Teaching the Holocaust in Nursing Schools
The Perspective of the Victims and Survivors
Bibliographic Data
| ID | 15514730 |
|---|---|
| Authors | Zvika Orr (0000-0003-3953-5099, Jerusalem College of Technology, corresponding author), Anat Romem (0009-0002-8470-8710, Jerusalem College of Technology) |
| Year | 2021 |
| Volume | 18 |
| Issue | 17 |
| Pages | 8969-8969 |
| Publication date | 2021-08-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Environmental Research and Public Health (JOURNAL) |
| Journal identifiers | ISSN: 1661-7827 • E-ISSN: 1660-4601 |
| Publisher | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/ijerph18178969 |
| PMID | 34501558 |
| OpenAlex | W3194280697 |
| Language | EN |
| Citations received | 1 |
| References cited | 44 |
In recent years, there has been increased recognition of the significance and relevance of Holocaust studies to nurses. However, these studies are rarely integrated in the nursing curriculum, and even when they are, the focus is usually on healthcare personnel who collaborated with the Nazi regime. This article aims to bridge this gap by analyzing a comprehensive requisite curriculum on the Holocaust for graduate nursing students. We emphasize the work of Jewish healthcare professionals during the Holocaust and the dilemmas they faced, as well as the trauma and resilience of Holocaust survivors, their treatment today, and implications for treating other patients. This article examines how studying these issues affected the graduate students. It analyzes the reflective accounts written by the students, using qualitative content analysis and Grounded Theory. The findings suggest that students received tools to act professionally and empathetically while demonstrating greater sensitivity to the patients' identity, past experiences, trauma, and how the hospital as a "total institution" affects them. Many of the students developed conscious leadership. The program used a personalized pedagogical approach that contributed to experiential learning but was also emotionally challenging for the participants. We recommend including Holocaust studies as a requisite component in nursing programs worldwide
Curriculum · Experiential learning · Grounded theory · Medical education · Pedagogy · Perspective (graphical · Political science · Qualitative research · Sociology · The Holocaust · Grief, Bereavement, and Mental Health · Medicine · Migration, Health and Trauma · Nursing · Psychology · Torture, Ethics, and Law
Jewish Medicine and Healthcare in Central Eastern Europe
A Terror Management Theory of Social Behavior
The Tolerance Model for Promoting Structural Competency in Nursing
Teaching Health Professions Students About the Holocaust
Teaching Hard Truths About Medicine and the Holocaust
Holocaust Survivors
Public Health in the Vilna Ghetto as a Form of Jewish Resistance
On Becoming Witnessing Professionals
Quality of care after early childhood trauma and well-being in later life
Jewish and non-Jewish World War II child and adolescent survivors at 60 years after war
Resilience and Vulnerability Among Aging Holocaust Survivors and Their Families
Teaching critical reflection
Surviving the Holocaust
Negotiating the swamp
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,25 |
| Citation span | 2022 - 2022 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |