ppt on nursing history

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American Nursing: An Introduction to the Past

Professional nursing holds a unique place in the American health care system. As members of the largest health care profession, the nation’s 3.1 million nurses work in diverse settings and fields and are frontline providers of health care services. While most nurses work in acute-care settings such as hospitals, nurses’ expertise and skills extend well beyond hospital walls. Working independently and with other health care professionals, nurses promote the health of individuals, families, and communities. Millions of Americans turn to nurses for delivery of primary health care services, health care education. and health advice and counseling. Nurses are critical links in maintaining a cutting-edge health care system.Nursing continues to be an indispensable service to the American public.

21st century nurses preparing to care for a patient in a modern acute care hospital.

Florence Nightingale

Nursing and Hospital Care in the United States

The Beginnings of Nurse Education

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The outbreak of the Civil War created an immediate need for capable nurses to care for the enormous number of sick and wounded. About 20,000 women and men served as nurses in both the North and the South. The commendable service rendered by Civil War nurses provided a rationale for future experiments in setting up training programs for nursing. One such program was initiated in Pennsylvania where the Women’s Hospital of Philadelphia offered a six months nurse training course, which graduated its first class in 1869. Similar courses, such as that offered by the New England Hospital for Women and Children were begun in other locales.

Professional Nurse Education Begins

Philadelphia Hospital School of Nursing, first graduating class, 1886. Chief Nurse Alice Fisher is fourth from the right, second row from...

The success of these first three so-called “Nightingale schools” led to a proliferation of similar nursing schools, or as they were most commonly called, nurse training programs. By 1900, somewhere between 400 to 800 schools of nursing were in operation in the country. These programs followed a fairly typical pattern. The school was either affiliated with or owned by a hospital that provided the students with the clinical experience considered necessary for the education of a nurse. Students received two to three years of training. While in the program students carried out the majority of patient care activities offered in the hospital, receiving only a modicum of classroom education in the form of lectures on patient care and related subjects. At the end of the educational program, students received a diploma and were eligible to seek work as a trained nurse .

Two nurses in the J. William White private operating room, Hospital of the University of Pennsylvania, 1898

The Profession of Nursing Organizes

Students in class, Mercy Hospital School of Nursing, Philadelphia, PA, class of 1929

These changes improved and reformed many aspects of the nurse training system, but problems remained. Reflecting the social and legal status of African Americans at the time, American professional nursing maintained strict racial segregation until the mid-twentieth century. African American individuals wanting to become nurses had to train in a separate educational system and faced a divided employment field in which white and black nurses did not participate equally. Nursing also remained a predominantly female profession. While a few schools admitted men, most schools refused them admission.

Challenges for Nursing

Employment conditions for nurses also presented challenges. In the early part of the twentieth century, hospitals employed only a few graduate nurses, mainly in supervisory positions. They relied instead on student nurses for the majority of the bedside care provided to patients. Most nurses, once they graduated from their educational program, entered the field of private duty nursing. Private duty nurses were employed by individual patients primarily in their homes. As institutions became the more normative site for delivery of sick care, private duty nurses moved with their patients into the hospital, delivering care to hospitalized individuals who could afford to pay for their own nurse. But for nurses, private duty often did not provide regular and dependable employment; nurses were hired on an ad hoc basis by patients and were oftentimes without a regular source of income. The cost of private duty was also quite high, limiting the number of patients employing private duty nurses. It was not until the mid-twentieth century that hospitals hired nurses as regular staff on a permanent basis, providing full professional nursing services to all hospitalized patients.

Nursing Diversifies

Despite the many difficulties within the profession, nursing continued to grow as an occupational field and became recognized as an essential health care service by the early twentieth century. Nurses fanned out into diverse fields delivering services to many people outside of hospitals. For example, Lillian Wald founded the Henry Street Settlement House in 1893, which provided nursing and other social services to impoverished populations on the Lower East Side of New York City. Replication of Wald’s work in other parts of the country led to the growth of the field of public health nursing, opening up new employment opportunities for nurses and expanding the type of services provided by nurses.

July 4, 1918 celebration in Paris. A regiment of Red Cross nurses, the Army's Guardian Angels - French Pictorial Service

The special skills possessed by nurses were easily transferred to different fields of health care. For example, nurses were educated to administer anesthesia during surgery, leading to the specialty field of nurse anesthetists. By the early twentieth century it was quite common to find nurse anesthetists delivering anesthesia in many of the nation’s hospitals. By the 1920s, in some parts of the country, nurse-midwives delivered babies, in many cases to the most impoverished populations.

Nurse examining chest tube drainage bottles, Hospital of the University of Pennsylvania, 1972

Mid-twentieth Century Nursing

Eileen Daffy, Jeanne Simpson, Eleanor Snoke, and Jean Gerhard, Student Nurse Cadet Corps, Philade...

The community college movement achieved only partial success. Community college programs did graduate many new nurses and often at a lower cost than traditional diploma programs. But, as the needs of late-twentieth-century patients became increasingly more complex, research studies indicated that being treated by nurses prepared at the baccalaureate level improved patient outcomes.

The Modern Practice of Nursing

Nurse with an intensive care patient, Hospital of the University of Pennsylvania, 1972

Nursing education also thrived in the latter half of the twentieth century. Significant federal financial support for educating nurses, which became available beginning in the 1960s, permitted the revamping and modernizing of many nursing educational programs. Significantly, increased funding for nursing research permitted nursing to develop a sounder scientific basis for its practice. Nurse researchers today carry out cutting-edge studies that shed light on the ways and means of solving many health care problems and improving nursing services.

Historically, the nursing profession has consistently demonstrated its ability to adapt to changing and varied health care needs. It remains an exceedingly popular and highly respected profession that attracts large numbers of new recruits to its ranks. There is little doubt that nursing will continue to maintain its status as an extremely important profession, serving the health needs of the nation.

Jean C. Whelan (1949-2017) was Adjunct Assistant Professor of Nursing, University of Pennsylvania School of Nursing.

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Unit 1 History of Nursing ppt

Table of Contents

Summary of Ancient Cultures

Introduction:.

Ancient Egypt is considered as one of the earliest, longest-lasting and most prominent civilization in history.

Ancient Egyptians overlapped between magic, religion, sin, punishment, and the influence of the supernatural in the events of daily life.

Demons and Sins were assumed to bring diseases, sickness and disabilities as way of punishment.

In ancient Egypt, health care professions such as physician or healers were usually priests who were accountable for healing physical and psychological

The priests acted as a link between humans and gods. They believed that people had to make the Gods happy to have good health and peace of mind.

The embalmer is the one who prepares the mummies to keep the body after death without damage because to improve their knowledge of anatomy comparing the anatomy of human bodies with that of animal bodies as indicated in the most of their ancient texts’

Other fields with such as the pharmacist, bandagers, masseur and even amulet seller who was trained to take the pulse

Medical treatment In ancient Egypt:

Ancient Egypt treatment includes leaves, grass and the bark of the willow tree contain salicylic acid used to treat inflammatory disease, to alleviate birth pains and reduce fever.

Egyptian doctors could stitch up wounds, repair broken bones and amputate infected limbs. The incision was dressed by mixture of raw meat, linen, and swabs soaked with honey. At the beginning of the Late period and early Ptolemaic period [656 BC–323 BC], the so-called healing statues were appeared.

Internal disorders were managed by using magic and amulets in this case will be wider beside the invocations to gods who were considered to be involved in both causing diseases and cure them.

Different title to Caregivers In Ancient Egypt:

The Coffin Texts were developed in the first Intermediate Period [2134 BCE–2040 BCE] and composed of the Pyramid Texts, which had been placed only in royal tombs/ pyramids) Also, for the first time the male title ” male nurse “ was attested in the (CT) as a God’s child or as priestly title.

Site of Healthcare in Ancient Cultures :

According to the Ottawa Charter, ‘Health Promotion’ is a health strategy that aims to incorporate skills and community development and to create supportive environments for health, endeavors to build healthy public policy and looks at re-orienting health services (WHO, 1986).

Although it is commonly accepted that these basic concepts of health promotion have been developed in the last two decades, they have roots in ancient civilizations and in particular in Greek antiquity.

As evident from medical and philosophical documents—especially of the sixth to fourth centuries B.C. the ancient Greeks were the first to break with the metaphysical/supernatural conceptions of health and disease that had so far dominated human societies (Edelstein, 1987).

The ancient Greeks’ apprehension of health and illness was based on the theory of the four ‘fluids’ (blood, phlegm, yellow bile and black bile) which was of great significance for Pythagorean philosophy that dominated the pre-Socratic period (Temkin, 1995).

Hippocratic :

Pathogenic process, according to Hippocratics, is a result of the overturn of equilibrium and the predominance of one of the four fluids that causes disease through the disruption of the equilibrium of the four fluids

Hippocratics posited a natural theory of disease etiology and notes that the treatment of male impotence.

Hippocratics recognized that some diseases were always present in a given population. They called these diseases ‘endemic’, whereas other diseases, which were not always present but which occurred in greater frequency at certain times, they called ‘epidemic’. Both terms are widely used today. Rosen (1993)

Hippocrates’ treatise About Wind, Water and Places is not only a text of great historical value but also a groundbreaking achievement. Beneficence and nonmaleficence are age old requirements of the Hippocratic Oath for health professionals to ‘do good’ and ‘do not harm’ (Racher, 2007).

Greek History:

Little is known of Greek medicine before the appearance of written texts in the fifth century B.C. Greece as many other prehistoric countries possessed folk healers, including priest healers and chief tribunes employing divination and drugs.

Greek society at large drew heavily upon sacred healing. In Homer, Apollo appears as the ‘God of healing’.

Once Asklepius was recognized as the God of medicine .

During the fourth and the third century the cult of Asclepius and the practice of Hippocratic medicine spread, and by 200 B.C. every large town in Greece had an Asklepieion.

Roman Empire:

After 300 BC they built them self with the work of Greece and Egyptian.
They advance their work more and known as best in public health.
Believe health can be restored by God.
Two classes Patricians (upper class) and Plebicians (Lower class).
Organized group and funded monasteries and hospitals.
They mostly hired male staff for work
They work on four major components knowledge, devotedness, cleverness and purity.
First civilizations were highly developed 1500 BC.
The first master’s degree course, two year postgraduate program was begun in 1960 at college of nursing Delhi.

Christianity:

Women begin nursing as an expression of Christianity( Act of mercy) ,Christianity brings the clear role of Nursing in modified way. Women work in care of sick people and male contribute themselves in to buried the dead people. Fabiola started the first public hospital in Rome.

