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 Time Frame Presenter Learning Resources 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© 60 Jean Watson Robert Browning Marialena Murphy Slides, Experiential exercise, Lecture Group dialogue Heart Science: Detailed evolutions of heart intelligence; heart brain dynamics and intuition; Intersecting connections between caring science theory and heart science 60 Robert Browning Jean Watson Marialena Murphy Slides, Lecture Experiential group exercises; discussion/dialogue
Content Outline – Session II Time Frame Presenter Learning Resources Continuation of heart science research; Health related research: physiological and perceptual impacts of emotions and heart rhythms on well-being; Shift in perception exercises 30 Robert Browning Marialena Murphy Lecture, Slides, Experiential group exercises; Video research); Creating Heart Centered Caring moments; Authentic heart-centered listening Beyond empathy 60 Robert Browning Marialena Murphy Experiential guided exercises of HeartMath® methods with caring theory Closing Ritual Integrating Caring theory into one’s personal life world 30 Robert Browning Marialena Murphy Group Debrief; Authentic Dialogue/discussion/ Closing ritual
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 Teaching Strategies Evaluation Method 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) 60 Experiential guided exercises of HeartMath® methods with caring theory Authentic Communication Exercise 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).