This column describes the use of selected literature and art to foster dialogue in a doctoral course in nursing surrounding issues involving healthcare ethics. Literature provides concentrated slices of reality which pose questions requiring deep reflection about human frailty, suffering, and death. Works of art nurture students' creative thinking and critical judgment and provide a vehicle to describe extraordinary vulnerable situations where nurses are engaged with others.
American Association of Critical Care Nurses. ( 2004). Moral distress position statement. Aliso Viejo, CA: Author.
2.
Auden, W. (1970). BrainyQuote: W. H. Auden Quotes. Retrieved December 4, 2007, from http://www.brainyquote.com/quotes/quotes/w/whauden163098.html
3.
Camus, A. (1975). The plague. New York: The Modern Library College Editions. (Original work published 1948)
4.
Elliot, C. (1896). The happy life. Retrieved December 4, 2007, from http://www.quotationspage.com/quote/2008.html
5.
Freeman, L., & Bays, C. (2007). Using literature and the arts to teach nursing . International Journal of Nursing Education Scholarship, 4(1), 1-15.
6.
Hydo, S., Marcyjanik, D., Zorn, C., & Hooper, N. (2007). Art as a scaffolding teaching strategy in baccalaureate nursing education. International Journal of Nursing Education Scholarship, 14(1), 1-13.
7.
Johnson, A., & Jackson, D. (2005). Using the arts and humanities to support learning about loss, suffering and death. International Journal of Palliative Nursing, 11, 438- 443.
8.
Machiavelli, N. (2003). The prince. New York: Barnes and Noble Classics. (Original work published 1513)
9.
Mareno, N. (2006). A nursing course with the great masters. Nursing Education Perspectives, 27, 182-183.
10.
Marlowe, M., & Maycock, G. (2000). Phenomenology of bibliotherapy in modifying teacher punitiveness. Journal of Genetic Psychology, 161, 325-337.
11.
Munch, E. (1893). The scream [Painting]. Oslo , Norway: National Gallery of Art.
12.
Munch, E. (1895). The sickroom [Painting]. Oslo , Norway: National Gallery of Art.
13.
Palmer, P.J. (1993). Good talk about good teaching. Change, 25(November/December), 8-13.
14.
Parse, R.R. (1998). The human becoming school of thought: A perspective for nurses and other health professionals. Thousand Oaks, CA: Sage Publications.
15.
Parse, R.R. (2003). Community: A human becoming perspective. Boston, MA: Jones and Bartlett Publishers.
16.
Rushdie, S. (1990). Herbert Read memorial lecture. Retrieved December 4, 2007, from http://www.thevalve.org/go/valve/article/doe/
17.
Rushton, C.H., & Scanlon, C. (1995). When values conflict with obligations: Safeguards for nurses. Pediatric Nursing, 21, 260-261, 268.
18.
South Dakota State University. (2005). Nursing PhD program brochure. Brookings, SD: Author.
19.
van Manen, M. (1990). Beyond assumptions: Shifting the limits of action research. Theory Into Practice, XXIX, 152-157.
20.
Webster, G., & Baylis, F. (2000). Moral residue. In S. Rubing & L. Zoloth (Eds.), Margin of error: The ethics of mistakes in the practice of medicine (pp. 217-230). Hagerstown, MD: University Publishing Co.
21.
Wiesel, E. (1985). Night. New York: Bantam Books. (Original work published 1960)