Middle Ages:

Established the first educational program to be affiliated with a religious nursing order with care provided by monks and nuns.

More hospital were built and Nursing role became more prominent.

The Eastern Orthodox Church had established many hospitals in the middle east.

Nursing care was controlled by catholic church.

Known as Dark Ages – intellectual progress nearly halted.

Fifteenth to Nineteenth Century:

The Eastern Orthodox Church had established many hospitals in the middle east, but following the rise of Islam from the 7th century. Increased in population in cites with more hygiene and sanitation leads to sever health problems. Society changes were forming a great effect on health care system.

Nursing in Mughal period:

Emperor Akbar went through many vicissitudes in his life and probably the most cumbersome was the presence and activities of his wet-nurse or foster mothers known in the Mughal world as ‘angas’.
Maham Anaga was the governess of Emperor Akbar. As the word ‘Anaga’ means nurse.
Maham Anga (died 1562) was the chief nurse of the Mughal emperor Akbar from 1560 to 1562.

Islam and Nursing:

Islamic traditions include sympathy for and responsibility toward those in need. Rufaida Al- Aslamia introduced nursing in Muslim world 1’200 Years before. Rufaida Al- Aslamia was recognized for her work in medical and social circle. She was the first female Muslin Nurse. She was among first people in Madinah to accept Islam. She contributed with other Ansar women to welcome Muhammad ( peace be upon him) on arrival in Madinah.

Pre-Islamic and Islamic Era (570–632 AD):

Rufiada Al- Aslamia’s father, Saad Al- Aslami, was a physician and mentor. She initially obtained clinical experience from her father. Then deovoted herself to nursing. she practiced her skills in field hospital in her tent during many battles.

When Saad Ibn Muaath was injured in the battle of Al-Khandaq ( The Trench) , Prophet Muhammad (peace be upon him) ordered that he be placed and treated in her tent.

She focused on hygiene and stabilizing patients prior further more invasive medical procedures.

Rufaida led groups of volunteer nurses who went to battlefield and treated the casualties. She participated in the battles of Badr, Uhud, Khandaq, khaibar and others.

The founder of Modern Nursing :

Florence Nightingale (May 12, 1820 – August 13, 1910)
She was English reformer, statistician and the founder of modern nursing.
Nightingale came to prominence while serving as a manager and trainer of nurses during the Crimean War , in which she organized care for wounded soldiers at Constantinople.
She became Icon of Victorian culture by giving nursing favorable reputation.

The Lady with the Lamp:

She is also refer as “The Lady with the Lamp” . In 1860, she laid the foundation of professional nursing with the establishment of her nursing school at St Thomas’ Hospital London. It was the first secular nursing school in the world. Annual International Nurses Day is celebrated on her birthday

Definitions of Nursing :

Definition of nursing by who :.

Nursing encompasses autonomous and collaborative care of individuals of all ages, families, groups, and communities, sick or well, and in all settings. It includes the promotion of health, the prevention of illness, and the care of ill, disabled, and dying people.

Definition of nursing by Virginia Henderson:

“The unique function of the nurse is to assist the individual, sick or well, in the performance of those activities contributing to health or its recovery (or to peaceful death) that he would perform unaided if he had the necessary strength, will or knowledge“ \

Definition of Nursing by Florence Nightingale:

Nursing is a profession within the health care sector focused on the care of individuals, families, and communities so they may attain, maintain, or recover optimal health and quality of life.

Definition of nursing by Dorothea Orem:

The self-care deficit nursing theory is a grand nursing theory that was developed between 1959 and 2001 by Dorothea Orem. The theory is also referred to as the Orem’s Model of Nursing.

Definition of Nursing by Effie Taylor:

“The adaptation of the prescribed therapeutic and preventive treatment for physical and psychological needs specific person“.

Nursing Defined by International Council of Nursing:

Nursing encompasses autonomous and collaborative care of individuals of all ages, families, groups and communities, sick or well and in all settings.

Nursing includes the promotion of health, prevention of illness, and the care of ill, disabled and dying people.

Definition of nursing by ANA (American Nurses Association):

Nursing is the protection, promotion, and optimization of health and abilities, prevention of illness and injury, facilitation of healing, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, groups, communities, and populations.

Types of Nursing Educational Programs :

Nursing Diploma and associated degree in nursing (AND) program
Bachelor of science in nursing (BSN) program
Master of science in nursing (MSN) program
Family Nurses practitioner (FNP) program
Midwifery program
Doctor of nursing practice (DNP) and Ph.D

Resources :

Elhabashy, Sameh & Abdelgawad, Elshaimaa. (2019). The History of Nursing Profession in Ancient Egyptian Society. International Journal of Africa Nursing Sciences. 11. 100174. 10.1016/j.ijans.2019.100174.

Frenk, Julio, Lincoln Chen, Zulfiqar A. Bhutta, Jordan Cohen, Nigel Crisp, Timothy Evans, Harvey Fineberg, et al. (2010). Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. The Lancet 376(9756): 1923-1958.

Alligood MR, Tomey AM. Nursing Theorists and Their Work. 6th ed. Mosby: Singapore; 2006. [ Google Scholar ]

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Nursing History, Education, and Organizations

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Chapter 1 The Origins of Nursing

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PROFESSIONAL NURSING PRACTICE

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Introduction

History of nursing

Scope of nursing practice
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Table Of Contents

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nursing , profession that assumes responsibility for the continuous care of the sick, the injured, the disabled, and the dying. Nursing is also responsible for encouraging the health of individuals, families, and communities in medical and community settings. Nurses are actively involved in health care research, management, policy deliberations, and patient advocacy . Nurses with postbaccalaureate preparation assume independent responsibility for providing primary health care and specialty services to individuals, families, and communities.

Professional nurses work both independently and in collaboration with other health care professionals such as physicians. Professional nurses supervise the work of nurses who have limited licenses, such as licensed practical nurses (LPNs) in the United States and enrolled nurses (ENs) in Australia. Professional nurses also oversee the work of nursing assistants in various settings.

Nursing is the largest, the most diverse , and one of the most respected of all the health care professions. There are more than 2.9 million registered nurses in the United States alone, and many more millions worldwide. While true demographic representation remains an elusive goal, nursing does have a higher proportional representation of racial and ethnic minorities than other health care professions. In some countries, however, men still remain significantly underrepresented.

The demand for nursing remains high, and projections suggest that such demand will substantively increase. Advances in health care technology, rising expectations of people seeking care, and reorganization of health care systems require a greater number of highly educated professionals. Demographic changes, such as large aging populations in many countries of the world, also fuel this demand.

Although the origins of nursing predate the mid-19th century, the history of professional nursing traditionally begins with Florence Nightingale . Nightingale, the well-educated daughter of wealthy British parents, defied social conventions and decided to become a nurse. The nursing of strangers, either in hospitals or in their homes, was not then seen as a respectable career for well-bred ladies, who, if they wished to nurse, were expected to do so only for sick family and intimate friends. In a radical departure from these views, Nightingale believed that well-educated women, using scientific principles and informed education about healthy lifestyles, could dramatically improve the care of sick patients. Moreover, she believed that nursing provided an ideal independent calling full of intellectual and social freedom for women, who at that time had few other career options.

In 1854 Nightingale had the opportunity to test her beliefs during Britain’s Crimean War . Newspaper stories reporting that sick and wounded Russian soldiers nursed by religious orders fared much better than British soldiers inflamed public opinion . In response, the British government asked Nightingale to take a small group of nurses to the military hospital at Scutari (modern-day Üsküdar, Turk.). Within days of their arrival, Nightingale and her nurses had reorganized the barracks hospital in accordance with 19th-century science: walls were scrubbed for sanitation, windows opened for ventilation, nourishing food prepared and served, and medications and treatments efficiently administered. Within weeks death rates plummeted, and soldiers were no longer sickened by infectious diseases arising from poor sanitary conditions. Within months a grateful public knew of the work of the “Lady with the Lamp,” who made nightly rounds comforting the sick and wounded. By the end of the 19th century, the entire Western world shared Nightingale’s belief in the worth of educated nurses.

Nightingale’s achievements overshadowed other ways to nurse the sick. For centuries, most nursing of the sick had taken place at home and had been the responsibility of families, friends, and respected community members with reputations as effective healers. During epidemics , such as cholera , typhus , and smallpox , men took on active nursing roles. For example, Stephen Girard , a wealthy French-born banker, won the hearts of citizens of his adopted city of Philadelphia for his courageous and compassionate nursing of the victims of the 1793 yellow fever epidemic .

As urbanization and industrialization spread, those without families to care for them found themselves in hospitals where the quality of nursing care varied enormously. Some patients received excellent care. Women from religious nursing orders were particularly known for the quality of the nursing care they provided in the hospitals they established. Other hospitals depended on recovering patients or hired men and women for the nursing care of patients. Sometimes this care was excellent; other times it was deplorable, and the unreliability of hospital-based nursing care became a particular problem by the late 19th century, when changes in medical practices and treatments required competent nurses. The convergence of hospitals’ needs, physicians’ wishes, and women’s desire for meaningful work led to a new health care professional: the trained nurse.

Hospitals established their own training schools for nurses. In exchange for lectures and clinical instructions, students provided the hospital with two or three years of skilled free nursing care. This hospital-based educational model had significant long-term implications . It bound the education of nurses to hospitals rather than colleges, a tie that was not definitively broken until the latter half of the 20th century. The hospital-based training model also reinforced segregation in society and in the health care system. For instance, African American student nurses were barred from almost all American hospitals and training schools. They could seek training only in schools established by African American hospitals. Most of all, the hospital-based training model strengthened the cultural stereotyping of nursing as women’s work. Only a few hospitals provided training to maintain men’s traditional roles within nursing.

Still, nurses transformed hospitals. In addition to the skilled, compassionate care they gave to patients, they established an orderly, routine, and systemized environment within which patients healed. They administered increasingly complicated treatments and medication regimes. They maintained the aseptic and infection-control protocols that allowed more complex and invasive surgeries to proceed. In addition, they experimented with different models of nursing interventions that humanized increasingly technical and impersonal medical procedures.

Outside hospitals, trained nurses quickly became critical in the fight against infectious diseases . In the early 20th century, the newly discovered “ germ theory ” of disease (the knowledge that many illnesses were caused by bacteria ) caused considerable alarm in countries around the world. Teaching methods of preventing the spread of diseases, such as tuberculosis , pneumonia , and influenza , became the domain of the visiting nurses in the United States and the district nurses in the United Kingdom and Europe. These nurses cared for infected patients in the patients’ homes and taught families and communities the measures necessary to prevent spreading the infection. They were particularly committed to working with poor and immigrant communities, which often had little access to other health care services. The work of these nurses contributed to a dramatic decline in the mortality and morbidity rates from infectious diseases for children and adults.

