Before the late 1800's both in the United States and England, most nursing education occurred within families or religious institutions such as the Sisters of Charity. Towards the end of the nineteenth century, nursing began to be professionalized, and methods of training of nurses began to evolve. This entry looks at issues of interest to nurse educators, from the end of 1800, including the role of nurses in hospitals and community and appropriate qualifications for applicants for nursing education, nursing graduates, and nurse educators (Thorne 2003).
The Role of Nurses
Blacks and whites fought with the problems of gender essentialism and hierarchy during the period when women's suffrage was an important part of the reform movement. Although Florence Nightingale emphasized the value of compassion and responsibility of women said that schools of nursing degree must be administered separately at the hospital by nurses, which also stressed (due to his military experience) about the importance of discipline and submission to authority in the hierarchy. This attitude seemed to sanction the exploitation of student nurses in hospitals.
Although students were called, the women were actually employees of customs, with the sophomores for the supervision and teaching of freshmen, and all women who work long hours and live in the dorms carefully monitored. When there was an oversupply of nurses, as a result of the use of student labor in lieu of graduate work, some hospital administrators to justify their actions by saying that well-trained nurses made good stewards of the household (Van 2004).
Revere the hierarchy and discipline also strengthened the authority of doctors, despite knowledge of observation, interpretation and action required of nurses when doctors are not present, were the first examples of highly trained nurses without permission from doctors to midwives, nurses, anesthesiologists and cardiac care nurses.
Public health nurses, both blacks and whites, it retains ...