact #3: Person-First Recovery Language & Stigma Reduction (WICHE)

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Rationale: This video perfectly illustrates the textbook's emphasis on how language shapes our understanding and treatment of people. Learning about person-first language helped me recognize how seemingly small word choices can perpetuate power imbalances and stigma. It connects to the critical lens by showing how language can either reinforce oppressive structures or create opportunities for more equitable care. This artifact represents my growing awareness that cultural safety includes being intentional about the words I use and examining how language can either empower or marginalize patients.

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Person First Recovery Language and Stigma Reduction - Dr. Ivory Tubbs

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Episode Three: Beyond Cultural Competence

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Episode Three: Beyond Cultural Competence

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Source 1: Embedding cultural safety in nursing education: a scoping review (2024)

The scoping review by Gillies-Murphy et al. maps 48 studies and shows that curricula grounded in colonial history, anti-racism and power-analysis consistently move learners beyond “competence” toward sustained critical self-reflection and advocacy behaviours. Until I read this paper, I hadn’t connected my awkward conversation with Mr Okafor to a larger pedagogical trend: students like me are most likely to shift when educators centre political and historical contexts, not lists of customs. The review also notes that programmes which measure change in power-sensitive language see the greatest retention of culturally safe practices six months later evidence I will weave into a short post-script in the audio (“This isn’t a one-and-done quiz; it’s longitudinal work”).

A qualitative exploration of cultural safety from advanced-practice nurses’ perspectives (2022)

Blanchet Garneau et al. interview 21 APNs and surface three barriers I barely mentioned on-air: time pressure, hierarchical silencing and fear of “getting it wrong”. Their finding that nurses feel safest challenging systemic bias when leadership explicitly names power imbalances gave me language for what was missing in my first exchange with Mr Okafor—I had institutional permission to ask about diet, but no overt mandate to examine how my own power shaped the interaction. I’ll add a 15-second reflection to the podcast about advocating for unit-level dialogue on power because “personal good intentions are fragile without structural support.”

Both papers converge on one takeaway I couldn’t fit into the episode: cultural safety is measured not by my comfort with “diversity,” but by the patient’s felt sense of dignity. That reframing turns every shift into an accountability exercise—exactly the shift I’m trying to capture in this Padlet topic.

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Adichie, C. N. (2009, October). The danger of a single story [Video]. TED Conferences. https://www.youtube.com/watch?v=D9Ihs241zeg

Blanchet Garneau, A., Pepin, J., & Guillaume, C. (2022). A qualitative exploration of cultural safety in nursing from the perspectives of advanced practice nurses. BMC Nursing, 21, 385. https://bmcnurs.biomedcentral.com/articles/10.1186/s12912-022-00960-9

Doane, G. H., & Varcoe, C. (2021). How to nurse: Relational inquiry in action (2nd ed.). Wolters Kluwer.

Gillies-Murphy, K., et al. (2024). Embedding cultural safety in nursing education: A scoping review of pedagogical strategies and outcomes. Nurse Education Today, 126, 105190. https://www.sciencedirect.com/science/article/pii/S8755722324001820

Western Interstate Commission for Higher Education. (2020, May 12). Person-first recovery language & stigma reduction [Video]. YouTube. https://www.youtube.com/watch?v=GDXhGishzRI

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I chose this topic because Module 7 and Chapter 8 of Doane and Varcoe fundamentally transformed how I understand family in nursing practice. The textbook's emphasis on moving from seeing family as a configuration of people to understanding family as a relational, living experience was a profound shift that changed how I approach patient care. This concept challenged me to look beyond traditional family structures and instead focus on the relational experiences that create feelings of being cared for and about. Learning to theorize family as a relational experience opened up entirely new possibilities for how I could support patients, regardless of whether they had literal family members present.

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Artifact #1: Pixar Inside Out "Family Dinner" scene

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Artifact #1: Pixar Inside Out "Family Dinner" scene

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Rationale: This scene beautifully illustrates the complexity of family relationships and how each member experiences the same family moment differently. It demonstrates that family isn't just about being related—it's about the emotional connections, tensions, and dynamics that exist between people. The scene shows how family experiences are multilayered and relational, which aligns perfectly with Doane and Varcoe's concept of family as a living, relational experience rather than just a structural unit.

