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Running head: NURSING AS CARING 1

Boykin’s Nursing as Caring and Aesthetic Knowledge: A Comparative Analysis

Lindsay Kurtz

State University of New York Institute of Technology

NURSING AS CARING 2

Boykin’s Nursing as Caring and Aesthetic Knowledge: A Comparative Analysis

Throughout nursing history there have been numerous nursing theorists that have left

their mark in nursing. Some theories and theorists are older than others, but with time all have

and will make a significant impact on nursing practice. Anne Boykin and Savina Schoenhofer

co-authored the book titled Nursing as Caring: A Model for Transforming Practice presenting

their grand theory primarily centered around the concept of caring. Boykin has continued to

make ripples in the waters of nursing, spreading her knowledge throughout the world. Taking a

closer look into her life and experiences may give insight into how she arrived where she is

today. This paper will present the nurse theorist followed by an overview of the theory she

developed. After the discussion of the related concept, aesthetic knowledge, will be presented.

The theory and related concept will be compared and contrasted. After, application of the theory

and related concept in relation to practice, education, administration, and research will be

explained. Lastly, there will be a summary of what was discussed throughout the paper.

Presentation of Nurse Theorist

Personal experiences

Anne Boykin grew up in Kaukauna, Wisconsin, a small town near Green Bay, otherwise

known as “The Friendly City.” She was the second oldest of six children, the oldest of the girls.

There were three boys and three girls. Boykin described their family as “a very close, hard

working family” (A. Boykin, personal communication, September 27, 2010). Her grandmother,

who lived on a farm, lived relatively close by and Boykin visited frequently. Considering her

grandmother had nine children, Boykin referenced to having a large supportive family with many

family gatherings. Due to her strong family values of caring, respect, love, and serving others in

society, she believed her aspiration to be a nurse is rooted there. However, she reported always

NURSING AS CARING 3

wanting to be a nurse. Significant people she mentioned in her life included her grandmother,

her parents, and two aunts who she said taught her about “living caring moment to moment” (A.

Boykin, personal communication, September 27, 2010).

Education background and influences

Boykin received her baccalaureate degree in 1966 from Alverno College in Milwaukee,

Wisconsin. After completing that phase of her schooling she worked as a Head Nurse on a

medical-surgical floor in the Veteran’s Administration Hospital. She earned her master’s degree

from Emory University in 1972 located in Atlanta, Georgia. Lastly, in 1981 she completed her

PhD in higher education and administration with an emphasis on nursing from Vanderbilt

University in Nashville, Tennessee. Through her journey of formal education she referred to a

clinic, which she helped design and implement for the underserved in urban Cincinnati, Ohio, as

one of her most rewarding projects (A. Boykin, personal communication, September 27, 2010).

Work experiences in early and later life

As mentioned above, during her early career Boykin worked at the Veteran’s

Administration Hospital. While continuing her education she pursued other roles in nursing as

faculty and/or administrator at Marquette University in Milwaukee, Wisconsin; Clemson

University in Clemson, South Carolina; and Valdosta State College in Valdosta, Georgia (A.

Boykin, personal communication, September 27, 2010). Since 1981 she has been employed by

Florida Atlantic University in Boca Raton, Florida. Currently, she is Dean of the Christine E.

Lynn College of Nursing and a professor at Florida Atlantic University (Christine E. Lynn

College of Nursing, 2010). She is involved in numerous activities and projects besides her

administrative role on campus including research, teaching, service, and other scholarly

endeavors. Boykin is also the Director of the Christine E. Lynn Center for Caring, “a center

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created for providing humanizing care through integration of research, teaching and service” (A.

Boykin, personal communication, September 27, 2010).

Professional networks

Due to all Boykin has to offer, she has numerous roles in the profession of nursing on

local, state, regional, national, and international levels. Boykin received the Lifetime

Achievement Award from Nursing Spectrum in 2005 for her dedication to nursing practice and

influence in the discipline of caring (McGrath, 2005). She has served as past president of the

International Association for Human Caring (Mayo Continuing Nursing Education, 2010). Also,

she has led the Christine E. Lynn College of Nursing to support the Nightingale Initiative for

Global Health through transforming healthcare by means of research, education and practice

with a foundation in caring (Christine E. Lynn College of Nursing supports NIGH, 2009). One

of her primary professional influences was fellow theorist, Jean Watson, due to her work also on

the topic of caring. Boykin was greatly influenced by Watson’s caring theory and was able to

expand on the importance of caring in the profession by adding another theory on caring, a

foundational practice in the field (A. Boykin, personal communication, September 27, 2010).