At the same time, independent contractors called private-duty nurses cared for sick individuals in their homes. These nurses performed important clinical work and supported families who had the financial resources to afford care, but the unregulated health care labour market left them vulnerable to competition from both untrained nurses and each year’s class of newly graduated trained nurses. Very soon, the supply of private-duty nurses was greater than the demand from families. At the turn of the 20th century, nurses in industrialized countries began to establish professional associations to set standards that differentiated the work of trained nurses from both assistive-nursing personnel and untrained nurses. More important, they successfully sought licensing protection for the practice of registered nursing. Later on, nurses in some countries turned to collective bargaining and labour organizations to assist them in asserting their and their patients’ rights to improve conditions and make quality nursing care possible.

By the mid-1930s the increasing technological and clinical demands of patient care, the escalating needs of patients for intensive nursing, and the resulting movement of such care out of homes and into hospitals demanded hospital staffs of trained rather than student nurses. By the mid-1950s hospitals were the largest single employer of registered nurses. This trend continues, although as changes in health care systems have reemphasized care at home, a proportionately greater number of nurses work in outpatient clinics, home care , public health , and other community-based health care organizations.

Other important changes in nursing occurred during the latter half of the 20th century. The profession grew more diverse. For example, in the United States, the National Organization of Coloured Graduate Nurses (NOCGN) capitalized on the acute shortage of nurses during World War II and successfully pushed for the desegregation of both the military nursing corps and the nursing associations. The American Nurses Association (ANA) desegregated in 1949, one of the first national professional associations to do so. As a result, in 1951, feeling its goals fulfilled, the NOCGN dissolved. But by the late 1960s some African American nurses felt that the ANA had neither the time nor the resources to adequately address all their concerns. The National Black Nurses Association (NBNA) formed in 1971 as a parallel organization to the ANA.

Nursing’s educational structure also changed. Dependence on hospital-based training schools declined, and those schools were replaced with collegiate programs either in community or technical colleges or in universities. In addition, more systematic and widespread programs of graduate education began to emerge. These programs prepare nurses not only for roles in management and education but also for roles as clinical specialists and nurse practitioners. Nurses no longer had to seek doctoral degrees in fields other than nursing. By the 1970s nurses were establishing their own doctoral programs, emphasizing the nursing knowledge and science and research needed to address pressing nursing care and care-delivery issues.

During the second half of the 20th century, nurses responded to rising numbers of sick patients with innovative reorganizations of their patterns of care. For example, critical care units in hospitals began when nurses started grouping their most critically ill patients together to provide more effective use of modern technology. In addition, experiments with models of progressive patient care and primary nursing reemphasized the responsibility of one nurse for one patient in spite of the often-overwhelming bureaucratic demands by hospitals on nurses’ time.

The nursing profession also has been strengthened by its increasing emphasis on national and international work in developing countries and by its advocacy of healthy and safe environments . The international scope of nursing is supported by the World Health Organization (WHO), which recognizes nursing as the backbone of most health care systems around the world.

History of Nursing

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Nursing as a profession has existed throughout history, although it has evolved considerably over time. In the current healthcare system, nurses are one of the most trusted healthcare professionals with a significant role to play in the treatment and medical care of the sick.

The term nurse originates from the Latin word nutire , which means to suckle. This is because it referred primarily to a wet-nurse in the early days and only evolved into a person who cares for the sick in the late 16 th century.

Early history

The first known documents that mention nursing as a profession were written approximately 300 AD. In this period, the Roman Empire endeavored to build a hospital in each town that was under its rule, leading to a high requirement for nurses to provide medical care alongside the doctors.

The profession of nursing became considerably more prominent in Europe in the middle ages, due to the drive for medical care from the Catholic church. In this period, there were many advancements and innovations that took place, which eventually went on to form the base of modern nursing, as we know it.

The first Spanish hospital was built in the late 500s to early 600s in Merida, Spain, with the intent to care for any sick individuals regardless of ethnic origin or religion. Several others were created in the following centuries but their upkeep was neglected until Emperor Charlemagne began to restore them and update the supplies and equipment in the 800s.

Throughout the 10 th and 11 th centuries, the nursing profession expanded due to changes in rulings in Europe. Hospitals began to be included as part of monasteries and other religious places and the nurses provided a range of medical care services, as was required, even beyond traditional healthcare. This all-encompassing model gained popularity and continues to be responsible for the wide range of duties a nurse is responsible for today.

At the beginning of the 17 th century, the nursing as a profession was rare due to various reasons, such as the closing of monasteries that housed the hospitals. However, in some regions of Europe where the Catholic church remained in power, the hospitals remained and nurses retained their role.

Modern nursing

Florence Nightingale was a nurse who tended to injured soldiers in the Crimean War in the 1850s and played a significant role in changing the nature of the nursing profession in the 19 th century.

Yolanda Smith

Yolanda graduated with a Bachelor of Pharmacy at the University of South Australia and has experience working in both Australia and Italy. She is passionate about how medicine, diet and lifestyle affect our health and enjoys helping people understand this. In her spare time she loves to explore the world and learn about new cultures and languages.

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Histories of Nursing: The Power and the Possibilities

This article challenges the dominant paradigm of understanding the history of nursing as only that of relative powerlessness. By moving away from the stance of educators deeply concerned about the inability of the profession to gain control over entrance requirements and into the realm of practice, we use examples from our own work to discuss alternate histories of power. We acknowledge historical circumstances of invisibility and gender biases. But we argue that when we look at the history of practice, we see as much evidence of strength, purpose, and successful political action. Finally, we call for an acknowledgement of the rich and complex nature of the many different histories we can tell in nursing. And we suggest that an admitted inability to advance in one area of the discipline has not meant an inability to move others.

History matters. And it seems to matter more now more than ever in our collective memory. Each day public commentators report on how history and historical perspectives have informed the national debate about who we, as a society, are as citizens; what we want as a nation; and how we might move forward in addressing the most serious economic crisis of our generation. When studying the words of these commentators, however, it seems clear that there is not “one” history – that there is not one prescriptive formula that provides a simple solution or explanation for complicated problems. Rather, they present many histories – each starting from a particular stance, using different sources, and offering distinct perspectives. Still, when considered as a whole, these histories provide a much richer understanding of factors and forces that inform broad social policy and particular local practices. They bring real complexity to the forums in which the debate occurs. And they illuminate the complicated dynamics of power that are called into play when deeply held interests and issues need resolution.

History matters to nursing in the same way. And it matters more today now that issues of health care policy and practice, so central to the mission of the profession, have re-engaged the public agenda. We write, however, out of concern that there seems to be only one familiar history to which nurses turn as they consider their place in this process. This history has often been written from the stance of educators deeply concerned about the inability of the profession to control the many different educational routes to nursing practice. Its sources have been a long list of twentieth century reports on the status and future of nursing education. Its perspective has given voice to the language of education and educational reform as a proxy for nursing's power. In the end, its story is most often one of failure of the profession to control its own destiny. 1

We do not deny some historical circumstances of marginalization, invisibility, and gender biases. They existed and still do. We also celebrate the achievements of extraordinary nurses such as Lillian Wald, the founder of the Henry Street Settlement house and public health nursing, and Mary Breckenridge, who brought nurse-midwives to the mountains of rural Kentucky. 2 But we also argue that the polarization of discrimination and exceptionalism do not do justice to the richness, complexity and the power in nursing's history. As Patricia D'Antonio has written, it is a history of how a small group of individuals transformed the most traditional of gendered expectations – that of caring for the sick – into respected and respectable work. 3

We further explicate this position with selected and contextualized case study examples (a rich form of historical methodology) from our own work. We write from the stance of practitioners concerned with the possibilities as well the problems in nursing. Our sources vary, and our histories themselves range from nursing in formal institutions to those in more entrepreneurial initiatives, from practice at the bedside to policy formation in national forums. They share a commitment to an historical standpoint as a critical place to explore the contingent relationships among the social, political and economic forces that shaped nursing practice and modern health policy. And they provide examples that explicate the many different ways we can rethink and build upon sources of power and purpose in nursing. We begin with the organization of nurses' work, the central dimension to all of our practice.

Power and Practice

In the early 20 th century United States, the private duty registry system, rather than hospitals and health care agencies shaped the work lives of graduate nurses. These registries, agencies which helped patients find nurses and nurses find jobs, provided the vital connection between nurses and patients. Private duty registries supplied a reliable way for nurses to seek patient cases and for patients and physicians to obtain nurses and verify their capabilities. Typically, nurses enrolled with a registry indicating their availability for work. The registry checked the nurse's qualifications, serving as a rudimentary credentialing system. Patients who needed a nurse made their requests directly to the registry which in turn sent out a suitable nurse for their situation. 4

In the late 19th century, as the proliferation of schools of nursing proceeded, many alumnae associations of schools of nursing began establishing and operating private duty registries. By the turn of the 20 th century, the success of these ventures motivated many in the nursing community to establish larger enterprises operated by nurses to deliver a wider spectrum of nursing services to community. Registries, owned and operated by professional nursing groups, and often local professional nurse associations affiliated with the national American Nurses Association, cropped up throughout the country. The combination of small alumnae association registries with the larger professional association affiliated agencies formed the backbone of the professional nurse registry system in the United States, operating until the mid to late 20th century.

These registries also served a second and equally significant function in setting up the conventions of nurses' work such as establishing standards for nurses' hours of work, fee schedules with both patients and hospitals, and minimum criteria for professional practice. In the case of alumnae association registries, for example, the alumnae themselves took responsibility for the decision making processes required in day-to-day registry operations. For the larger professional association affiliated registries, control over registry operation depended on the extent of participation by nurse members. A large amount of historical evidence exists documenting that the nursing workforce frequently demanded and very often received positive consideration of changes in conditions of work beneficial to their employment. 5

The operation of these registries required business, entrepreneurial and negotiation skills seldom attributed to nurses. Registries usually operated in highly competitive environments in which a variety of similar type of agencies, many of them for- profit agencies, vied with nurses for a share of the patient care market. Yet, these registries not only succeeded in capturing a good portion of the market, they also maintained their businesses over decades. The Chicago- based Nurses Professional Registry for example, owned and operated by the Chicago area district nurses association of the Illinois Nurses Association, remained in business for over 60 years. 6

Nurse administered registries also offered opportunities to develop critical negotiating skills useful in establishing appropriate working conditions. Early nurse fee and working hour arrangements were generally determined through deliberations carried out between nurses' groups, their representative registries, and hospital governing boards. Most of these discussions resembled in many respects collective bargaining arrangements carried out in the later 20 th century, serving as a learning field for future generations of nurses.