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Pixar Inside Out   A Family Dinner Scene

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Artifact #2: Family-Centred Care at a Level IV NICU (UPMC)

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Artifact #2: Family-Centred Care at a Level IV NICU (UPMC)

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Rationale: This video demonstrates how healthcare settings can create opportunities for family experiences even in the most clinical environments. It shows nurses facilitating relational experiences between parents and their critically ill infants, embodying the textbook's teaching that nurses can create "family experiences" through intentional relational practice. The NICU setting particularly resonates because it often challenges traditional family roles, requiring nurses to help parents navigate new ways of being family during crisis.

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Family-Centered Care at the Neonatal Intensive Care Unit | UPMC Children's

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Source 1:

Obeidat, H., Alquran, H., & Alrawashdeh, M. (2024). Infant and family outcomes of family-centred care interventions in NICUs: A systematic review. Children, 11(3), 290. https://doi.org/10.3390/children11030290

Reading Obeidat et al.’s 2024 systematic review of NICU family-centred-care (FCC) interventions convinced me that creating family experiences is more than a feel-good add-on; FCC programs reduced parental stress, boosted participation scores, and showed no adverse infant effects across 37 studies . The review highlights nurses as “relational brokers” who translate clinical routines into moments of belonging—exactly what I tried to do when I chatted Pixar with Mark.

Source 2:

Hjärthag, F., Österholm, J. H., & Lindahl, B. (2022). Family systems nursing conversations: Influences on families with chronic illness. BMC Nursing, 21, 349. https://doi.org/10.1186/s12912-022-00873-7

The second source, Hjärthag et al.’s 2022 study of Family Systems Nursing Conversations (FSNCs), describes how structured dialogues helped relatives see each other differently and move from isolation to connection . Their theme of “daring to start talking in new ways” echoes Doane & Varcoe’s push to make relationship-building an intentional act, and it nudged me to add a line in the episode about inviting Mark to co-create a discharge plan with the outreach social worker.

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Adichie, C. N. (2009, October). The danger of a single story [Video]. TED Conferences. https://www.youtube.com/watch?v=D9Ihs241zeg

Doane, G. H., & Varcoe, C. (2021). How to nurse: Relational inquiry in action (2nd ed.). Wolters Kluwer.

Hjärthag, F., Österholm, J. H., & Lindahl, B. (2022). Family systems nursing conversations: Influences on families with chronic illness. BMC Nursing, 21, 349. https://doi.org/10.1186/s12912-022-00873-7

Obeidat, H., Alquran, H., & Alrawashdeh, M. (2024). Infant and family outcomes of family-centred care interventions in NICUs: A systematic review. Children, 11(3), 290. https://doi.org/10.3390/children11030290

Pixar Animation Studios. (2015). Inside Out [Motion picture]. Walt Disney Pictures.

UPMC Children’s Hospital of Pittsburgh. (2018, March 6). Family-centred care at a level IV NICU [Video]. YouTube. https://www.youtube.com/watch?v=LJ7qwwoSjs8

Western Interstate Commission for Higher Education. (2020, May 12). Person-first recovery language & stigma reduction [Video]. YouTube. https://www.youtube.com/watch?v=GDXhGishzRI

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I chose this topic because Module 3's exploration of mental health stigma and language, combined with the course's sustained focus on perinatal mental health throughout multiple modules, revealed how profoundly language shapes both healing and harm in healthcare. Chapter 2's discussion of the critical lens helped me understand how the words we use can either perpetuate stigma or create opportunities for connection and recovery. This topic represents the culmination of my learning about relational inquiry because mental health nursing requires the integration of all five relational capacities while being especially mindful of how language can either build bridges or create barriers to care.

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Rationale: This powerful music video demonstrates the life-saving potential of human connection and hope during mental health crises. The song's message about finding reasons to stay alive resonates with the relational inquiry principle that our presence and words can literally be the difference between despair and hope. It shows how authentic connection—the kind Doane and Varcoe describe as central to nursing practice—can interrupt suicidal thoughts and create possibility where none seemed to exist before.