Other influential theorists were Mayerfoff and Roach, Peterson and Zderad, Ray, Leininger, and

Gaut all of whom have added the humanistic perspective of nursing (Taylor, 2001). Due to the

strength of her theory and influence of her books, Nursing as Caring: A Model for Transforming

Practice and Living a Caring Based Program, her work has made a global impact on the practice

of nursing and how we can improve the caring aspect of the profession. Boykin stated, “Today I

believe that Caring is an essential domain of nursing knowledge and as such must be studied.

Then, when we tell those nursed we offer them our caring service- we will be able to say what

this means.” (A. Boykin, personal communication, September 27, 2010).

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Works developed and revised

Boykin’s first publication was in 1986 and was an article in Journal of Gerontological

Nursing on pressure sores. There on out, most of her articles were on the topics of caring and

practice, how to implement theory into practice, how leadership can help create caring

environments, and how to teach students to embody caring. Her book co-authored with Savina

Schoenhofer Nursing as Caring: A Model for Transforming Practice was originally released in

1993 containing information on their theory of caring and how to change current nursing

practice. In 2001, it was re-released as the demand for implementing nursing theories into

practice was increasing in demand. She also edited the book Living a Caring-Based Program in

1993, which she helped translate into practice in the Christine E. Lynn Center for Caring. Due to

the grand theory being fairly new on the nursing practice front, no major revisions have been

made. Additionally, Boykin’s work is still being studied by various audiences (A. Boykin,

personal communication, September 27, 2010).

Nursing Theory

Major Concepts

Though nursing as caring seems to be a simple statement, it is actually quite complex.

Boykin expresses the need to understand the foundation of the theory in order to utilize, apply,

and implicate it in practice. There are five major concepts in Boykin’s theory nursing as caring:

human trait, moral imperative, an affect, interpersonal interaction, and an intervention (Boykin &

Schoenhofer, 2001a). These concepts were derived from a review of caring literature. Only with

these five major concepts is it possible to understand Boykin’s theory. Another concept that

Boykin refers to as a key concept is the nursing situation which is co-existent with the other five

major concepts.

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Description of Major Concepts

Human trait. The genetic component that indicates caring is inherited. Each person is

given an equal opportunity to express caring, but it is up to the individual as to how he or she

uses what he or she has been given (A. Boykin, personal communication, September 27, 2010).

Moral imperative. Each individual has an obligation to practice caring whether he or she

agrees or disagrees. Living life with the underlying ability to care is practiced not because one

believes it, but simply because living caring is what is inheritably right (A. Boykin, personal

communication, September 27, 2010).

Affect. An affect is an emotional state that is expressed by individuals. Having a caring

affect is essential to practice caring (A. Boykin, personal communication, September 27, 2010).

Interpersonal interaction. This concept can be defined as developing relationships

and/or simply contact between one another. The interaction may be verbal or non-verbal, but it

is through interpersonal interaction that caring is applied in practice (A. Boykin, personal

communication, September 27, 2010).

Intervention. Not the traditional definition of intervention, but how the act of caring for

oneself, one another, and applying it to everyday life circumstances impacts individuals and the

environment. The intervention may be planned and intentional or occur without conscious

awareness (A. Boykin, personal communication, September 27, 2010).

Nursing situation. This concept is understood as the focal point of nursing as a whole. It

is defined as “a shared lived experience in which the caring between nurse and nursed enhances

personhood” (Boykin & Schoenhoefer, 2001a, p. 13). Education, research, practice, advanced

practice, and administration are based on the nursing situation. Caring is said to be uniquely

expressed in nursing in comparison with other disciplines. Any interpersonal interaction has the

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potential to be a nursing situation as the nursing situation is a construct for all nurses (Boykin &

Schoenhoefer, 2001a).

Assumptions

There are six assumptions that are basic to Boykin’s (2001) Nursing as Caring:

Persons are caring by virtue of their humanness. Persons are

caring, moment to moment. Persons are whole or complete in the

moment. Personhood is a process of living grounded in caring.

Personhood is enhanced through participating in nurturing

relationships with caring others (Boykin & Schoenhofer, 2001a, p.

11).