Most early nurses did not question either the entrepreneurial nature of running a private duty registry or the negotiating mechanisms required to obtain fair working arrangements. They accepted this as a logical component of what historian Karen Buhler-Wilkerson labeled “the business of private nursing.” 7 Despite an uneven record of success in fully controlling nurses' professional practice and obtaining improvements in working conditions, nurses were not dissuaded from aligning with registries which remained popular as a preferred means of obtaining work throughout the lean years of the Great Depression and into the post World War II era. 8

The legacy of private duty registries should not be over romanticized. Private duty nursing was hard work, with problematic financial security, and often too few nursing positions. 9 Despite these constraints, nurses created a system which offered the potential for independent practice for nurses by nurses. The professional registry system faded as American hospitals assumed full responsibility for nursing the hospitalized sick. Yet, the story of nurse owned and operated registries provides a critical historical illustration of the power nurses have held over their professional lives.

Power within Institutions

As a registered nurse at the Farmingdale Tuberculosis Preventorium for Children in rural New Jersey for more than thirty years, from 1909 until the late 1930s, Jessie Palmer Quimby faced an isolated existence. She resided at the institution in order to be available twenty-four hours a day in case an emergency arose. Indeed, Quimby's work kept her so busy that she even had her family members vacation at the preventorium, so that she never had to take a day off. 10 Unlike the physicians who staffed the preventorium, we know nothing about where she went to nursing school or even whether or not she married. In contrast to them, when Quimby died, she received no obituary in the New York Times .

Based on this description, one might assume that Quimby possessed little social, cultural, or professional authority. But it is a mistake to view Quimby through a dichotomous lens that categorizes people as “powerful” or “powerless.” Quimby joined the nation's first preventorium within a few months of its founding in 1909. Just a few years earlier, new science had revealed that most children were infected with the tubercle bacillus. 11 In the preantibiotic era in which the “White Plague” resulted in high rates of morbidity and mortality, the importance of protecting children from tuberculosis became a public health emergency. 12

Farmingdale strove to prevent tuberculosis in indigent New York City children considered “at-risk” for TB by removing them from their homes. Youngsters sent to the institution typically hailed from families in which one or both parents suffered from TB. Once there, they spent as much time as possible out of doors in camp-like settings where they received their education, meals, and rest according to a regimented daily schedule. Education about personal hygiene and healthy living completed most preventorium programs. Children stayed at the preventorium for months, even years, during which time visits from parents were occasionally allowed but not encouraged. 13

Farmingdale represented the prototype for charitable institution that spawned hundreds of imitators across the United States. Physicians visited the facilities to provide medical care, but it was the nurses living at the preventoria who scrupulously oversaw the daily health needs and instruction of children. To this end, nurses made sure that food and supplies were ordered, laundry was washed, and the institution in general remained functional. They also monitored the children's emotions, comforting them when they were homesick, and responding to worried parents' inquiries.

Yet years before women won the right to vote, preventorium nurses managed all aspects of a complex health care institution. 14 Preventoria were often founded and almost always managed by nurses. In addition to their roles as chief operating officer, educator, disciplinarian, counselor, and substitute mother, Quimby and her colleagues at other preventoria also needed sophisticated assessment skills. They tracked children's health and monitored their nutritional intake, weight, temperature, and other barometers of physical well-being. It was usually they who decided when a child was ill enough for a physician to be notified and it was they who decided which physician to contact.

Speaking to her colleagues at the nineteenth annual National Tuberculosis Association meeting in 1923, Colorado public health nurse Ida Spaeth stressed the nurse's importance to the preventorium movement when she observed that the nurse was “the connecting link” between all aspects of the pediatric TB preventorium movement. 15 Preventorium nurses' role grew especially powerful during the 1930s during the Great Depression. Preventorium staff received not only a salary, but free room and board, making it a highly attractive place to work. The nurses in charge of preventoria made hiring decisions and she decided whether or not they remained employed. By the late 1930s, the economic, social, and medical trends that made the need for preventoria seem so compelling a few years earlier began to erode as the incidence of tuberculosis declined in the United States. By the end of the 1940s, the almost all of these institutions closed or became converted for other uses. 16

Nurses who practiced in preventoria believed their work possessed meaning and importance in ways that few other people in the early 20th century could claim. Preventorium nursing represented the leading edge of not just one popular reform movement, but two, child-saving and tuberculosis prevention. 17 Examining preventorium nurses' work only from the vantage point of 21st century health care delivery and contemporary notions of professionalism and authority not only discredits them, it loses the historical nuance that we need in order to understand, for example, what worked, and what did not with regard to infectious disease prevention in the past, and why.

The Power of the Personal

Another way to conceptualize power is through the experiences of those Catholic nursing sisters, often invisible in the history of nursing, who refused to consider themselves as powerless. 18 In the 1930s, Sister John Gabriel Ryan, a member of the Sisters of Providence congregation in Seattle, Washington, worked extensively with social and legislative issues as they related to hospitals and nursing. Sister John Gabriel was a master's prepared nurse who served as Hospital Consultant and Educational Director of the Sisters of Providence. She also was Vice-President of the Washington State Hospital Association, Councilor and member of the Legislative Committee for the Western Hospital Association, a member of the Board of Directors of the Washington State Nurses Association and the American Journal of Nursing, Vice-President of the Seattle Hospital Council, and a member of the Advisory Committee of the Catholic Hospital Association. In 1935, she served in Washington, DC, on the Advisory Committee of the Hospital Board of the Committee on Economic Security. 19 The author of five books on nursing, she was a leading nurse educator in teaching and hospital administration in the Pacific Northwest and was a member of the editorial staff of three national hospital journals. 20

In 1935, Sister John Gabriel was awarded an Honorary Fellowship in the American College of Hospital Administrators, formed independently of the American Hospital Association in 1933 to provide non-physician and physician administrators with a professional association. This organization validated what Sister John Gabriel had been advocating for years: the need for further education of hospital administrators, including her own sisters. Malcolm MacEachern, Director of the American College of Surgeon's Standardization Program, became an honorary charter fellow in the new College; and he worked extensively with Sister John Gabriel in matters of hospital policy. 21 Sister John Gabriel drew increased attention of the Pacific Northwest hospitals to the new program of hospital accreditation. In addition, she led the CHA in furthering its goal to better prepare the sisters for nursing and administrative work. 22 Her courses in hospital administration throughout the United States and Canada laid a basic foundation for this field in nursing programs. And she tied her courses to colleges for credit wherever she taught. 23

Sister John Gabriel was active in these policy initiatives and in local, state, and national hospital and nursing associations. 24 She went to Washington, DC, and to Olympia, Washington, to speak on matters of policy, both to further desirable legislation or to oppose what she considered dangerous proposals. 25 For example, she was instrumental in helping to defeat a Washington state senate bill that would allow the admission of chiropractors and osteopaths to hospital staffs, whom she considered “dangerous cultists” who did “unlawful, inhuman things.” When the bill was being discussed, she sat in the gallery and personally lobbied one of the senators. “This is not a denominational question,” she argued, “nor a political question, but a humane question concerned with suffering humanity which is looking to us for protection.” 26 Some might say that Sr. John Gabriel's verbal attacks were extreme, but none who knew her would dare to say she was not speaking sincerely.

She also worked to raise the standards of nursing education, and she lobbied against exploitation of nursing students. One judge said, “She took a man's name in religion, and I said of her that she was the ablest man in Olympia.” 27 Her masculine name helped her transcend the usual female stereotype, and this minimized gender limitations. 28 This was particularly helpful in the male-dominated realm of public policy. The battles Sr. John Gabriel chose to fight were related to her special interests: hospitals and the nursing profession. So rather than be distracted by addressing issues of gender discrimination that were predominant within American society and the Catholic church of that era, she chose instead to align herself, however subtly, with the gender who wielded the greatest power, particularly those who led hospital associations. Sister John Gabriel retired in 1938.

The Power of Politics

In 1946, the boards of both the American Nurses Association (ANA) and the National Association of Colored Graduate Nurses (NACGN) endorsed the principle of one integrated professional association fighting for the rights, the respect, the prerogatives and the privileges of all registered nurses in the United States. And on January 26, 1951 – with great fanfare – the NACGN formally dissolved. 29 As many nurses at the time understood, but what many today have forgotten, the official desegregation of the ANA marked only the beginning, not the end, of the battle for the professional integration of nursing. State associations (not individual nurses), were the ANA's constituent members, and battle lines had already been drawn in many Southern states even as the national celebrations started. The last southern state to desegregate, Georgia, finally capitulated in 1961; and the last southern district, New Orleans, finally accepted African American nurses as members in 1964. 30

This historical vignette focuses on the battle for desegregation in one such southern state, North Carolina. On one level, this story might be told in a fairly straightforward manner: the desegregation of the North Carolina State Nurses Association (NCSNA) presented no immediate threat to white supremacy and the Jim Crow laws that supported it. The model established after negotiations between the respective white and African American state nursing organizations included high dues to impede black membership and a new organizational structure that planned educational presentations in desegregated venues but social gatherings in those that prohibited black clients. But the stories surrounding the desegregation of the NCSNA in 1949 might also suggest an understanding of power as complicated calculus of competing interests with eyes turned toward a wider world. North Carolina's African American nurses agreed to this model because they believed in the importance of nurses as leaders race relations in what they acknowledged would be incremental assaults on white supremacy in their particular communities. 31

These women's willingness to defer outright equality for some measure of limited visibility was controversial. It was a trade-off some African American physicians were willing to make in other southern states, but one to which that North Carolina's physicians were not willing to accede. 32 A meeting of African American nurses in November of 1948 acknowledged the presence of some opposition within their ranks; but as important was the recognition of the “progressive step” that they were about to take. This would not be a blind step: “we realize,” the the president of their formal association wrote, “that there may be a few difficulties in such matters as meeting places where social customs are rigidly observed….” But she also characterized such differences are “minor,” and looked forward to a future in which white and African American women “will approach such difficulties (together) as professional women.” 33 They formally dissolved their own association on June 25, 1949. They achieved one objective. Newspapers ran the headline: “Nurses Make Historic Decision.” 34

North Carolina's African American nurses understood power as a process. They placed their emphasis on the recognition of the power of their professionalism. This was an effective strategy. As one sociologist who had studied the day-to-day workings of race relations at the Presbyterian Hospital in Chicago noted in 1960, the status of professional was the African American nurse's strongest weapon against discrimination: if things were to run smoothly, the hospital hierarchy and nursing's occupational place within that hierarchy had to be respected irrespective of the race of the individual nurse. 35

