When available, the Online Course format is included with the hard copy, eBook, or audio book formats!
Expiration Date: December 31, 2017
To understand how the universe impacts healing, practitioners must be open to understanding the major paradigm shift that has occurred across the sciences — from physics to medicine — over the centuries. Science used to rely heavily or solely on a mechanistic Newtonian model of the universe that viewed the world as a great machine. Under this thinking, humans were reduced and compartmentalized like machines. Today, however, science is exploring other paradigms of knowing. One such change in thinking includes a model based on the Einsteinian paradigm of a complex, yet interconnected, energetic-field-like universe (Breiner, 1993). This new science is interested in the whole process and sees the whole person as interconnected, with room for creativity, consciousness raising, and reciprocal interaction and tendencies. It is also dynamic and relational with humans. In Einstein’s new paradigm, all matter — including the human body — is a manifestation of energy. Under this new paradigm, which is based on the beliefs of many ancient cultures, illness and stress are viewed as interruptions in the flow of energy in our bodies. The goal, therefore, in healing and promoting wholeness (holism) is to attempt to rebalance the energy flow. An understanding of the energy therapeutics and other types of CAM that will be discussed in this book can help us to better appreciate the human potential for self-healing and the concept of holism in healing.
Holism is defined as a philosophy that views everything in terms of patterns of organization, relationships, interactions, and processes that combine to form a whole. Massage, aromatherapy, yoga, exercise, reflexology, meditation, Therapeutic Touch, guided imagery, and herb, music, aquatic, and nutrition therapy are some holistic modalities that have been found to be useful in the treatment of certain ailments, in stress reduction, and in healing. Historically, however, healing has been viewed in diverse ways (Anumolu, Miller, Popoola, Talley, & Rushing, 2004; Dossey, 2001). The majority of the time, our viewpoints are shaped by our worldviews (biomedical or holistic). The ultimate goal of CAM, however, is not simply to promote healing but to induce or maintain a state of balance, harmony, and wholeness (body, mind, and spirit). Therefore, an understanding of the concepts of energy and holism are critical to the understanding of the holistic healing process and the management of stress-related diseases. Nightingale, in 1859, and Dossey, in 2001, emphasized this point when they noted that healing is not synonymous with curing, but that healing comes with the process of creating and promoting a holistic environment. The best way to present the difference between healing and curing, therefore, is to revisit the concept of healing from a holistic perspective, using the evolution of CAM or NAC therapies in the last two decades.
This course is designed for nurses and other health care providers to facilitate and inspire experience with alternative and complementary therapeutic modalities while appreciating the role of holism in healing and stress management. The goal is to promote the use and praxis of different types of holistic NAC therapies for healing, stress, and disease management.
- Explain the history and use of the holistic philosophy, the concept of holism, and the various types of holistic, alternative, and complementary therapies.
- Recognize and describe the various types of commonly used holistic, complementary, and alternative healing therapies.
- Discuss the history, properties, and actions of aromatherapy and herbal therapy and relate its uses as a holistic alternative and complementary therapy.
- Describe the history and practice of reflexology, aquatic therapy, and music therapy and relate its uses as a holistic alternative and complementary therapy.
- Discuss the history and practice of yoga and meditation therapy and relate their uses as holistic alternative and complementary therapies.
- Describe the history and practice of touch therapies, such as massage therapy and therapeutic touch, and relate their uses as holistic alternative and complementary therapies.
- Describe the history and practice of folk healing and relate its uses as a holistic alternative and complementary therapy.
- Discuss the history and practice of spiritual healing therapies, such as prayer, and relate their uses as holistic alternative and complementary therapies.
- Discuss the practice of relaxation therapy and relate its uses as a holistic alternative and complementary therapy.
- Discuss the history and practice of nutrition therapy and relate its uses as a holistic alternative and complementary therapy.
Mercy Mammah Popoola, RN, PhD, CNS, FWACN, is a holistic nurse and associate professor at Clayton College and State University, School of Nursing, Morrow, GA. She teaches pharmacology; nonpharmacological therapeutic modalities; natural, alternative, and complementary therapies; holistic wound healing, and the international study and internship programs. She is an active member of the American Holistic Nurses Association. Dr. Popoola received her diploma in nursing from the Eku Baptist Medical Center and School of Nursing in Eku, Nigeria, where she taught nursing for 4 years with a holistic philosophy before coming to the United States. She received her BSN at Mississippi College, Clinton, MS; her MSN at the University of Mississippi Medical Center, School of Nursing, Jackson, MS; and her PhD at the University of Colorado Health Science Center, School of Nursing, Denver, CO. She has developed many educational programs across the country. She is a wellness consultant and a Fellow of the West African College of Nursing (FWACN).
- Contact hours will be awarded for up to one (1) year from the date the course is ordered.
- You must score 75% or higher on the final exam and complete the course evaluation to pass this course and receive a certificate of completion.
- Through our review processes, Western Schools ensures that this course content is presented in a balanced, unbiased manner and is free from commercial influence. It is Western Schools’ policy not to accept commercial support.
- All persons involved in the planning and development of this course have disclosed no relevant financial relationships or other conflicts of interest related to the course content.