The nurse apprentice and fundamental bedside care: An historical perspective.

This historical study aims to explain how the transition from student nurse service to fully qualified "graduate nurse" service in the United States in the 20th century affected assumptions about fundamental patient care in hospital wards and provide historical context for current apprenticeship programs. Through analysis of documents from 1920 when student nurse service, a nurse apprentice model, was the norm to 1960 when the nurse apprentice model was waning in favor of registered nurse service, this study found that the replacement of student nurses with registered nurses led to weakened standardization of fundamental bedside care and the introduction of large numbers of unlicensed nursing assistants. While student nurses could perform all the functions of fully qualified graduate nurses, nursing assistants could not, resulting in a separation of fundamental nursing care from the professional nurse role and changes in assumptions and attitudes toward fundamental care. These changes had a negative effect on fundamental nursing care. New apprenticeship programs provide opportunities for improvement.

Revealing historical perspectives on the professionalization of nursing education in Norway-Dilemmas in the past and the present.

The professionalization of modern nursing education from 1850 and forward is closely linked to values and virtues underpinned by Christian ideals, sex-based stereotypes and class. Development in the late 19th century of modern hospital medicine, combined with a scientific understanding of antisepsis and asepsis, hygiene, contagion prevention and germ theory, were highly influential insights to the dominant position of modern medicine in health care. This development constituted a key premise for what nurses, by virtue of being women, and combined with their education, could offer in terms of medical assistance. It enabled them to challenge the prevailing sex-based stereotypes- and class-based hierarchies, allowing modern nursing to retain aspects of both traditional Christian and womanly values, while at the same time adhering to the medical science paradigm. In this paper, we argue that modern nursing education developed in a context characterized by traditional female and religious values, while at the same time being increasingly dominated by the influence of scientific and medical progress. This conflict between traditional and modern values caused dilemmas and tensions as the nursing profession developed. We argue further that similar dilemmas and tensions continue to pervade contemporary nursing and nursing education.

A Commitment to Quality: The History of Nurse Anesthesia Accreditation Part Two: 1983-2019.

In 1934, Gertrude Fife, President of the National Association of Nurse Anesthetists (NANA) sought to elevate the standards of anesthesia practice and standardize the education of nurse anesthetists. NANA members located schools, developed education standards and a school approval process, that eventually led to creation of the Council on Accreditation of Nurse Anesthesia Educational Programs (COA) in 1975. Examination of historical documents demonstrated that COA developed into a well-known accreditation agency recognized by both governmental and non-governmental organizations, enhancing the standards of anesthesia education and promoting high-quality educational programs. Note: See the April 2020 issue of AANA Journal for Part One of this article.

Influenza-1918.

Editor's note: From its first issue in 1900 through to the present day, AJN has unparalleled archives detailing nurses' work and lives over more than a century. These articles not only chronicle nursing's growth as a profession within the context of the events of the day, but they also reveal prevailing societal attitudes about women, health care, and human rights. Today's nursing school curricula rarely include nursing's history, but it's a history worth knowing. To this end, From the AJN Archives highlights articles selected to fit today's topics and times. This month's article is by public health expert Dorothy Deming, whose many roles over her long career included director of the Visiting Nurse Association in Holyoke, Massachusetts; editor of Public Health Nursing; and author of the Penny Marsh: Public Health Nurse series for young adult readers. In her October 1957 AJN article, Deming recalls her experiences as a nursing student in New York City during the 1918 influenza pandemic. She and a classmate managed a 32-bed women's influenza unit through 12-hour night shifts, a "baptism of fire for a young nurse," she writes. Deming describes shifts that sound eerily familiar given today's COVID-19 pandemic: overcrowded units, staff shortages, patients whose condition could change "in split seconds," and the emotional impact of working under these conditions. For more on COVID-19 in this issue, see "Standardizing the Accommodations Process for Health Care Workers During COVID-19."-Betsy Todd, MPH, RN.

Professor Serara Kupe-Mogwe's contribution to development of the nursing profession in Botswana.

BACKGROUND: The aim of this communication is to pay tribute to a nursing pioneer of our time, Professor Serara Kupe-Mogwe, for her outstanding contribution to development of the nursing profession in Botswana. I pay this tribute in response to the World Health Organization's declaration of 2020 as the Year of the Nurse and the Midwife. METHODS: Data supporting this manuscript were obtained through Internet searches, local newspapers, and interviews with those who knew her. RESULTS: Kupe-Mogwe's contributions to nursing in Botswana are presented. CONCLUSION: The legacy she has left is celebrated and should be remembered. IMPLICATIONS FOR NURSING AND/OR HEALTH POLICY: The findings have implications for nursing education, nursing leadership, and acknowledgment of women and their contribution.