The processes around desegregation in North Carolina, not surprisingly, were quite tenuous and unstable. But the rhetorical power inherent in the achievement of some semblance of desegregation was critically important for the attendant power and visibility it brought them within nursing and, more importantly, within their own communities. A decade later, Marie B. Noell, the executive director of the NCSNA, would tell of how North Carolina nurses were still first among equals – about how, in desegregation they were always “way ahead” of the communities in which they lived and practiced. 36 And a decade later, Estelle Riddle, one of the architects of nursing's desegregation strategy, would look back in public pride while privately lamenting the lack of progress in real integration among American nurses. Other African American leaders were now looking to nursing, she would write in Crisis, to find out why and how they “did” it – because no other all-Negro organization, she pointed out, had as yet taken the “all important step of dissolving its national body.” 37

Power, Patients, and the Possibilities of Context

Critical care units are places where patients are situated at the fulcrum of nursing care and technology. At first glance, the machines and equipment may seem to dominate the space with their noise, size, and sense of the foreign. But, the machines and the devices within an intensive care unit can be distracting—they obscure the larger system that, in fact, constitutes how we understand critical care. 38 If we only “look” at the technology, nurses seem to be disenfranchised, as having little power to shape patient care. To the untrained eye, nurses are invisible. Focusing only on the machines ignores the architectural concept of critical care (as a distinct space and place) and the context that defines the time period and explains why grouping together sick patients during the 1950s proved to be a useful, but expensive type of care.

An historical perspective provides broader explanatory power and acknowledges the place of technology to the critical care enterprise. History empowers the patient within that system of care, as well as the providers of care, the family, and the contextual factors that shape how that care is defined, rationed, and prioritized by making visible all of these components in the analysis. At the same time, the historian places technology within this context – not as the driving force but as part of a larger system of care of the critically ill. From this more complex understanding of hospital care in the 1950s, nurses become key to the organization of services: grouping patients together by acuity and complexity in the new critical care units of the 1950s was more closely related to the need for nursing observation and care than the presence of machines. 39 As Donna Diers famously proclaimed, “Nursing is what is intensive in intensive care.” 40

There are many historical narratives that can illustrate this more nuanced and complicated understanding. One of the earliest critical care units developed at a small community hospital in Chestnut Hill, Pennsylvania in 1954. 41 This intimate space, small by modern standards, was intended primarily for surgical patients who required vigilant observation after undergoing increasingly technical procedures. These critically ill patients could not be safely cared for on the general floors, especially at night when professional nurse staffing was traditionally thin, or if private duty nurses unavailable. Grouping critically ill patients together in order to observe them was an idea that came from wartime experience and the private discussions between a hospital administrator and his friend in the local Blue Cross organization. It was new and special only because of the intensity of the nursing care patients received and the dedicated space for providing this care. This was a very simple idea— a very sick patient needed a skilled nurse to keep watch and know when to initiate treatment and to summon medical help. There were no special machines, no complex technology. Nursing practice in conjunction with medical therapeutics was powerful, and a critical factor in the popularity and growth of modern hospitals. 42

The success of critical care was so dramatic that it became a solution for many other problems facing hospitals, physicians, nurses, and patients. The units became a place to concentrate equipment, try out new technology and provide support for physicians experimenting with new surgical procedures or medical therapies—the higher intensity nursing care and the growing expertise of the nurses who practiced there made the units places of safety and security. Many hospitals negotiated generous reimbursement supplements to support the care provided in the units, and until the late 1970s, very few policy makers questioned the expense. 43

Critical care as a broadly rendered historical construct and architectural space illustrates the complexity of health care change and offers powerful lessons that can guide policy makers. For example, we tend to see innovation as orderly and controlled, but the development of critical care depended on chance, personal relationships, and the entreprenuership of nurses and physicians willing to try new models of care. It also shows the importance of understanding the various social, political, and economic forces that shaped this hospital's response to the care of the acutely ill patient. To see the development of this type of care as the result of technology gives a very skewed view of how institutions, the public, and health care providers make decisions. The process of deciding how to care for vulnerable, acutely ill patients was not always rational or logical, but relied on individual relationships, a workforce of nurses and physicians willing to experiment, the availability of space in hospitals of the 1950s, and the ability and willingness of the public to pay for these services. 44

The examples presented above are all different ways of illustrating the power and possibilities of nursing practice. The diversity of the settings within which nurses in these cases practice is indeed a foundation of our strength, and illustrates our main argument about the importance of perspective. We take our evidence from a wide variety of sources; develop our arguments based on the data we find; and demonstrate that nurses' power comes not only from their work at the bedside but also as actors in larger social and political arenas. We each have our own historical lens. From our perspective, nurses are indeed powerful and resourceful, and the illustration of their power stems less from the source of their training program than their ability to work within locations to shape their own practices. Their education is important, but what most stands out is nurses' ability to capture opportunities to creatively apply their skills, knowledge, and a keen sense of the possibilities. In each of our cases, a nurse or nurses generated opportunities for themselves and other nurses and, often in the case of substantive resistance within and outside the profession, leveraged them to some level of social and political advantage. Of course, our cases do not cover the universe of nurses' experiences, and other data may show how various forces such as physician obstruction, lack of resources, among other things did indeed keep nurses from higher status and practice opportunities. But what these histories also show are the variability in nurses' ability to chart their destiny, and that nurses' inability to advance in one area is not necessarily true in the larger sense.

The data for generating a coherent explanation of nurses' place in modern society can be found in many places and can be constructed into multiple narratives. One need only consider the relatively new places for nurses within our health care system as nurse-midwives, nurse anesthetists, and in other advanced practice roles and the new kinds of power they wield within certain contexts. 45 Caution must be used then to prevent the danger that comes when one particular history told from one particular perspective becomes reified as the only history. 46 For example, concluding that nursing failed because it did not or could not follow recommendations for a baccalaureate standard for entry into practice lacks a broader historical perspective that embeds particular reports that urge such a standard firmly within a circumscribed set of political, social, and economic realities that may or may not reflect the prerogatives and the possibilities of nursing practice. As these cases show, nurses were powerful across other kinds of places: in the clinical spaces where they interacted with patients; across institutions as they provided leadership and strategic thinking about their own welfare and the patients they served; and in political arenas where they negotiated the difficult path between the ideal and the real. In our analyses, data becomes valuable evidence only when their contextual underpinnings are acknowledged and integrated into the analysis.

Nursing's history should do as much. Its importance to our current health care debate rests in its ability to remind us that practice and education are political entities. We structure our practice based on overt and covert power structures, and our consciousness of the power of education is certainly never absent. But ultimately, how we use history to understand a broader range of concepts and events in practice and in politics is our challenge and our opportunity. Resisting its call is our loss.

Publisher's Disclaimer: This is a PDF file of an unedited manuscript that has been accepted for publication. As a service to our customers we are providing this early version of the manuscript. The manuscript will undergo copyediting, typesetting, and review of the resulting proof before it is published in its final citable form. Please note that during the production process errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.

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History of Nursing Education - PowerPoint PPT Presentation

History of Nursing Education

Pre-nightingale reforms ... nightingale's work in the crimea made her a celebrity ... nightingale schools proliferated in britain, uk, canada ... – powerpoint ppt presentation.

The history of nursing education is inextricably shaped by
Many of its historic and contemporary challenges are a result of this reality
Emergence of modern nursing tied to emergence of the modern hospital
Prior to early 19th century
Hospitals charitable institutions for the poor, not providers of health care
Attendants to the sick were other paupers
Most attendants were elderly former patients who stayed on
Transition to continuous staffing with fully trained nurses took over 100 years
Reform of nursing began prior to Nightingale
1. Medical social views about the education of women
Womens response to this view
2. Oxford movement
Movement to reform the Church of England begun at Oxford University in 1833
Retrieved many Catholic traditions
Brotherhoods/sisterhoods
Monasticism
3. Medical education reform
Kings College Hospital reform led by Robert Bentley Todd
Students lived in residence
Religious instruction
More contact with teachers
4. Middle class womens involvement in charitable work
Only option open to respectable women
Initial early 19th century reforms instituted by physicians working with religious groups (Helmstadter)
Most famous example is the Sisters of St. Johns the Evangelist, or St. Johns House
St. Johns House founded in 1847 by Todd others
Women lived at St. Johns House
Sent to hospital for training
Provide working class women with training to enable them to elevate their social position
Provide upper class women with an opportunity to work, without pay, to train these nurses
All probationers had 1 year of training in technical nursing
Classes from nursing sisters
Lectures from physicians
Sisters (never working class) had 2 years of intensive training in nursing hospital management
St. Johns House sent trained nurses out to work in hospitals the community
Took over nursing service of Kings College Hospital in 1856
Hospital nursing was a parallel system for much of 19th century
Trained nurses during day (more as time went on)
Untrained attendants night watchers at night
Eventually night watchers replaced by student nurses
Mid-20th century before all shifts comprised of trained nurses
Nightingale well aware of St. Johns House nursing reforms
St. Johns nurses accompanied her to the Crimea
Impact of Florence Nightingale (1820-1910)
Generally portrayed as founder of modern nursing
Re-fashioned it as a respectable occupation for young middle class women
Nightingales work in the Crimea made her a celebrity
Establishment of Nightingale Fund to establish systematic nurse training in Britain
Originally conceived as a type of college
Changed to the advantage of hospitals
First training school established at St. Thomas Hospital in 1860
From the onset, both gender class shaped nursing education
Class differences in training
Admitted 2 types of women
Respectable working class women
Highly educated middle class women
Middle class women called lady probationers
paid for their training
Wore different uniforms
Shorter training period
Different duties
Lower class probationers received training in return for room board
Differences in opportunities persisted after graduation
Ladies quickly promoted to positions of authority
Commended higher salaries once it become acceptable for them to be paid
Working class students posed problems for the training schools
Lacked appropriate social graces
Elite nursing leaders confused manners with education
Much of the training for working class probationers an exercise in instilling appropriate behaviour
Nightingale schools proliferated in Britain, UK, Canada
Tradition of the lady probationer did not cross the Atlantic
First US schools opened 1873
By 1923, 6,830 hospitals in US 25 had training schools attached
First Canadian school at Macks Hospital, St. Catherine ON, 1874
In 25 years, 24 more schools
By 1909, 70 Canadian nursing schools
Students in these programs drawn from
Lower middle class/agricultural
Working class
Few middle class students
Respectable middle class women did not work
Nursing educators focussed on shaping character behaviour rather than developing the students knowledge
Routine drilling in conduct the hallmark of nursing education
Task oriented
Heavy moral overlay
Students lives were heavily controlled
Reinforced by 2 aspects of hospital training
Living in residence
Control of education was a contest between
Elite nursing leaders
Hospital training schools were a clear advantage for the modern hospital physicians
Less clear that they were an advantage for nurses
Apprenticeship model
This in itself was not unusual
The problem was whose needs came first
The learner? Or
The hospital? Or
The physicians?
Students education was fitted around service duties
Clinical education controlled by physicians
Behavioural/deportment training done by nursing instructors
Elite leaders wanted nursing education out of the hospital
Would then be free from
Service obligations
Interference from physicians
Preferred location was the university
The downside?
Many women could not afford university
Service for education, room, board was their only option
Many women were not eligible to apply for university
Many universities would not admit women
Teachers College, Columbia University offered 1st program for nurses
Graduate studies
Undergraduate programs at universities established in US in early 20th century
A bit later in Canada
Important Canadian developments
1. Red Cross Funding
Used to establish post-diploma studies in public health after First World War
Offered at 5 universities
Provided a base to introduce baccalaureate programs into these universities
2. 1st baccalaureate program at UBC
Established 1919
Sandwich program
One year of university
Then regular nursing training at St. Pauls Hospital
Then back to university for studies in public health, teaching administration
Resistance to the improvement of the quality of nursing education continued
3. Weir Report (1930) Survey of Nursing Education in Canada
Joint project of the CNA/CMA
Report was highly critical of nursing education
Recommendations
Removal of control of nursing education from hospitals
Closure of small nursing schools
Improved entrance standards
Improved working conditions for students
Very little done for the next 30 years
Closure of smaller schools accelerated in the 1940s
Larger schools didnt translate into better education
CNA survey in 1975 found that only 16 of nursing schools met national standards
Why the inertia?
Hospital based programs provided a cheap education for women
Parents believed that their daughters were safer in the controlled environment of the nursing school
Communities had significant emotional attachment to their teaching hospitals resisted any criticism of them
Politicians hospitals were getting trained nurses at a bargain price
Physicians and others continued to prefer the obedient trained nurse to the alternative espoused by elite nursing leaders
Social views about the nature of education for women had not changed significantly
Continued pressure from professional associations re-shaped the education offered by hospital schools
Less service
More qualified nursing instructors
Introduction of new learning material
Introduction of standardized external examinations
These innovations cost money
Eventually, having a hospital school of nursing became too expensive for most hospitals
Diploma programs gradually moved from hospitals to community colleges
Diploma education remained the norm for much of the 20th century
Meanwhile, the battle for university education for nurses went on . . . and thats another story
Yet another story, which is not unique to nursing, is the tension between theoretical practical education
Has deeply divided the profession along educational lines
Diploma vs. baccalaureate
I think that what both sides have failed to notice is the extent to which social values (gender, class) and professional agendas outside of nursing have contributed to this division