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Logic - 1-800-273-8255 ft. Alessia Cara, Khalid (Official Video)

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Artifact #2: CDC Pathways "Words Matter" person-first language video

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Artifact #2: CDC Pathways "Words Matter" person-first language video

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Rationale: This educational video perfectly captures what I learned about the power of language in mental health care. The emphasis on person-first language demonstrates how simple word choices can either reinforce stigma or promote dignity and hope. It connects directly to the textbook's teaching about how language shapes meaning and experience, showing that changing how we speak about mental health is a concrete way to practice relational inquiry.

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Artifact #3: A Beautiful Mind "Charles isn't there" hallucination scene

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Artifact #3: A Beautiful Mind "Charles isn't there" hallucination scene

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Rationale: This scene illustrates the complexity of mental health experiences and the importance of meeting people where they are rather than dismissing their reality. It demonstrates how relational practice in mental health requires curiosity, compassion, and the willingness to enter someone's experience without judgment. The scene shows that effective mental health nursing isn't about correcting perceptions but about providing support and connection that helps people navigate their own understanding of reality.

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A Beautiful Mind (2001) - Charles Isn't There Scene | Movieclips

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Episode Five: Language, Healing, and Hope

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Episode Five: Language, Healing, and Hope

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Article #1 – Saunders & colleagues (2021). Association of Logic’s hip-hop song “1-800-273-8255” with Lifeline calls and suicides in the United States. BMJ.

Reading this interrupted my long-held belief that pop culture “awareness campaigns” are mostly feel-good noise. Saunders’ time-series analysis shows that, in the 34 days after each major media bump for Logic’s track, calls to the U.S. Lifeline jumped 6 % above baseline and an estimated 245 suicides were averted. Suddenly the montage I describe in the podcast—teens sharing the video, nurses humming the chorus on night shift—wasn’t just atmosphere; it was data-backed prevention in action. What I couldn’t squeeze into the episode is how the authors credit the song’s explicit naming of the helpline number for driving behaviour change. That detail deepens my reflection on person-first language: specificity empowers action, whether it’s a phone number or a respectful diagnostic label. The paper also nudged me to mention the ethical flip-side: Logic later spoke about the emotional toll of being everyone’s “hope broker” — a tension worth raising with colleagues who lead suicide-prevention projects.

Article #2 – Niederdeppe & Claire (2022). How to reduce stigma and bias in clinical communication. Journal of General Internal Medicine.

This qualitative-quantitative hybrid study catalogues the subtle “micro-words” that leak bias into electronic health records and then quantifies patient fallout: 10 % of portal users felt judged by their notes; trust scores dropped 6 points when stigmatizing descriptors were present. It handed me the evidence I needed to claim that calling Sarah “non-compliant” is more than rude—it’s clinically risky. What I didn’t cover on-air is the authors’ seven-step remedy, chief among them person-first language and strength-oriented framing—exactly what the CDC “Words Matter” video tries to teach. Including that toolkit in Padlet will give classmates something immediately actionable, moving us from “language matters” to “here’s how to change it.”

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Centers for Disease Control and Prevention. (2019, August 29). Words matter—person-first language [Video]. https://www.youtube.com/watch?v=p-C9mhqa50Q

Doane, G. H., & Varcoe, C. (2021). How to nurse: Relational inquiry in action (2nd ed.). Wolters Kluwer.

Logic, Alessia Cara, & Khalid. (2017, August 17). 1-800-273-8255 [Music video]. https://www.youtube.com/watch?v=Kb24RrHIbFk

Niederdeppe, J., & Claire, S. (2022). How to reduce stigma and bias in clinical communication. Journal of General Internal Medicine, 37(10), 2580-2587. https://pubmed.ncbi.nlm.nih.gov/35703836/

Saunders, K. E., Hawton, K., et al. (2021). Association of Logic’s hip-hop song “1-800-273-8255” with Lifeline calls and suicides in the United States. BMJ, 375, e067726. https://www.bmj.com/content/375/bmj-2021-067726

BMJ

Universal Pictures. (2001). A Beautiful Mind [Film].

U.S. National Institute for Occupational Safety & Health. (2023). Tips for stigma-free communication about mental health. https://www.cdc.gov/niosh/healthcare/communication-resources/stigma-free.html

CDC

Health Affairs. (2022). Negative patient descriptors: Documenting racial bias in the EHR. https://www.healthaffairs.org/doi/10.1377/hlthaff.2021.01423

Health Affairs