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1.
Artículo en Inglés, Portugués | LILACS, BDENF - Enfermería | ID: biblio-1150629

RESUMEN

Objetivo: analisar a trajetória acadêmica de Walter Fernandes enquanto ativista do movimento estudantil na Escola de Enfermagem Alfredo Pinto (EEAP). Método: estudo descritivo, do tipo bibliográfico, de abordagem qualitativa. Utilizou-se a análise de conteúdo temática na perspectiva da história oral de vida. Os dados foram coletados em junho de 2018, por meio de entrevista filmada e gravada. Resultados: o registro eficaz e bem construído ao longo da trajetória do depoente, mediante preocupação com o campo social, sobrevivência e aporte estrutural do corpo discente durante o contexto político das décadas relatadas, legitima a memória do movimento estudantil de enfermagem na EEAP. Além disso, aborda os embates da sociedade brasileira a época, a conjuntura universitária e estigmatização dos direitos sociais. Conclusão: a trajetória de Walter Fernandes reforça a participação dos estudantes nas articulações e soluções possíveis aos impasses, ratificando sua representação e agregação científica, acadêmica e social


Objective: to analyze the academic trajectory of Walter Fernandes as an activist of the student movement in the School of Nursing Alfredo Pinto (EEAP). Method: a descriptive study, of the bibliographic type, with a qualitative approach. It was used the analysis of thematic content in the perspective of the oral history of life. The data were collected in June of 2018, through a filmed and recorded interview. Results: the effective and well-constructed registry along the trajectory of the deponent, through concern for the social field, survival and structural contribution of the student body during the political context of the decades, legitimizes the memory of the student movement of nursing in EEAP. In addition, it addresses the struggles of Brazilian society at the time, the university situation and stigmatization of social rights. Conclusion: walter Fernandes 'trajectory reinforces students' participation in articulations and possible solutions to impasses, ratifying their representation and scientific, academic and social aggregation


Objetivo: analizar la trayectoria académica de Walter Fernandes como activista del movimiento estudiantil en la Escuela de Enfermería Alfredo Pinto (EEAP). Método: estudio descriptivo, del tipo bibliográfico, de abordaje cualitativo. Se utilizó el análisis de contenido temático en la perspectiva de la historia oral de vida. Los datos fueron recolectados en junio de 2018, por medio de una entrevista filmada y grabada. Resultados: el registro eficaz y bien construido a lo largo de la trayectoria del deponente, mediante preocupación con el campo social, supervivencia y aporte estructural del cuerpo discente durante el contexto político de las décadas relatadas, legitima la memoria del movimiento estudiantil de enfermería en la EEAP. Además, aborda los embates de la sociedad brasileña la época, la coyuntura universitaria y estigmatización de los derechos sociales. Conclusión: la trayectoria de Walter Fernandes refuerza la participación de los estudiantes en las articulaciones y soluciones posibles a los impasses, ratificando su representación y agregación científica, académica y social


Asunto(s)
Humanos , Masculino , Anciano de 80 o más Años , Estudiantes de Enfermería/historia , Activismo Político/tendencias , Historia de la Enfermería , Instituciones Académicas/historia , Liderazgo
2.
Temperamentum (Granada) ; 16: e13102-e13102, 2020. tab, graf
Artículo en Español | IBECS | ID: ibc-197651

RESUMEN

OBJETIVO: describir el desarrollo del proyecto Madrasa y sus resultados tras dos años de implementación. METODOLOGÍA: proyecto de innovación docente llevado a cabo con metodología de Investigación-Acción Participativa y la participación de alumnos de los grados de Enfermería, Medicina y Antropología Social y Cultural de la Universidad de Granada. Resultados principales: se realizaron 10 círculos narrativos, 2 elucidarios y 2 visitas dialogadas, contando con 19 expertos invitados. Se registraron 1203 participantes (785 alumnos) en las actividades presenciales y los círculos narrativos experimentaron 8.400 visitas desde las plataformas digitales, con una satisfacción media del 84 %. Conclusión principal: el proyecto Madrasa ha logrado instaurar una pedagogía innovadora, apoyada en la transformación digital, con enfoque multidisciplinar, que contribuye a incorporar a la enseñanza reglada de los futuros profesionales de la salud y la antropología, de una forma transversal, competencias para el desarrollo del pensamiento crítico en el análisis de la diversidad de narrativas que se producen en torno a la salud y la enfermedad en el mundo contemporáneo


