After participating in the educational activities for Week Two, attendees should be able to:

Day 1

· Analyze the advantages and disadvantages of healthcare technology

· Define appropriate methods to provide opportunities for meditation and mindfulness for promote healing self-care and well-being

· Interpret the therapeutic inpatient, ambulatory and community environments that holistic care impacts

· Discuss the current evidence-informed literature about the holistic care methods

· Integrate principles of culturally sensitive care into self-care and patient care

· Differentiate between the different types of therapeutic relationships that holistic caregivers engage in

Day 2

· Explore the significant research opportunities and quality improvement projects in holistic care

· Define the principles of energy conservation, earth and environment

· Interpret the effectiveness of the different holistic caring projects in the inpatient, ambulatory and community environments that holistic care impacts

· Differentiate between holistic led interventions that support the patient’s experience

· Identify the holistic scope and standards of care that directly impact staff and patient well-being and healing

Day 3

· Explore the benefits of embracing diversity/equity/inclusion into the holistic health care delivery model

· Define the scientific truths and falsehoods of holistic nursing care with patients and self-care for staff

· Interpret the national trends for the delivery of holistic healthcare and inpatient/ambulatory health care standards

· Discuss the significance of setting realistic behavioral boundaries with intention

· Integrate the didactic holistic learning with real-life examples from the inpatient/ambulatory settings

Day 4

· Explore the ideas, concepts and components of a holistic certification exam

· Define the holistic interventions that promote comfort or enhance the healing environment in inpatient, ambulatory, home or at end-of-life

· Discuss the significance of holistic care for the geriatric population and their families

· Analyze the patient’s or staff’s experience with holistic modalities introduced to that population

· Differentiate between the concepts of holistic teaching on a unit versus at a podium presentation

· Integrate principles of holistic care practices when critiquing research and evidence-informed quality projects