In other words, it can be assumed that all persons are caring. With that said, this underlies each

of the major concepts mentioned above. Humans are being when they live caring. Caring can

also be referred to as a process as individuals grow throughout his or her lifetime to express

caring. Caring can be potential, fundamental, and/or actual. However, if a person performs a

noncaring act, he or she continues to be considered caring and it would be assumed that the act

was an isolated event. Boykin expresses the importance of personhood which is defined as

living as caring both through beliefs and actions. If a person is caring then they have to ability to

interact with the person as a whole, therefore not care for only certain parts of the person as a

convenience. Thus leading to the idea of relationships being the responsibility of oneself and the

other and it is experienced through caring (Boykin & Schoenhoefer, 2001a).

Relationships Between Concepts and Assumptions

Boykin’s major concepts and assumptions in nursing as caring are closely related. The

human trait concept correlates with the assumption that persons are caring simply by being

NURSING AS CARING 8

human, as caring is innate in all persons. Our moral imperative or obligation to live as caring

beings is essentially the same as living grounded in caring. The affect of caring or how one

expresses caring relates to living moment to moment and our emotional display of caring. We

can infer that interpersonal interaction, intervention, and the nursing situation are intimately tied.

Thus, each of the concepts and assumption deal with believing, living, and practicing caring

which are enhanced by contact with other caring beings (Boykin & Schoenhoefer, 2001a).

Related Concept

Definition of Aesthetic Knowledge

Aesthetic knowing refers to the art of nursing. This type of knowledge calls for a great

appreciation for the meaning of a situation and the ability to create the experience that otherwise

would not be possible (Chinn & Kramer, 2008). It is more than just using what may be

displayed on the surface of a situation and moves to the individualized meaning of the moment.

Aesthetic knowing is practiced between the nurse and the nursed. It can be formally or

informally expressed. This type of knowing refers to one acting in the moment without

conscious debate about the correct action, therefore, very similar to an instinct (Chinn & Kramer,

2008).

Essential Components

Aesthetic knowledge has two essential components. This first is “knowledge of the

experience toward which the art form is directed” and the second is “knowledge of the art form

itself” (Chinn & Kramer, 2008, p.153). Knowledge of the experience in relation to nursing is

influenced by experiences of health and illness, and experience of nursing. The background of

the experience of nursing is what is gained through education, interaction with other nurses, and

NURSING AS CARING 9

through experience itself. Similarly, the experience of health and illness are developed through

practice, theory, education, storytelling, and again- experience itself (Chinn & Kramer, 2008).

Conditions When Concept Operationalized

This concept is used on a daily basis when nursing is practiced. Sometimes more

apparent than others, but it can be seen through a nurse’s swift response in a situation with or

without communication. Anytime someone is being nursed, it is a nurse’s instinct and innate

action that guides the nurse in a nursing situation. The aesthetic nurse is uses ethical, empirical,

and personal knowledge to enhance the art of nursing. It is through this art of nursing that

enables the nurse to “know and express the beauty of the caring moment” (Boykin &

Schoenhoefer, 2001a, p.14).

Relationship of Nursing Theory and Concept

Importance of Making Connections

Boykin’s theory nursing as caring has its own set of assumptions and concepts that do not

include the concept of aesthetic knowledge. Though the connection between the theory and the

concept are not relevant to the theory, the relationship between nursing as caring and aesthetic

knowledge is an essential component to nursing practice. When practiced in unison, improved

patient outcomes and nurses’ satisfaction with their practice would result. However, even

though there are similarities, there are also differences allowing the nursing theory and concept

to be practiced independently and effectively.

Similarities

Forms of expression. Nursing as caring and aesthetic knowledge can both be expressed.

The art of nursing is enhanced through caring practices of nursing. As it is truly an art and gift to

be able to connect and impact lives as nurses do daily, there are various ways in which we see

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caring and aesthetic knowledge expressed. Because it is difficult to convey the intangible

aspects of nursing, one of the best forms of expressing nursing as caring and aesthetic knowing is

through story-telling. Furthermore, the story should be told in the voice of the nursed (Chinn and

Kramer, 2008). It is through story-telling, that others may learn aesthetic knowledge and learn to

how to implement caring more effectively into practice.

In order for caring to be transformed or expressed it is important to remember that

Boykin is rooted in the assumption that all persons are caring (Boykin & Schoenhofer, 2001a).

Additionally, both aesthetic knowledge and nursing as caring are grounded in the idea that nurses

must practice moment-to-moment. Specifically to caring, we must practice caring moment-to-

moment and with aesthetic knowing, we must know moment-to-moment. It is through this type

of expression and practice that offers creativity and a unique experience to occur (Chinn &

Kramer, 2008).