OBJECTIVE: to describe the development of the Madrasa project and its results after two years of implementation. METHODOLOGY: teaching innovation project carried out with Participatory Action Research methodology and the participation of students from the Nursing, Medicine and Social and Cultural Anthropology degrees at the University of Granada. MAIN RESULTS: 10 narrative circles, 2 elucidations and 2 dialogued visits were carried out, with 19 invited experts. 1203 participants (785 students) were registered in the face-to-face activities and the narrative circles experienced 8,400 visits from digital platforms, with an average satisfaction of 84%. Main conclusion: the Madrasa project has managed to establish an innovative pedagogy, supported by digital transformation, with a multidisciplinary approach, which contributes to incorporating into the regulated education of future health and anthropology professionals, in a transversal way, competences for the development of critical thinking in the analysis of the diversity of narratives that occur around health and disease in the contemporary world


Asunto(s)
Humanos , Medicina Narrativa/historia , Enfermedad/historia , Salud/historia , Proyectos , Estudiantes de Enfermería/historia , Antropología Médica/historia , Historia de la Medicina , Implementación de Plan de Salud/historia , Estudiantes de Enfermería/estadística & datos numéricos , Estudiantes de Medicina/historia , Estudiantes de Medicina/estadística & datos numéricos , Estudios Transversales
3.
Cult. cuid ; 23(56): 115-123, 2020. ilus
Artículo en Español | IBECS | ID: ibc-195774

RESUMEN

En los primordios la enfermería brasileña, se buscó la mejor categoría para desarrollar la profesión: las mujeres blancas. El color de la piel era un impedimento para hacer enfermería. En la Escuela de Enfermería de la USP (EEUSP), nunca ha habido un mecanismo oficial para impedir que las personas negras hacen el curso, pero aun así, siempre ha capacitado a pocos estudiantes negros. Con el Programa de Inclusión Social (Inclusp) de USP, en 2007, la expectativa era ampliar el acceso a la Universidad para este grupo específico. Por lo tanto, el presente estudio asumió que EEUSP continúa formando pocos negros, en comparación con la mayoría blanca que ingresa al curso cada año. OBJETIVOS: Identificar si EEUSP continúa capacitando a pocas enfermeras negras incluso con acciones afirmativas y describir la experiencia de estudiantes y ex alumnos negros y marrones dentro de la escuela. MÉTODO: Primero, buscó mapear cuántos se beneficiaron y quiénes eran estas personas; Luego, algunos de estos graduados negros fueron invitados a contar sus historias y experiencias como estudiantes. RESULTADOS: El subregistro de color en la documentación estudiada comprometió los resultados. Hubo cinco entrevistas descriptivas. CONCLUSIONES: concluyó que a pesar del programa, EEUSP continúa formando pocos negros, lo que contribuye al hecho de que, hasta hoy, el número de enfermeras negras capacitadas por instituciones públicas es pequeño


In the early days of Brazilian nursing, the best category to build the profession was sought: white women. The color of one skin was an impediment to study nursing. At the Nursing School of University of São Paulo (EEUSP), there was never an official mechanism to bar black people from taking the course, but even so, it has always trained a small number of black students. With USP's Social Inclusion Program (Inclusp), in 2007, the expectation was to expand access to the University for this particular group of people. That is why, this study was based on the hypothesis that few black nurses graduate EEUSP still, compared to the white majority who enter the course each year. GOALS: Identify whether EEUSP continues to train few black nurses, even with affirmative action, and describe the experience of black and brown school students and alumni. METHOD: First, it sought to map how many benefited from the program and who these people were; then, some of these black graduates were invited to tell their stories and experiences as a student. RESULTS: The color underreporting in the studied documentation compromised the results. There were five descriptive interviews. CONCLUSIONS: That despite the program, EEUSP continues to train few black nurses, contributing to the fact that, until today, the number of black nurses trained by public institutions remain small