Un malaise flou en héritage : la construction du savoir infirmier enseigné au Québec.

Introduction : A discussion paper based on a teaching experience, and presenting a reflective viewpoint developed as part of the university nursing course Theory in Nursing.Context : A critical look at the historiography and reference works used in nursing courses.Objectives : To shed new light on the foundations of the nursing discipline by seeking to better integrate the participation of religious communities in the development of nursing knowledge.Method : Analysis of articles from Recherche en soins infirmiers and a reflective approach influenced by an interdisciplinary perspective linking nursing science, history, and the contribution of Pierre Bourdieu’s work.Results : Observation of the complete absence of contributions to nursing knowledge before Florence Nightingale (1820-1910) and of a century-long silence after her.Discussion : Analysis of the observed reflex to disavow the legacy of nursing sisters in Quebec through the analysis of three aspects : the Nightingalian episteme, the historiographical positioning of nurses and historians, and the construction of knowledge based on the experience of the Sisters of Providence at the Hôpital Saint-Jean-de-Dieu.Conclusion : By ignoring the Franco-Catholic origin of the scientific field of nursing, this disciplinary knowledge deprives itself of a powerful nursing model.

Militância profissional de enfermeiras no campo da formação em Enfermagem: versões e interpretações do Jornalismo / Militancia profesional de las enfermeras en el campo de la educación en Enfermería: versiones e interpretaciones del Periodismo / Professional militancy of nurses in the field of nursing education: versions and interpretations of journalism

RESUMO Objetivo analisar as versões e interpretações do Jornalismo sobre a militância profissional de enfermeiras no campo da formação em Enfermagem. Método estudo histórico, documental, de abordagem qualitativa, embasado na teoria da História Social e com tipificação argumentativa compreensivista. Os dados foram coletados entre setembro e outubro de 2017, em Salvador, Bahia, por meio do levantamento das notícias publicadas no jornal A Tarde, no período de 01/01/1970 a 31/12/1989. Foram identificadas 1.666 reportagens que versavam sobre as enfermeiras e, destas, foram utilizadas 16 reportagens, as quais abordavam a militância profissional no campo da formação em Enfermagem. A análise e a interpretação do material seguiram a proposta da Análise de Conteúdo, na modalidade Temática. Resultados os achados apontam para a militância profissional das enfermeiras em prol da formação universitária; para a formação técnica, compreendendo o pessoal técnico e auxiliar e para a qualificação profissional, abordando a formação complementar para além do ensino curricular da graduação. Conclusão e implicações para a prática as publicações evidenciaram o engajamento das enfermeiras contra o ensino universitário descontextualizado e com metodologias ultrapassadas, a luta pela qualificação dos trabalhadores de nível médio e a atuação militante das instituições representativas, que se utilizaram da mídia para comunicar a necessidade de mobilização da categoria em prol do desenvolvimento profissional.

RESUMEN Objetivo analizar las versiones e interpretaciones del periodismo sobre la militancia profesional del enfermero en el campo de la formación en Enfermería. Método estudio histórico, documental, con enfoque cualitativo, basado en la teoría de la Historia Social y con una tipificación argumentativa integral. Los datos fueron recolectados entre septiembre y octubre de 2017, en Salvador, Bahía, a través de una encuesta de noticias publicadas en Jornal A Tarde, del 01/01/1970 al 31/12/1989. Se identificaron 1.666 informes relacionados con enfermeras y, de estos, se utilizaron 16 informes que abordan la militancia profesional en el campo de la formación en Enfermería. El análisis e interpretación del material siguió la propuesta de Análisis de Contenido, en la modalidad Temática. Resultados los hallazgos apuntan a la militancia profesional de las enfermeras a favor de la formación universitaria; para la formación técnica, incluido el personal técnico y auxiliar, y para la cualificación profesional, abordando la formación complementaria más allá del plan de estudios de pregrado. Conclusión e implicaciones para la práctica las publicaciones evidenciaron el compromiso de las enfermeras frente a la educación universitaria descontextualizada y metodologías obsoletas, la lucha por la calificación de los trabajadores de nivel secundario y la acción militante de las instituciones representativas, que utilizaron los medios de comunicación para comunicar la necesidad de movilización de la categoría a favor del desarrollo profesional.