Lastly, both aesthetic knowledge and nursing as caring are focused on interpersonal

interactions. When these interactions occur, a meaningful connection must be established (Chinn

& Kramer). Though the connection may or may not be obvious, it will intuitively be felt as that

is essential to aesthetic knowing. Furthermore, caring then can be expressed by the nurse and

felt by the nursed, which only enhances the interaction.

Utilization of other forms of knowing. One of Boykin’s (2001) statements speaks

directly and clearly in regards to the use of other forms of knowing besides aesthetic to enhance

the ability to care. She states:

“With personal awareness and reflection, developed knowledge of

caring also arrives through empirical, ethical, and aesthetic modes

of knowing. In pursuit of this end, aesthetic knowing often


subsumes and transcends other forms of knowing and thus may

offer the richest mode of knowing caring.” (Boykin &

Schoenhofer, 2001a, p. 24).

This can be interpreted to mean that through aesthetic knowing, caring practice in enriched.

Additionally, when practiced together, the experience is improved.

Nursing situation. The focus of all nursing practice is the nursing situation. There are

various approaches to address or act upon such situation. When aesthetic knowing and nursing

as caring are co-practiced the experience is rich. It is in the nursing situation where the nurse

utilizes the art of nursing and thus creating a unique approach to care based specifically on the

nursed. With that in mind, the nurse as an artist is able to both know and express caring in the

moment (Boykin & Schoenhofer, 2001a). Boykin (2001a) states that “This full engagement

within the nursing situation allows the nurse to truly experience nursing as caring, and to share

that experience with the one nursed.” (p. 14). Because the goal of aesthetic knowing and nursing

as caring are so closely related, it is as if when practiced together the missing puzzle pieces are

found, combined, and complete; therefore, providing holistic and thorough care. Lastly, Boykin

(2001a) supports the co-existence of aesthetic knowledge and caring as she expresses, “Through

the richness of the knowledge gleaned, the nurse as artist creates the caring moment.” (p. 9).

Differences

Essential components. Though, as previously discussed, nursing as caring and aesthetic

knowledge have similar goals, the way in which the goals are to be achieved follow different

paths. This is evident through the different essential components and assumptions of the theory

and concept. Nursing as caring is grounded in six major concepts and seven underlying

assumptions which allow caring to be translated into nursing practice (Boykin & Schoenhofer,


2001a). With that said the theory is able to be utilized independently and without the concept of

aesthetic knowledge being applied. As with the concept of aesthetic knowledge, there are two

essential components that function independently of nursing as caring. Aesthetic knowledge is

used in nursing practice, theory, education, and research based on the notions that knowledge is

gained through experience and is practiced as an art form (Chinn & Kramer, 2008).

Inherited versus learned. The fundamental components in the nursing as caring theory

are the seven assumptions. These assumptions primarily focus on each individual being an

innately caring person. Thus caring is inherited and forever present in all persons (Boykin &

Schoenhofer, 2001a). However, aesthetic knowledge is not something that is or can be inherited.

Additionally, it is not even anything that can be taught in nursing school. Rather, it is learned

through experience in the practice environment. Lastly, aesthetic knowledge is

communicated/taught in nursing through individual works of art representing the essential

components of nursing practice, but is unable to be translated from person to person (Chinn &

Kramer, 2008).

Practice environment. Another difference between the theory and concept is how they

are practiced. Another one of the assumptions of nursing as caring is that all persons live caring

(Boykin & Schoenhofer, 2001a). Thus, caring is lived on a daily basis and does not only pertain

to the nursing practice. In the theory nursing as caring, Boykin (2001a) makes specific reference

to how caring relates to nursing and how to transform the current practice for a better experience

for those doing and receiving the caring. As with aesthetic knowledge, it refers specifically to

the art of nursing and how it is or can be practiced in regards to the nursing situation. The art of

nursing is unique and specific to how nurses act or respond in a nursing situation (Chinn &


Kramer, 2008). However, a nursing situation does not have to be the focal point of a caring

person and caring can occur outside of the nursing practice.

Application of Boykin’s Nursing as Caring and Aesthetic Knowledge

Boykin’s theories, nursing as caring, presents the idea that all persons are caring and

constantly live and grow through caring (McCance, McKenna, Boore, 1999). Aesthetic

knowledge refers the art of nursing and knowing how to intervene in an artful manner (Austgard,

2006). Application of Boykin’s theory and aesthetic knowledge can occur in multiple disciplines

within nursing including practice, administration, education, and research.

