Written by Lauren Clark
When I was a graduate student, Carol Gilligan’s newly-released book, In a Different Voice, precipitated an epiphany for me. Experientially, I understood that the moral work of caring was relational in nature. Of course, I didn’t have the language to say it like that, but I knew it all the same. Gilligan’s book described moral development and identity in a framework that illuminated my nursing practice and my personal life. In brief, she explained how relational ethics connect us to others through reciprocal bonds of care and support, founded on the basis of respect.
Care ethics can enrich our professional lives as colleagues within the School of Nursing. We teach that nursing practice is rooted in ‘compassion and respect for the inherent dignity, worth, and unique attributes of every person’ (ANA Code of Ethics, Provision 1). The duty to care encompasses care for ourselves as others. We own a ‘responsibility to promote health and safety, [and] preserve wholeness of character and integrity.’ (Provision 5).
The events of this week, month, and year remind me of how important it is to put into action care ethics. Here are two ways to make the ethics of care tangible in our school.
Use campus support resources. Tracy Johnson, Dean of the UCLA College – Life Sciences wrote in the CIELS newsletter today about resources we may consider and offer each other.
UCLA Staff and Faculty Counseling Center (SFCC) - Range of free services available: counseling, support groups, community resource referrals, and assistance with crisis management. (310) 794-0245 or chr@chr.ucla.edu
UCLA Mindful Awareness Research Center - MARC's mission is to foster mindful awareness across the lifespan through education and research to promote well-being and a more compassionate society.
UCLA Mindful Awareness Research Center Guided Meditations - available in 14 languages, including ASL
Drop-In with MARC - weekly meditations on zoom
Organizing Your Own Peer Network by Dragonfly Mental Health
If you are concerned about a member of the UCLA community, please let a professional know. You may do so anonymously.
Be a good academic citizen. Particularly in times of uncertainty, illness, and relational stress, we can shore up our own well-being and our relationships through empathic, responsive, cooperative endeavors. Behaving as a good citizen affirms relational bonds of care and assures we share the work of the School without undue burden on anyone. Academic citizenship was described by professors in one qualitative study as “doing your bit as an academic” and “going beyond one’s contractual obligations.” (McFarlane, 2007, p. 265).
Citizenship crosses academic missions. Poor academic citizenship undermines the collective ethic of care in our community of colleagues. It harms reciprocity and disrespects others. Poor academic citizenship also creates re-work and over-work. We tend to see frayed edges in relationships when what we most need is connection, trust, and mutual support. Basic academic citizenship is affirming, participatory, contributory, and engaged and may be demonstrated in tangible and everyday behaviors like these:
Answer emails. Generally a 24-48 hour window is sufficient. Use the ‘out of office assistant’ in email if you are out of the office.
Communicate with your Program Director or supervisor if circumstances interfere with your timely completion of assignments.
Complete committee assignments, teaching assignments, admissions packet reviews, comprehensive exam grading assignments.
Engage in meetings, including new faculty interviews, faculty meetings, program meetings, and taskforce meetings.
Step up to assist colleagues who need peer reviews, letters of reference, award nominations, and other kinds of mentorship.
Check in with your colleagues, offer words of encouragement, thanks, affirmation, or tangible aid.
By contributing to the common good, we establish prosocial norms of reciprocity and affiliation. “Academic citizenship is no less valuable [than performative aspects of the academic role] simply because it might be perceived as harder to ‘measure’ or evaluate,” wrote McFarlane (p. 271).
We build the community we want to live in. For me, the voice of care speaks of nurturance of ourselves and each other. We have many ways to do that, and in doing so we thrive together.
Reference:
Macfarlane, B. (2007). Defining and Rewarding Academic Citizenship: The implications for university promotions policy. Journal of Higher Education Policy and Management, 29(3), 261-273. DOI: 10.1080/13600800701457863
Lauren Clark, RN, PhD, FAAN
Professor and Shapiro Family Endowed Chair in Developmental Disability Studies
Associate Dean Academic and Student Affairs