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Nursing History

Nov 03, 2011

470 likes | 1.32k Views

Why history?. "Connecting the past with the present allows us to catch a glimpse of the future." . . Job description: floor nurses 1887. In addition to caring for your 50 patients, each nurse will follow these regulations:. . Job description: floor nurses 1887. Daily sweep and mop the floors of your ward, dust the patient's furniture and window sills..

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1. Nursing History Nursing Concepts

2. "Connecting the past with the present allows us to catch a glimpse of the future." The Victoria General Hospital was first established in Halifax, Nova Scotia, in 1867.� The hospital acquired a bad reputation and was thought to provide poor medical care.� In 1887 the province assumed control of the hospital and attempted to transform the hospital�s image as a place of poor medical care to a place of active and successful medicine.� To assist in this transformation a nursing school was established in 1890, the first of its kind in Nova Scotia, with the objective of providing the hospital with a disciplined nursing staff who would adhere to standards of professionalism and cleanliness. http://forms.msvu.ca/library/archives/nhdp/schools/VGH.htm The Victoria General Hospital was first established in Halifax, Nova Scotia, in 1867.� The hospital acquired a bad reputation and was thought to provide poor medical care.� In 1887 the province assumed control of the hospital and attempted to transform the hospital�s image as a place of poor medical care to a place of active and successful medicine.� To assist in this transformation a nursing school was established in 1890, the first of its kind in Nova Scotia, with the objective of providing the hospital with a disciplined nursing staff who would adhere to standards of professionalism and cleanliness. http://forms.msvu.ca/library/archives/nhdp/schools/VGH.htm

3. Job description: floor nurses 1887 In addition to caring for your 50 patients, each nurse will follow these regulations:

4. Job description: floor nurses 1887 Daily sweep and mop the floors of your ward, dust the patient's furniture and window sills.

5. Job description: floor nurses 1887 Maintain an even temperature in your ward by bringing in a scuttle of coal for the day's business.

6. Job description: floor nurses 1887 Light is important to observe the patient's condition. Therefore, each day fill kerosene lamps, clean chimneys and trim wicks. Wash the windows once a week.

7. Job description: floor nurses 1887 The nurse's notes are important in aiding the physician's work. Make your pens carefully; you may whittle nibs to your individual taste.

8. Job description: floor nurses 1887 Each nurse on day duty will report every day at 7 a.m. and leave at 8 p.m. except on the Sabbath on which day you will be off from 12 noon to 2 p.m.

9. Job description: floor nurses 1887 Graduate nurses in good standing with the director of nurses will be given an evening off each week for courting purposes or two evenings a week if you go regularly to church.

10. Job description: floor nurses 1887 Each nurse should lay aside from each pay day a goodly sum of her earnings for her benefits during her declining years so that she will not become a burden. For example, if you earn $30 a month you should set aside $15.

11. Job description: floor nurses 1887 Any nurse who smokes, uses liquor in any form, gets her hair done at a beauty shop, or frequents dance halls will give the director of nurses good reason to suspect her worth, intentions and integrity.

12. Job description: floor nurses 1887 The nurse who performs her labors and serves her patients and doctors without fault for five years will be given an increase of five cents a day, providing there are no hospital debts outstanding

13. Nursing �a woman employed to suckle and/or generally care for a younger child� Wet nurse Dry nurse Nourishing promoting quality of life. http://www.google.com/imgres?imgurl=http://forms.msvu.ca/library/tutorial/nhdp/Images/IWK%2520images/IWK_P5.jpg&imgrefurl=http://forms.msvu.ca/library/tutorial/nhdp/schools/IWK.htm&usg=__D8R1hv8ZWQai4wbdzP-OxGIbpM4=&h=800&w=466&sz=73&hl=en&start=35&zoom=1&tbnid=pxCYMfZXajWiQM:&tbnh=153&tbnw=108&prev=/images%3Fq%3Dnursing%2Bhistory%26um%3D1%26hl%3Den%26client%3Dfirefox-a%26sa%3DN%26rls%3Dorg.mozilla:en-US:official%26biw%3D1280%26bih%3D596%26tbs%3Disch:10%2C883&um=1&itbs=1&iact=rc&dur=477&ei=s5WaTIDDAYPevQPs-cDqBA&oei=LJWaTOu8G5OtOPeTpfIM&esq=4&page=3&ndsp=25&ved=1t:429,r:12,s:35&tx=53&ty=50&biw=1280&bih=596 While the school's training provided extensive experience in children�s nursing, periods of affiliation with adult hospitals in the area were also provided and encouraged to give the students additional experience in adult nursing. The hospital was affiliated with Dalhousie University, and in 1966 the construction of the new Isaac Walton Killam Hospital for Children began. On June 10, 1971 the Curriculum council gave its approval to the request from the I.W.K. Hospital School for Nursing to reduce the program in nursing by two months for students graduating in 1971. This year also saw the last class to graduate, and after fifty five years the program was phased out. Most of the 801 students had a chance to finish their education in the Halifax Children�s Hospital, but 38 had the chance to finish in the new I.W.K. Children's Hospital. http://www.google.com/imgres?imgurl=http://forms.msvu.ca/library/tutorial/nhdp/Images/IWK%2520images/IWK_P5.jpg&imgrefurl=http://forms.msvu.ca/library/tutorial/nhdp/schools/IWK.htm&usg=__D8R1hv8ZWQai4wbdzP-OxGIbpM4=&h=800&w=466&sz=73&hl=en&start=35&zoom=1&tbnid=pxCYMfZXajWiQM:&tbnh=153&tbnw=108&prev=/images%3Fq%3Dnursing%2Bhistory%26um%3D1%26hl%3Den%26client%3Dfirefox-a%26sa%3DN%26rls%3Dorg.mozilla:en-US:official%26biw%3D1280%26bih%3D596%26tbs%3Disch:10%2C883&um=1&itbs=1&iact=rc&dur=477&ei=s5WaTIDDAYPevQPs-cDqBA&oei=LJWaTOu8G5OtOPeTpfIM&esq=4&page=3&ndsp=25&ved=1t:429,r:12,s:35&tx=53&ty=50&biw=1280&bih=596 While the school's training provided extensive experience in children�s nursing, periods of affiliation with adult hospitals in the area were also provided and encouraged to give the students additional experience in adult nursing. The hospital was affiliated with Dalhousie University, and in 1966 the construction of the new Isaac Walton Killam Hospital for Children began. On June 10, 1971 the Curriculum council gave its approval to the request from the I.W.K. Hospital School for Nursing to reduce the program in nursing by two months for students graduating in 1971. This year also saw the last class to graduate, and after fifty five years the program was phased out. Most of the 801 students had a chance to finish their education in the Halifax Children�s Hospital, but 38 had the chance to finish in the new I.W.K. Children's Hospital.

14. 17th century Prior to the foundation of modern nursing Nuns /monks Prostitutes (women who followed the army) Criminals Nursing care was provided by men and women serving punishment. It was often associated with prostitutes and other female criminals serving time. They had a reputation for being drunk and obnoxious, a view amplified by the doctors of the time to make themselves seem more important and able. Nursing care was provided by men and women serving punishment. It was often associated with prostitutes and other female criminals serving time. They had a reputation for being drunk and obnoxious, a view amplified by the doctors of the time to make themselves seem more important and able.