ABSTRACT Objective to analyze the versions and interpretations of journalism on the professional militancy of nurses in the field of nursing education. Method a historical and documental study, of qualitative approach, based on the Social History theory and with comprehensive argumentative typification. The data was collected between September and October 2017, in Salvador, Bahia, through a survey of the news published in the newspaper A Tarde, in the period from 01/01/1970 to 31/12/1989. A total of 1,666 reports were identified that dealt with nurses and, of these, 16 reports were used, which dealt with professional militancy in the field of Nursing education. The analysis and interpretation of the material followed the proposal of Content Analysis, in the Thematic modality. Results the findings point to the nurses' professional militancy in favor of university education; to technical education, including technical and auxiliary staff; and to professional qualification, addressing complementary education beyond the undergraduate curriculum. Conclusion and implications for practice the publications showed the engagement of nurses against decontextualized university teaching and outdated methodologies, the fight for the qualification of middle-level workers and the militant action of the representative institutions, which used the media to communicate the need for mobilization of the category in favor of professional development.

Research Care and Teaching Care Research in the Faculty of Nursing at Universidad de Antioquia. Testimonies and Legacies in 70 years of Institutional Life, 1950-2020.

The development of care research and its teaching in the Faculty of Nursing at Universidad de Antioquia cannot be understood outside the context in which it emerges and from the trajectory of its leading players. This is how this article will present a synthesis of the future of research, with its principal milestones and events in institutional history, in dialogue with the trajectories of four teaching nurses, protagonists of key moments in said history and living testimony of 70 years of institutional life. This panorama seeks to constitute a referent for strategic reflection, which inspires new generations to meet the research challenges and teach care research.

Formation of Nurses at Universidad de Antioquia: A Reality embodied in its Study Plans.

The article presents the trajectory of the study plans that have guided the formation of nursing professionals at Universidad de Antioquia in Medellín (Colombia). It presents the principal milestones or events that at a given moment determined significant ruptures in the formation processes and which show how this Faculty of Nursing, in its 70 years of existence, has always articulated the health needs of the context with the formulation of its study plans, with the sole purpose of forming critical and innovative nursing professionals capable of responding assertively to care needs, according with the principal challenges or trends that condition the health environment.

The View From Anne's Shoulders: Preserving and Honoring the Legacy of Our Leaders.

In 2016, students and faculty at the University of Illinois at Chicago recreated and celebrated the life of nursing leader, Anne Larson Zimmerman (1914-2003). Students conducted archival research and oral histories. Faculty transformed their findings into a script recreating Zimmerman's life. Following months of rehearsals, 22 nursing students, directed by 2 theater students, offered 3 performances of While I am Here: The Life and Legacy of Anne Zimmerman. Audiences included Zimmerman's family, the general public, students, and nurses. Through their engagement in the project, students discovered in Zimmerman a role model for social justice leadership and deepened appreciation of nursing history's relevancy.

Obstetric nursing: trajectory and constitution in seven decades of the UFRGS Nursing School.

OBJECTIVE: Describing the trajectory and constitution of Obstetric Nursing in seven decades of existence of the Nursing School of the Universidade Federal do Rio Grande do Sul (EENFUFRGS). METHODS: Theoretical and reflexive study based on documents and author experience. Data analysis was based on Michael Foucault's theoretical framework. RESULTS: Analysis identified knowledge and forces that structured and characterized the Arena I: the creation of EENFUFRGS; the Arena II: Obstetric Nursing in graduation; the Arena III: Obstetric Nurses formation, and Arena IV: we are not alone!, highlight the importance of EENFUFRGS in its relationship with other entities. Final considerations: During the 70 years of EENFUFRGS existence, it maintains the vitality of a solid institution in its principles coupled with a youthful in disposition, facing necessary challenges to guarantee quality teaching and practice of Obstetric Nursing.

Escola de Enfermagem Aurora de Afonso Costa: da criação à inauguração (1943-1945) / Aurora de Afonso Costa Nursing School: from its creation to its inauguration (1943-1945) / Escuela de Enfermería Aurora de Afonso Costa: desde la creación hasta la inauguración (1943-1945)

OBJETIVO: Analisar o processo de criação da Escola de Enfermagem do Estado do Rio de Janeiro (EEERJ), atual Escola de Enfermagem Aurora de Afonso Costa (EEAAC/UFF). MÉTODO: Estudo histórico de abordagem qualitativa. Fontes: relatórios, atas, legislações, notícias de jornais dos acervos da EEAAC/UFF, da Escola de Enfermagem Anna Nery/UFRJ e da Casa de Oswaldo Cruz/Fiocruz. Análise por triangulação das fontes. RESULTADOS: Criada em 19/04/1944 e inaugurada em 01/02/1945, foram estratégias de criação: escolha de Niterói; estruturação equivalente à Escola Oficial Padrão, nomeação de uma ex-aluna e ex-professora desta como diretora; autoridades nas cerimônias oficiais. DISCUSSÃO: A insuficiência de profissionais, a qualidade do ensino, a disciplina rigorosa e a influência política de Alzira Vargas concorreram para implantação em curtíssimo tempo e aproveitamento de ganhos simbólicos. CONCLUSÃO: Sua criação contribuiu ao reconhecimento profissional e social advindos da participação em um projeto que colaboraria para o desenvolvimento do país.