Practice

Knowing self as caring. According to Boykin (2001a) individuals must know

themselves as caring persons in multiple dimensions prior being able implement nursing as

caring into practice. This also includes knowing themselves aesthetically and his or her

individual, unique gifts related to nursing practice. Secondly, in order to effectively implement

nursing as caring into practice, individuals must have a plan as how he or she are going to

maintain and commit themselves to such care (Boykin & Schoenhofer, 2001a). Boykin (2001a)

suggests sensitivity training to help maintain such a commitment to nursing as caring, as nurses

are often trained to overlook caring ways. Additionally, nurses can no longer neglect the art of

nursing for the sake of science as it is imperative that aesthetic knowledge and empirical

knowledge co-exist in practice. Therefore, caring must be expressed knowledgably and the

presence maintained (Boykin & Schoenhofer, 2001a).

Environment. Cultivating a caring practice is an art in itself. In order for this to occur

successfully in practice, the environment must be changed to facilitate knowledge and growth as

caring persons (Boykin & Schoenhofer, 2001a). Frequently in practice, nurses get caught up in


the technological and rapid pace of practice and therefore the caring aspect of the practice is

surpassed. Part of facilitating a caring practice and where aesthetic knowledge is welcomed, is

slowing the pace of practice enough in order for the opportunity to create the meaningful

connections with patients to occur (Boykin & Schoenhofer, 2000). This is clearly a challenge

without the support from colleagues and administrators, but with a holistic commitment to a

caring and artful practice it can be accomplished.

Administration

Facilitating change. In order to change the practice culture to one more grounding in

caring and aesthetic knowing, it is imperative that management and administration is on board.

It is often forgotten that administrators’ roles impact direct care and thus it is important that

administrators practice and implement caring and aesthetic knowledge in their practice also. In

fact, if administration lives caring then they serve as role models for those they supervise

(Boykin & Schoenhoefer, 2001a). Nursing administration must come to know themselves as

caring individuals as it is important to have self-knowledge (Boykin & Schoenhofer, 2001b).

Some ways administration can support and implement the change of culture to a more

caring and aesthetic practice is by offering education on caring and its implications.

Additionally, they can direct, guide and integrate knowing caring and the art of nursing into

practice. Furthermore, when thinking about policies, procedures, staffing, and budgets,

administrators must consider the impact not only to those providing the care but also the ones

receiving it (Boykin & Schoenhofer, 2001a). In order to create caring and artful environments,

everyone involved in the health organization must come to know themselves as a caring person

as it will translate to those in direct receipt of care (Boykin & Schoenhofer, 2001b).


Dance of Caring Persons Model. This model was created by Boykin and Schoenhofer

in order to describe how nursing as caring can be implemented in practice. However, in order

for the model to be employed in the direct care nursing environments, nursing administration

must also practice using such model (Boykin, Schoenhofer, Smith, St. Jean, & Aleman, 2003).

http://nursing.fau.edu/uploads/images/Dance%20of%20Caring%20Persons%20(2).jpg

In the Dance of Caring Persons Model, the image seen above, there are dancers in a circle. The

dancers are moving freely as individuals, but while engaging in rhythm the enables

connectedness between all parts. Thus, providing and organizing purpose in collaborative

functioning (Boykin, Schoenhofer, Smith, St. Jean, & Aleman, 2003). In other words, each

dancer represents different people involved in care. Each individual has a specific role as an

individual which allows the whole to function with effectiveness. This model, when

implemented in practice, is used to create a caring culture using aesthetic practices (Boykin,

Schoenhofer, Smith, St. Jean, & Aleman, 2003).

Education

Change of focus. Formal nursing education programs are the fundamental foundation to

nursing practice. Nursing is a culture in itself and has its own system of values, including caring

(Schoenhofer, 1989). However, due to the nature of the current practice environment, the caring

aspect of nursing is often left out of the curriculum. Attention must be brought to caring for the


patient in artful ways other than simply the treatment of symptoms (Boykin & Schoenhofer,

2001a). In order to do so, change in conceptualization of nursing values and nursing as caring

must be congruent. Boykin (2001a) indicates that designing, implementing, and administering

nursing program grounded in all persons are caring would translate into practice as the students

completed the program. Additionally, she adds that the curriculum should have an underlying

focus on caring and use that as the foundation for growth and knowledge. Furthermore, Boykin

(2001a) emphasizes the importance of sharing stories of caring and the art of nursing including,

students, faculty, and even patient testimonials, in order to help everyone learn and grow in

aesthetic knowing and caring. With caring as the foundation to education and therefore practice,

aesthetic knowledge is again brought into light in coexistence with other types of knowledge

(Boykin & Schoenhofer, 2001a).

