Humanities in Health Professions Education and Practice

Dear Colleagues,

Manuscripts focusing on innovative pedagogical projects, and research or other scholarly or creative initiatives that support learning and/or the development of caring practice. Submissions should be one of the following types:

• Articles: The editors invite research or scholarly manuscripts related to health professions education and practice that have neither been published before nor are under consideration for publication in another journal. Research articles should include a description of the design and methods used, but the editors encourage authors to report study findings in either traditional or creative ways. Other scholarly work providing philosophical explication of current, emerging, or future trends is also welcome. In each case, the report should make a clear contribution to knowledge of the field.
• Short communications: The editors invite submission of pilot studies or studies of limited scope if the findings and significance of the work are clear. Authors should also clearly identify the implications for future study.
• Reviews: The editors invite review manuscripts that provide concise and precise updates on the latest progress made in a given area of research or scholarship. The review must address the implications for health professions education and practice.
• Innovations: The editors invite papers describing specific innovative strategies, methods or cases that are grounded in current research and have demonstrated significant impact on health professions education or practice. Innovation papers must be clearly situated in current knowledge and practice with a detailed description of what was done, how it was done, and the specific impact or outcomes achieved.

Prof. Dr. Sara Horton-Deutsch
Prof. Dr. Pamela Ironside
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All papers will be peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Humanities is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

References:

An-bang Yu (2014). The encounter of nursing and the clinical nursing humanities: Nursing education and the spirit of healing. Humanities, 3, 660-674.

Diekelmann, N., & Diekelmann, J. (2009). The path of this work: Hermeneutic phenomenology. In Schooling learning teaching: Toward narrative pedagogy (Ch. 1, pp. 3-34). Bloomington, IN: iUniverse Press.

Horton-Deutsch, S., Young, T. & Nelson, K. (2010). Becoming a nurse faculty leader: Facing challenges through reflecting, persevering, and learning to relate with others new ways. Journal of Nursing Management, 18, 487-493.

Ironside, P.M. (2014). Enabling narrative pedagogy: Inviting, waiting and letting-be. Nursing Education Perspectives, 35(3), 212-218.

Lombard, K. & Horton-Deutsch, S. (2012). Creating space for reflection: The importance of presence in the teaching~learning process. In G. Sherwood & S. Horton-Deutsch (Eds.). Reflective Practice: Transforming Education and Improving Outcomes. Indianapolis: Sigma Theta Tau International.

McGeehin Heilferty, C. (2011). Ethical considerations in the study of online illness narratives: A qualitative review. Journal of Advanced Nursing, 67, 945-953.

Nordby, H. (2007). Meaning and normativity in the nurse-patient interaction. Nursing Philosophy, 8, 16-27.

Smythe, E., Ironside, P. M., Sims, S. L., Swenson, M. M., & Spence, D. G. (2008). Heideggerian hermeneutic research: As lived. International Journal of Nursing Studies, 45, 1389–1397.

Smythe, E., & Spence, D. (2012). Re-viewing literature in hermeneutic research. International Journal of Qualitative Methods, 11, 12-25.

Stiles, K., Horton-Deutsch, S, & Andrews, C. (2014). The nurse’s lived experience of becoming an interprofessional leader. The Journal of Continuing Education in Nursing, 45(11), 487-493.

Sunvisson, H., Habermann, B., Weiss, S., & Benner, P. (2009). Augmenting the Cartesian medical discourse with an understanding of the persons lifeworld, lived body, life story and social identity. Nursing Philosophy, 10, 241-252.