OBJECTIVE: To analyze the creation process of the Rio de Janeiro State Nursing School (Escola de Enfermagem do Estado do Rio de Janeiro, EEERJ), currently the Aurora de Afonso Costa Nursing School (Escola de Enfermagem Aurora de Afonso Costa, EEAAC/UFF). METHOD: A historical study with a qualitative approach. Sources: reports, minutes, legislation, news from newspapers of the collections of the EEAAC/UFF, of the Anna Nery Nursing School/UFRJ, and of the Casa de Oswaldo Cruz/Fiocruz. Triangulation analysis of the sources. RESULTS: Created on 04/19/1944 and inaugurated on 02/01/1945, the creation strategies were the following: choosing the city of Niterói; structuring equivalent to the Official Standard School, appointment of a former student and former professor as principal; authorities at official ceremonies. DISCUSSION: The insufficiency of professionals; the quality of teaching; the strict discipline and political influence of Alzira Vargas contributed to the implementation in a very short time and to take advantage of symbolic gains. CONCLUSION: Its creation contributed to the professional and social recognition arising from the participation in a project that would collaborate for the development of the country.

OBJETIVO: Analizar el proceso de creación de la Escuela de Enfermería del Estado de Rio de Janeiro (EEERJ), actual Escuela de Enfermería Aurora de Afonso Costa (EEAAC/UFF). MÉTODO: Estudio histórico con enfoque cualitativo. Fuentes: informes, actas, legislación, noticias de periódicos de las colecciones de la EEAAC/UFF, la Escuela de Enfermería Anna Nery/UFRJ y la Casa de Oswaldo Cruz/Fiocruz. Análisis de triangulación de fuentes. RESULTADOS: Creada el 19/04/1944 e inaugurada el 01/02/1945, fueron estrategias de creación: elección de Niterói; estructuración equivalente a la Escuela Oficial Estándar (en portugués, Escola Oficial Padrão), nombramiento de una exalumna y exmaestra como directora; autoridades en ceremonias oficiales. DISCUSIÓN: La insuficiencia de profesionales; la calidad de la enseñanza; la disciplina estricta e influencia política de Alzira Vargas contribuyeron a la implementación en tiempo muy corto y al aprovechamiento de las ganancias simbólicas. CONCLUSIÓN: Su creación contribuyó al reconocimiento profesional y social derivado de la participación en un proyecto que colaboraría para el desarrollo del país.

Evaluation of Simulation Outcomes.

Simulation has been used in nursing education and training since Florence Nightingale's era. Over the past 20 years, simulation learning experiences (SLEs) have been used with increasing frequently to educate healthcare professionals, develop and increase the expertise of practicing professionals, and gain competency in key interprofessional skills. This chapter provides a brief overview of simulation evaluation history, beginning in the late 1990s, and the initial focus on learner self-report data. Using Kirkpatrick's Levels of Evaluation as an organizing model, four types of SLE evaluation are reviewed as well as suggestions for future research.

Escola de Enfermagem Aurora de Afonso Costa: do planejamento à inauguração (1943-1945) / Aurora de Afonso Costa Nursing School: from planning to inauguration (1943-1945)