15. Nursing �The oldest of arts and the youngest of professions� (Donahue,1996)

16. Florence Nightingale "The Lady with the Lamp", Crimean War book Notes on Nursing Nursing ? respectable profession 1860 est school of nursing

17. Theodore Fliedner 1853 Set up a hospital with nurses of a good nature Led to �British Institute of Nursing Sisters� In 1853 Theodore Fliedner set up a hospital where the nurses he employed had to be of good nature. Many people were impressed with this facility and because of it the British Institute of Nursing Sisters was set up heodor Fliedner (21 January 1800 - 4 October 1864) was a German Lutheran minister and founder of Lutheran deaconess training. He is commemorated as a renewer of society in the Calendar of Saints of the Evangelical Lutheran Church in America on October 4. In the Indies he became acquainted with the ancient church office of deacon while spending time among the Mennonites. In England he met with Elizabeth Fry, who demonstrated her work among her nation's impoverished and imprisoned people. He returned home not only with a large financial collection for his municipality but also with new ideas about social work among the disadvantaged. He began by working among inmates at the D�sseldorf Prison, preaching the Gospel and ministering to spiritual and physical needs. He walked to and from D�sseldorf every other Sunday until a regular prison chaplain was appointed. In 1826, he created the Rheinisch-Westfaeli Prison Company. To better support and teach Kaiserwerth's children, he founded a school in 1835 which became the venue for a women teachers' seminar. In many cities, there were no hospitals at that time. Following somewhat the model of the early Christian Church's diaconate, incorporating ideas learned from Fry and the Mennonites, and applying his own thoughts, Fliedner developed a plan whereby young women would find and care for the needy sick. For this, he needed to create an institute where the women could learn theology and nursing skills. He opened the hospital and deaconess training center in Kaiserswerth on 13 October 1836. Gertrud Reichardt was the first deaconess commissioned by the new school. One of the associated Kaiserwerth professional schools was later named in her honor. After his wife died in 1842, he found a new life companion (and important employee) in Karolina Bertheau. They opened institutes for the deaconate in 1844 in Dortmund and in 1847 in Berlin. Flieder's attention became completely focused on this aspect of the ministry and in 1849 he turned completely to working with the deaconate, including increasing activity abroad. Because of these efforts, deaconess institutes arose in Paris, Strasbourg, Utrecht, and elsewhere. By the time of his death in 1864, there were 30 motherhouses and 1600 deaconesses worldwide. By the middle of the 20th century, there were over 35,000 deaconesses serving in parishes, schools, hospitals, and prisons throughout the world. A sign of the international respect Fliedner garnered is that his most famous pupil came from outside Germany. Florence Nightingale, then a crusading English health care reformer, visited Kaiserwerth in 1846 and came away favorably impressed. She later returned for nursing studies and graduated in 1851. Today, one of D�sseldorf's hospitals bears her name. In 1853 Theodore Fliedner set up a hospital where the nurses he employed had to be of good nature. Many people were impressed with this facility and because of it the British Institute of Nursing Sisters was set up heodor Fliedner (21 January 1800 - 4 October 1864) was a German Lutheran minister and founder of Lutheran deaconess training. He is commemorated as a renewer of society in the Calendar of Saints of the Evangelical Lutheran Church in America on October 4. In the Indies he became acquainted with the ancient church office of deacon while spending time among the Mennonites. In England he met with Elizabeth Fry, who demonstrated her work among her nation's impoverished and imprisoned people. He returned home not only with a large financial collection for his municipality but also with new ideas about social work among the disadvantaged. He began by working among inmates at the D�sseldorf Prison, preaching the Gospel and ministering to spiritual and physical needs. He walked to and from D�sseldorf every other Sunday until a regular prison chaplain was appointed. In 1826, he created the Rheinisch-Westfaeli Prison Company. To better support and teach Kaiserwerth's children, he founded a school in 1835 which became the venue for a women teachers' seminar. In many cities, there were no hospitals at that time. Following somewhat the model of the early Christian Church's diaconate, incorporating ideas learned from Fry and the Mennonites, and applying his own thoughts, Fliedner developed a plan whereby young women would find and care for the needy sick. For this, he needed to create an institute where the women could learn theology and nursing skills. He opened the hospital and deaconess training center in Kaiserswerth on 13 October 1836. Gertrud Reichardt was the first deaconess commissioned by the new school. One of the associated Kaiserwerth professional schools was later named in her honor. After his wife died in 1842, he found a new life companion (and important employee) in Karolina Bertheau. They opened institutes for the deaconate in 1844 in Dortmund and in 1847 in Berlin. Flieder's attention became completely focused on this aspect of the ministry and in 1849 he turned completely to working with the deaconate, including increasing activity abroad. Because of these efforts, deaconess institutes arose in Paris, Strasbourg, Utrecht, and elsewhere. By the time of his death in 1864, there were 30 motherhouses and 1600 deaconesses worldwide. By the middle of the 20th century, there were over 35,000 deaconesses serving in parishes, schools, hospitals, and prisons throughout the world. A sign of the international respect Fliedner garnered is that his most famous pupil came from outside Germany. Florence Nightingale, then a crusading English health care reformer, visited Kaiserwerth in 1846 and came away favorably impressed. She later returned for nursing studies and graduated in 1851. Today, one of D�sseldorf's hospitals bears her name.

18. James Derham 1757-1802 was the first African-American to formally practice medicine in the United States Derham was born into slavery in Philadelphia, Pennsylvania By working as a nurse, he purchased his freedom by 1783. He opened a medical practice though he never received an M.D. degree. Was owned by several doctors by age 26 his annual earnings exceeded $3000 Dr. James Durham, born into slavery in 1762, buys his freedom and begins his own medical practice in New Orleans, becoming the first African-American doctor in the United States. As a youngster, he was owned by a number of doctors, who taught him how to read and write, mix medicines, and serve and work with patients. Durham had a flourishing medical practice in New Orleans until 1801 when the city restricted his practice because he did not have a formal medical degree. though he never received an M.D. degree. Was owned by several doctors by age 26 his annual earnings exceeded $3000 Dr. James Durham, born into slavery in 1762, buys his freedom and begins his own medical practice in New Orleans, becoming the first African-American doctor in the United States. As a youngster, he was owned by a number of doctors, who taught him how to read and write, mix medicines, and serve and work with patients. Durham had a flourishing medical practice in New Orleans until 1801 when the city restricted his practice because he did not have a formal medical degree.

19. Mary Jane Seacole 1805 � 1881 Crimean War "a woman who succeeded despite the racial prejudice of influential sections of Victorian society". autobiography, Wonderful Adventures of Mrs. Seacole in Many Lands (1857),

20. Clara Barton Civil War Nurse Organized the American Red Cross 1881

21. Louisa May Alcott Author Little Women Civil War Nurse

22. Linda Richards 1st professionally trained American nurse Est. nursing training programs USA Japan created 1st individual medical records system

23. DOROTHEA DIX 1802 -1887 American activist for mentally ill homeless created 1st American mental asylums Superintendent of Army Nurses Civil war

24. Ellen Dougherty 1844 to 1919, first Registered Nurse in the world 1st country to establish a nursing registry New Zealand 1901 New Zealand was the first country to regulate nurses nationally, with adoption of the Nurses Registration Act on the 12th of September, 1901. Ellen Dougherty was the first registered nurse. In 1901, New Zealand became the first country to pass legislation, the Nurses Registration Act, on the registration of nurses. Dougherty was then the first to be registered on January 10, 1902. She retired in 1908. New Zealand was the first country to regulate nurses nationally, with adoption of the Nurses Registration Act on the 12th of September, 1901. Ellen Dougherty was the first registered nurse. In 1901, New Zealand became the first country to pass legislation, the Nurses Registration Act, on the registration of nurses. Dougherty was then the first to be registered on January 10, 1902. She retired in 1908.

25. Mary Eliza Mahoney 1st African American nurse graduate 1879 National Association of Colored Graduate Nurses Co-founded 1908. Mary Eliza Mahoney When Mary Eliza Mahoney graduated from nursing school in 1879, she would make history as the first graduate African American nurse. After deciding not to go into a career of domestic service (like many black women did at the time), she worked at the New England Hospital for Women and Children for many years before entering college. Mahoney graduated at the age of 34, becoming a graduate nurse and paving the way for other African American nurses in the future. Through her hard work she would provide the inspiration for the National Association of Colored Graduate Nurses, which she helped co-found in 1908. Later in life Mahoney used her past experience to not only assist black women but all women in having educational and professional rights, further helping the status nursing has today. Mary Eliza Mahoney When Mary Eliza Mahoney graduated from nursing school in 1879, she would make history as the first graduate African American nurse. After deciding not to go into a career of domestic service (like many black women did at the time), she worked at the New England Hospital for Women and Children for many years before entering college. Mahoney graduated at the age of 34, becoming a graduate nurse and paving the way for other African American nurses in the future. Through her hard work she would provide the inspiration for the National Association of Colored Graduate Nurses, which she helped co-found in 1908. Later in life Mahoney used her past experience to not only assist black women but all women in having educational and professional rights, further helping the status nursing has today.

26. Unite States Nursing Registry 1st State to pass nursing licensure law North Carolina 1903 North Carolina was the first state in the United States to pass a nursing licensure law in 1903 North Carolina was the first state in the United States to pass a nursing licensure law in 1903

27. The Nightingale 1886 - The Nightingale, the first American nursing journal, is published.

28. The Nightingale Pledge 1893 � composed by Lystra Gretter is first used by the graduating class (at the old Harper Hospital in Detroit, Michigan)

29. The Nightingale Pledge I solemnly pledge myself before God and in the presence of this assembly, to pass my life in purity and to practice my profession faithfully.

30. I will abstain from whatever is deleterious and mischievous, and will not take or knowingly administer any harmful drug.

31. I will do all in my power to maintain and elevate the standard of my profession, and will hold in confidence all personal matters committed to my keeping and all family affairs coming to my knowledge in the practice of my calling.

32. With loyalty will I endeavor to aid the physician, in his work, and devote myself to the welfare of those committed to my care.

33. America Nurses Association 1st meeting 1897

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Women's History Month: Get to know 3 women in nursing

Since its establishment in the 1980s, Women’s History Month has taken place each March to encourage the study, observance and celebration of women’s vital impacts on American history.

Such impacts are evident throughout Case Western Reserve’s past and present, from the university’s origins as the Flora Stone Mather College for Women, to the efforts of today’s Flora Stone Mather Center for Women and student groups such as those in the Women’s Coalition .

All can celebrate this month with resources and events from Kelvin Smith Library, and stay tuned to The Daily each Wednesday to get to know some of the many women from across fields who help CWRU excel.

Megan Foradori

PhD candidate

For more than two decades, Megan Foradori’s pursuit of a PhD in nursing has taken her across the county, from Johns Hopkins University in Maryland to North Carolina, Texas and Pennsylvania. Throughout the journey, she’s been focused on identification and treatment of developmental delays in children.