Christine E. Lynn College of Nursing. An example of changing the focus of nursing

education was created and implemented largely in part by Boykin herself as Florida Atlanta

University. One of the primary focuses of Boykin when she helped design the structure and

program as the Christine E. Lynn College of Nursing was to create and foster healing

environments (Boykin & Raines, 2006). Even down to the design of the building that is not only

a piece of art but an expression of caring itself. The college is ground in a caring-based

philosophy, the “Green Building,” and principles of the Chinese tradition of Feng Shui. Due to

the new design, the college has a home to nurture the practice, study, and scholarly pursuit of

nursing (Boykin & Raines, 2006). The approach of faculty at the college is designing the

curriculum and presentation of the courses which enables the students to witness them practicing

what they preach (Roach, 2008).

Research


After reviewing the literature available, in addition to the sources used in the papers,

there is much research needed in the way of nursing as caring as a theory, aesthetic knowledge,

and the combination of the theory and related concept combined. Due to the fact the nursing as

caring is relatively new, there is a small body of literature discussing the theory, but little

research if any in regards to practice, education, and administration (Taylor, 2001).

Additionally, aesthetic knowledge was often left out of nursing research related to the focus

being on other types of knowledge. Therefore, similar to nursing as caring, there is minimal

research related to practice, education and administration in regards to aesthetic knowledge

(Austgard, 2006).

Current practices. In relation to research, and current practices of nursing as caring and

aesthetic knowledge, both are in the very early phases of being studied. Most of the literature

simply is focused on defining and showing the use of the theory and also the related concept.

However, all of the literature indicates the need for research in areas including practice,

education and administration (Taylor, 2001; Austgard, 2006). Aesthetic knowledge and nursing

as caring have growing bodies of literature, but not in combination and not with a research focus

(Boykin & Schoenhofer, 2001a). All in all, use of the theory and related concept are restricted if

implementation is dependent on research.

Future research for nursing as caring. Nursing as caring is one of the newer grand

theories to be published and the literature is relatively vague and young. Because Boykin was

past president of the International Association for Human Caring, nursing as caring has been

shared cross-culturally but there is not research when used in such fashion. Furthermore, this is

minimal research on the theory at all. The theory has been applied in multiple disciplines within

nursing, but application across multiple settings is not indicated. Taylor (2001) indicates the


theory is restricted as Boykin did not describe the theory in relation to the multiple other care

theories currently being practiced in nursing. In order to research nursing as caring, ways of

creating measureable data would have to be developed or large qualitative studies would have to

be performed.

Future research for aesthetic knowledge. Aesthetic knowledge seemed to be forgotten

on the research front due to the degree of difficulty of doing such. Empirical knowledge was the

primary focus of research as it was numbers and something relatively simple to achieve.

Furthermore, the definition of aesthetic knowledge and its relationship to nursing has been

controversial, making progress somewhat challenging (Austgard, 2006). More specifically, the

art of nursing as an experience and realization or moral values needs direct attention.

Additionally, Austgard (2006) is curious to know the role of a caring philosophy, such as nursing

as caring, and its implications in practice, education and administration, which needs to be

researched. There is no evidence that aesthetic knowledge has been studied cross-culturally or

has been applied across multiple settings in nursing. Furthermore, due to the individuality and

uniqueness of the art of nursing, it is something difficult to study in general.

Conclusion

After a close comparative analysis of Boykin’s theory nursing as caring and related

concept of aesthetic knowledge it is clear that they can easily coexist and in fact can enhance the

experience when implemented together. Both, whose primary focus occurs in the nursing

situation, look to enhance the experience of the nursed through a caring philosophy and the art of

nursing. Together the theory and related concept can change practice as we know it, all

beginning with education. Due to the innovations and cutting edge developments in the realms

of nursing practice, education, administration, and research, Boykin’s nursing as caring and the


concept of aesthetic knowledge certainly have room to grow. Research on the theory and related

concept would be highly beneficially to the field of nursing. The possibilities are endless with

enough drive and commitment to explore.


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