Has bioscience reconciled mind and body?

Aims and objectives The aim of this discursive paper is to explore the question ‘has biological science reconciled mind and body?’. Background This paper has been inspired by the recognition that bioscience has a historical reputation for privileging the body over the mind. The disregard for the mind (emotions and behaviour) cast bioscience within a ‘mind–body problem’ paradigm. It has also led to inherent limitations in its capacity to contribute to understanding the complex nature of health. Design This is a discursive paper. Methods Literature from the history and sociology of science and psychoneuroimmunology (1975–2015) inform the arguments in this paper. The historical and sociological literature provides the basis for a socio‐cultural debate on mind–body considerations in science since the 1970s. The psychoneuroimmunology literature draws on mind–body bioscientific theory as a way to demonstrate how science is reconciling mind and body and advancing its understanding of the interconnections between emotions, behaviour and health. Results Using sociological and biological evidence, this paper demonstrates how bioscience is embracing and advancing its understanding of mind–body interconnectedness. It does this by demonstrating the emotional and behavioural alterations that are caused by two common phenomena; prolonged, chronic peripheral inflammation and prolonged psychological stress. The evidence and arguments provided has global currency that advances understanding of the inter‐relationship between emotions, behaviour and health. Conclusions This paper shows how bioscience has reconciled mind and body. In doing so, it has advanced an understanding of science's contribution to the inter‐relationship between emotions, behaviour and health. Relevance to clinical practice The biological evidence supporting mind–body science has relevance to clinical practice for nurses and other healthcare professions. This paper discusses how this evidence can inform and enhance clinical practice directly and through research, education and policy.