For her dissertation, Foradori studies providers’ efforts to screen and diagnose children with developmental needs, and whether or not they help connect those children with services. She is sourcing data from the National Survey of Children’s Health to find patterns in the children who ultimately receive services—such as speech or behavioral therapies—and those children who are missed.

“Knowing which children do not receive treatment services allows us to better tailor future screening and diagnostic interventions so we can do a better job of finding them in practice,” she said.

Read more about her work in Forefront magazine.

Shanina Knighton (GRS ’17, nursing)

Adjunct associate professor and Veale Faculty Fellow

Shanina Knighton’s research and practice centers on infectious disease prevention. From developing standards and policies to 3D printing new technological devices for hospitals, Knighton has worked countless hours to help patients in an overlooked area: their hands. Viruses and bacteria spread easily through close contact on hospital beds, door knobs and other commonly touched surfaces.

At the height of the COVID-19 pandemic, Knighton and her nurse research colleagues were on the front lines of the healthcare crisis. Educating patients about the benefits of washing their hands, using hand sanitizer and wearing face masks has become her driving passion.

“Nurse scientists bring an important aspect to research and policy in that, while interventions and solutions are being created, our training allows us to see tangible solutions that are often overlooked or undervalued,” she told the Friends of the National Institute of Nursing Research. “While leaders around the world are encouraging the public to clean their hands to prevent germ transmission, my science provides evidence that patients and long-term care residents have germs on their hands, but lack adequate hand hygiene products and are rarely told to practice.”

Knighton was named a Veale Faculty Fellow in August 2023 and hopes to explore entrepreneurial goals of nursing research.

Read more about Knighton’s hand hygiene research in this article.

Melissa Kline

Assistant professor, the Joann Zlotnick Glick Endowed Professor in Community Health Nursing, and senior vice president and system chief nurse executive at The MetroHealth System

Melissa Kline has spent most of her career in nursing identifying ways to better the health of communities around the country. As the recently named Joann Zlotnick Glick Endowed Professor in Community Health Nursing, as well as her capacity as senior vice president and system chief nurse executive at The MetroHealth System, Kline knows the impact nurses can make in the community.

During the COVID-19 pandemic, Kline spearheaded novel ways to help nurses identify Cleveland residents with COVID symptoms before they entered the hospital system. Now, as a member of the nursing school faculty, she’s teaching student nurses new ways of thinking about caring not just for patients, but the community as a whole.

“A commitment to community health—to meeting people where they are—became so much more important coming out of COVID,” said Kline. “I am hopeful our work here will not only help us respond to underserved populations but also to advance our efforts from being reactive to proactive. The partnership between MetroHealth and the School of Nursing will aid in changing nursing education to take on a more preventative approach to improve the health of our community.”

Learn more about Kline in the endowment announcement.

This article was originally published in The Daily as part of Women's history Month 2024.

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History of Nursing Lecture 2023: Mary Seacole as Doctress, Nurse and Caregiver
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COMMENTS

History of nursing
5. 6. 300 AD Entry of women into nursing. 1633 -Sisters of Charity founded by Louise de Marillac -established the first educational program to be affiliated with a religious nursing order 1809 -Mother Elizabeth Seton introduced the Sisters of Charity into America, later known as the Daughters of Charity.
History and Evolution of Nursing
Nursing has evolved from ancient times when it began as basic human instincts of caring for others to a global profession. Florence Nightingale transformed nursing in the 19th century by establishing nursing schools and emphasizing the importance of hygiene. She is considered the founder of modern nursing. Since then, milestones like regulatory ...
History of Nursing.pptx
History of Nursing.pptx. The document outlines the historical evolution of nursing in 4 periods: 1) Period of Intuitive Nursing from the Medieval period where nursing was instinctive and performed by women. 2) Period of Apprentice Nursing from the Middle Ages where nursing was taught through on-the-job training.
Nursing history
One notable nurse during America Civil War (1861-73) was Walt Whitman. • He was a poet and writer who served as Hospital Nurse in Washington. 22. Nursing Leaders Lillian Wald (1867-1940): • Is considered the founder of public health nursing. • She offer trained nursing services to the poor.
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Nursing and Hospital Care in the United States. The Philadelphia Almshouse, 1835 Throughout history most sick care took place in the home and was the responsibility of family, friends, and neighbors with knowledge of healing practices. In the United States, family-centered sickness care remained traditional until the nineteenth century.
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Unit-I Nursing History.ppt - Free download as Powerpoint Presentation (.ppt), PDF File (.pdf), Text File (.txt) or view presentation slides online. The document discusses the history of nursing from ancient times to the present. It covers major eras such as ancient civilizations, the apprentice period, the educative/Florence Nightingale era, and modern/postmodern developments.
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History and Evolution of Nursing Trends and Changes. Early History • Ancient writings in Greece, Rome, Egypt and India refer to persons dedicated to caring for the sick, injured, making herbal remedies, and midwives for new mothers • Nurses are mostly household servants, part of the military or members of religious orders. • 12th century the Knights of St. Thomas a group of vowed ...
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Download ppt "NURSING HISTORY, EDUCATION AND ORGANIZATION" Similar presentations . Chapter 1 The Origins of Nursing. Chapter 7: Educational Patterns in Nursing Bonnie M. Wivell, MS, RN, CNS. National Forum on Changing Entry-to-Practice Requirements in Allied Health Professions Professional Associations' Perspectives.
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Download ppt "Chapter 1 The Evolution of Nursing". History of Nursing and Nursing Education Care of the Sick During Early Civilization Illness was considered to be directly related to disfavor with God. Primitive people believed people became sick when an evil spirit entered the body. Good spirit kept disease away.
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Nursing in Mughal period: Emperor Akbar went through many vicissitudes in his life and probably the most cumbersome was the presence and activities of his wet-nurse or foster mothers known in the Mughal world as 'angas'. Maham Anaga was the governess of Emperor Akbar. As the word 'Anaga' means nurse.
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5 The Civil War and Nursing Need for nurses women volunteered Nursing Pioneers Dorothea Dix: Civil War. Reforming treatment of mentally ill Clara Barton: Organized American Red Cross 1881 Blanche E. Oberle: World War I Red Cross army nurse Civil War: Need for nurses increased dramatically Many religious orders and other women volunteered to care for injured soldiers Women willing to take risks ...
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Nursing History. Nursing Concepts. Why history?. "Connecting the past with the present allows us to catch a glimpse of the future.". Job description: floor nurses 1887. In addition to caring for your 50 patients, each nurse will follow these regulations:. Job description: floor nurses 1887.
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nursing, profession that assumes responsibility for the continuous care of the sick, the injured, the disabled, and the dying. Nursing is also responsible for encouraging the health of individuals, families, and communities in medical and community settings. Nurses are actively involved in health care research, management, policy deliberations ...
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Please use one of the following formats to cite this article in your essay, paper or report: APA. Smith, Yolanda. (2023, January 02). History of Nursing.
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This article challenges the dominant paradigm of understanding the history of nursing as only that of relative powerlessness. By moving away from the stance of educators deeply concerned about the inability of the profession to gain control over entrance requirements and into the realm of practice, we use examples from our own work to discuss alternate histories of power.
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Nightingales work in the Crimea made her a. celebrity. Establishment of Nightingale Fund to establish. systematic nurse training in Britain. Originally conceived as a type of college. 18. Changed to the advantage of hospitals. First training school established at St. Thomas. Hospital in 1860.
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The history of nursing. Nursing is believed to have begun around 300 AD. In the Roman Empire, hospitals were set up. During the Middle Ages, nursing was associated with religion and the church. Most nurses were nuns and monks. Saint Camillus de Lellis, an injured soldier in 1575, devoted himself to hospital service and introduced the use of ...
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Nursing has evolved through several periods: - Primitive/intuitive nursing from ancient times to the 6th century where women and slaves provided care out of necessity based on superstition. - Apprentice nursing from the 6th to 18th century where religious orders established the foundations of modern nursing focused on devotion and beneficence.
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Why history?. "Connecting the past with the present allows us to catch a glimpse of the future." . . Job description: floor nurses 1887. In addition to caring for your 50 patients, each nurse will follow these regulations:. . Job description: floor nurses 1887. Daily sweep and mop the floors of your ward, dust the patient's furniture and window sills..
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Community Nursing Center Pitch Deck Download the Community Nursing Center Pitch Deck presentation for PowerPoint or Google Slides. Whether you're an entrepreneur looking for funding or a sales professional trying to close a deal, a great pitch deck can be the difference-maker that sets you apart from the competition.
Women's History Month: Get to know 3 women in nursing
Since its establishment in the 1980s, Women's History Month has taken place each March to encourage the study, observance and celebration of women's vital impacts on American history. Such impacts are evident throughout Case Western Reserve's past and present, from the university's origins as the Flora Stone Mather College for Women, to the efforts of today's Flora Stone Mather ...
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history of stroke without impaired airway clearance) •Liver disorders (e.g., cirrhosis) •Hematologic conditions (e.g., sickle cell disease, thalassemia) •Frailty •Residence in a nursing home or other long-term care facility •Other chronic medical conditions or risk factors that a health care provider determines would
Shining a Light on the Brain
A new review, published in Frontiers in Immunology, led by Monash researcher Althea Suthya, investigates the history and future direction of imaging the brain in live animals (intravital) using high-powered microscopes. ... Nursing and Health Sciences or Monash University. MEDIA ENQUIRIES. E: [email protected]. Categories. Clinical Sciences ...

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American Nursing: An Introduction to the Past

Florence Nightingale

Nursing and Hospital Care in the United States

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Professional Nurse Education Begins

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Mid-twentieth Century Nursing

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Summary of Ancient Cultures

Medical treatment In ancient Egypt:

Different title to Caregivers In Ancient Egypt:

Site of Healthcare in Ancient Cultures :

Hippocratic :

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Roman Empire:

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Fifteenth to Nineteenth Century:

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Pre-Islamic and Islamic Era (570–632 AD):

The founder of Modern Nursing :

The Lady with the Lamp:

Definitions of Nursing :

Definition of nursing by Virginia Henderson:

Definition of Nursing by Florence Nightingale:

Definition of nursing by Dorothea Orem:

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Nursing Defined by International Council of Nursing:

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Nursing History, Education, and Organizations

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NRS 103: Nursing Assessment and Health History

History and Evolution of Nursing

Nursing History: An Irrelevance for Nursing Practice?

History of Psychiatry and Psychiatric Nursing

History of Nursing

EARLY HISTORY AND EVOLUTION OF PSYCHIATRIC NURSING