Objeto de estudo: planejamento, criação e implantação da Escola de Enfermagem do Estado do Rio de Janeiro. O recorte temporal compreende o período de 1943 a 1945, sendo o inicial, 1943, o ano em que uma equipe de enfermeiras norte-americanas da Divisão de Enfermagem do Serviço Especial de Saúde Pública concluiu o relatório sobre as condições de saúde das cidades de Niterói, Campos dos Goytacazes e Petrópolis, com vistas à seleção do local para a instalação de uma escola; enquanto que o ano 1945 corresponde à realização da aula inaugural da EEERJ, em 01 de fevereiro. Objetivos: narrar as circunstâncias que determinaram a criação da Escola de Enfermagem do Estado do Rio de Janeiro; analisar o planejamento e o processo de organização da escola; discutir o efeito das estratégias empreendidas pela Comissão de Administração da Escola para a sua implantação. Metodologia: análise de documentos escritos e fotográficos relativos à criação e planejamento da escola. A mesma se deu em conformidade com o método histórico. Os conceitos de habitus, campo, capital e poder simbólico de Pierre Bourdieu constituíram as referências analíticas. Resultados: as estratégias empreendidas pelos detentores do poder em prol da escola refletiram e derivaram da conjuntura internacional e nacional, pois, a escola foi implantada no bojo de uma guerra mundial, determinando importantes repercussões. A crescente industrialização e consequente aumento da urbanização e a modernização dos hospitais demandaram a necessidade de ampliação do número de enfermeiras. Conclusão: a criação da escola representou um ganho para a saúde e a educação em enfermagem, bem como conferiu reconhecimento profissional aos participantes, advindos da participação em um projeto de grande visibilidade nacional.

Object of study: planning, creation and implementation of the Nursing School of the State of Rio de Janeiro. The time frame covers the period from 1943 to 1945, the initial one being 1943, the year in which a team of North American nurses from the Nursing Division of the Special Public Health Service concluded the report about health conditions of the cities Niterói, Campos dos Goytacazes and Petrópolis, in order to select the location for the installation of a school; while the year 1945 corresponds to the first class of EEERJ, on February 1st. Objectives: relate the circumstances that determined the creation of the Nursing School of the State of Rio de Janeiro; analyze the school's planning and organization process; discuss the effect of the strategies determined by the School Administration Commission for its implementation. Methodology: analysis of written and photographic documents related to the creation and planning of the school. This one was carried out in accordance with the historical method. The analytical references were the Pierre Bourdieu's concepts of habitus, field, capital and symbolic power. Results: the strategies taken by the power holders in favor of the school reflected and derived from the international and national conjuncture, since the school was implanted during a world war, determining important repercussions. The increasing industrialization and the consequent increase in urbanization and the modernization of hospitals demanded an increase in the number of nurses. Conclusion: the creation of the school represented a gain for health and nursing education, as well as conferring professional recognition to the participants, due to the participation in a project of great national visibility.

Em tempos da Covid-19: aplicações das lições deixadas por Florence Nightingale / En tiempos de Covid-19: aplicaciones de las lecciones dejadas por Florence Nightingale / In Covid-19 times: applications of the lessons left by Florence Nightingale

Ensaio teórico reflexivo que teve por objetivo refletir na temática da Covid-19 articulado as lições deixadas por Florence Nightingale. Para tanto, literatura como livros, artigos, relatórios e imagem foram utilizados como articuladores da reflexão ao dialogar com o micro e macro no espaço sociocultural. Os resultados foram organizados em três momentos do desenvolvimento da proposta: Florence Nightingale e Guerra da Crimeia, Florence Nightingale produto de sua época e Florence Nightingale e as lições deixadas para aplicação em tempos de COVID-19, como desenvolvimento reflexivo para se traçar as conclusões. Nesta, com base nas lições deixadas por ela para o combate da Covid-19, em tempos de pandemia, deixamos a reflexão no sentido de quando o período pandêmico irá terminar.

Reflective theoretical essay that aimed to reflect on the theme of Covid-19 articulated as lessons left by Florence Nightingale. Therefore, literature such as books, articles, reports and images used as articulators of refl ection when dialoguing with micro and macro in the socio-cultural space. The results were organized in three stages of the proposal's development: Florence Nightingale and Crimean War, Florence Nightingale product of its time and Florence Nightingale and as lessons left for application in COVID-19 times, as a reflective development to trace how to result. In this one, based on the lessons left by her for the combat of Covid-19, in times of pandemic, we leave a reflection in the sense of when the pandemic period will end.

Ensayo teórico reflexivo que pretendía como objetivo reflexionar sobre el tema del Covid-19 articulado como lecciones dejadas por Florence Nightingale. Por tanto, la literatura como libros, artículos, reportajes e imágenes se utilizan como articuladores de la reflexión al dialogar con lo micro y macro en el espacio sociocultural. Los resultados se organizaron en tres etapas del desarrollo de la propuesta: Florence Nightingale y Crimean War, Florence Nightingale producto de su tiempo y Florence Nightingale y como lecciones dejadas para su aplicación en tiempos de COVID-19, como un desarrollo reflexivo para rastrear cómo resultar. En éste, basado en las lecciones que dejó ella para el combate del Covid-19, en tiempos de pandemia, dejamos una reflexión en el sentido de cuándo terminará el período pandémico.