{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,17]],"date-time":"2026-02-17T02:36:40Z","timestamp":1771295800767,"version":"3.50.1"},"reference-count":26,"publisher":"Walter de Gruyter GmbH","issue":"1","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2018,1,26]]},"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>With the knowledge of psychoneuroimmunological responses and the known high stress levels of nursing students, as caring nurse educators, we have become ethically obligated to revise and re-vision our current nursing educational practices. Nurse educators should be motivated to create innovative and radical caring science curricular approaches, so that our nurses of the future are in turn supported in creating caring- healing sustainable bedside practices. This paper details the outcomes from an upper level yoga elective in an RN- BSN program. The course is just one within an innovative holistic-integral nursing curriculum that supports nurses in practicing self-care as a way to support their ability to create caring-healing moments and spaces for patients, implement change in the workplace, and avoid the perils of burn-out related to low stress resilience, which is so common within the nursing profession.<\/jats:p>","DOI":"10.1515\/ijnes-2017-0073","type":"journal-article","created":{"date-parts":[[2018,6,13]],"date-time":"2018-06-13T18:51:14Z","timestamp":1528915874000},"source":"Crossref","is-referenced-by-count":9,"title":["A Radical RN- BS Nursing Class: Outcomes from an Integrative Yoga Elective"],"prefix":"10.1515","volume":"15","author":[{"given":"Carey S.","family":"Clark","sequence":"first","affiliation":[{"name":"Nursing , University of Maine at Augusta , Augusta , ME, USA"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"374","published-online":{"date-parts":[[2018,6,13]]},"reference":[{"key":"2025121208175276612_j_ijnes-2017-0073_ref_001_w2aab3b7c19b1b6b1ab1b8b1Aa","doi-asserted-by":"crossref","unstructured":"Admi, H. (1997). Nursing students\u2032 stress during the initial clinical experience. Journal of Nursing Education, 36(7), 323\u2013327.","DOI":"10.3928\/0148-4834-19970901-07"},{"key":"2025121208175276612_j_ijnes-2017-0073_ref_002_w2aab3b7c19b1b6b1ab1b8b2Aa","unstructured":"Astin, J., & Astin, A. W. (2005). An integral approach to medicine. In M. Schlitz, T. Amorok, & M. Micozzi (Eds), Consciousness and healing: Integral approaches to mind-body medicine (First). St. Louis, MO: Elsevier."},{"key":"2025121208175276612_j_ijnes-2017-0073_ref_002a_w2aab3b7c19b1b6b1ab1b8b3Aa","unstructured":"Bevis, E.O. & Watson, J.M. (2000). Toward a caring curriculum: A new pedagogy for nursing. New York, NY: Jones & Bartlett."},{"key":"2025121208175276612_j_ijnes-2017-0073_ref_002b_w2aab3b7c19b1b6b1ab1b8b4Aa","doi-asserted-by":"crossref","unstructured":"Beck, D.L., Hackett, M.B., Srivastava, R., McKim, E. & Rockwell, B. (1997). Perceived level of and sources of stress in university professional schools. 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