Nos primórdios da enfermagem brasileira, buscou-se a melhor categoria para construir a profissão: mulheres brancas. A cor da pele era um impedimento para cursar enfermagem. Na Escola de Enfermagem da USP (EEUSP), nunca houve um mecanismo oficial para barrar pessoas negras de fazer o curso, mas mesmo assim sempre formou poucos alunos negros. Com o Programa de Inclusão Social da USP (Inclusp), em 2007, a expectativa era de que se ampliasse o acesso à Universidade para esse grupo específico. Desta forma, o presente estudo partiu do pressuposto que a EEUSP continua a formar poucos negros, comparativamente à maioria branca que ingressa no curso a cada ano. OBJETIVOS: Identificar se a EEUSP continua formando poucos enfermeiros negros mesmo com ações afirmativas e descrever a experiência de alunos e ex-alunos pretos e pardos dentro da Escola. MÉTODO: Primeiro, buscou-se mapear quantos foram beneficiados e quem eram essas pessoas; em seguida, alguns esses egressos negros foram convidados a contar sua história e suas vivências como aluno. RESULTADOS: A subnotificação de cor na documentação estudada comprometeu os resultados. Foram feitas cinco entrevistas descritivas. CONCLUSÕES: Apesar do programa, a EEUSP continua formando poucos negros, contribuindo para que, até hoje, o número de enfermeiros negros formados por instituições públicas seja diminuto


Asunto(s)
Humanos , Bachillerato en Enfermería/historia , Estudiantes de Enfermería/historia , Justicia Social , Factores Socioeconómicos , Encuestas y Cuestionarios , Grupo de Ascendencia Continental Africana , Brasil
4.
Nurse Educ Pract ; 29: 48-52, 2018 Mar.
Artículo en Inglés | MEDLINE | ID: mdl-29161681

RESUMEN

The apprenticeship model of nurse training was in place in Ireland up to the end of the twentieth century. Task orientated care was a feature of this model. It is important to examine task allocation from the student's perspective, in light of current and on-going debates regarding student nurses' supernumerary status. Both approaches influence the status of the student; as a worker with task allocation and as a learner with supernumerary status. Oral history interviews were undertaken with twelve former student nurses (1960-2001) to explore their experiences of clinical learning and task allocation. Task allocation consisted of household tasks and tasks involving patient care. Students' experiences were influenced more by issues surrounding the task, particularly the 'task-person', than the task itself. Therefore, a learning environment that is inclusive, supportive and understanding of students' learning is recommended, regardless of the model of nurse training or education that might be in place. These findings can inform current debate on supernumerary status and task allocation for the student nurse within their clinical learning environment, but also on the history of nurse education in Ireland in the twentieth century.


Asunto(s)
Entrevistas como Asunto , Atención de Enfermería/métodos , Estudiantes de Enfermería/historia , Análisis y Desempeño de Tareas , Competencia Clínica , Historia del Siglo XX , Historia del Siglo XXI , Humanos , Irlanda
5.
Esc. Anna Nery Rev. Enferm ; 22(4): e20180164, 2018.
Artículo en Portugués | LILACS, BDENF - Enfermería | ID: biblio-975219

RESUMEN

Objective: To analyze the updating of mental health education in a Nursing Undergraduate Course concomitantly with the implementation of the Psychiatric Reform in the municipality of Volta Redonda. Method: Historical-social study with primary sources consisting of written and oral documents. The analysis, based on the main concepts of the Psychiatric Reform, was performed by the triangulation of data. Results: In a transitional phase of mental health models, the municipality studied developed strategies to develop psychiatric reform, of which the creation of CAPS stands out. At the same time, an agreement with the Undergraduate Nursing Course enrolled students, still in the 1990s, in all the mental health services of the municipality. The teachers of this course acted as nurses, one in care and another in mental health management, facilitating the teaching-assistance dialogue. Conclusion: The graduate students, to integrate as interns services, contributed to the change of the concepts that supported the mental healthcare, while the psychiatric reform developed. This was a successful strategy to stimulate the formation of a new logic and care to brings killed labor to services, since the course graduates opted for acting in CAPS.


Objetivo: Analizar la actualización de la enseñanza de salud mental en un Curso de Graduación en Enfermería concomitantemente a la implantación de la Reforma Psiquiátrica en el municipio de Volta Redonda. Método: Estudio histórico-social con fuentes primarias constituidas de documentos escritos y orales. El análisis, sostenido en los principales conceptos de la Reforma Psiquiátrica, fue realizado por la triangulación de datos. Resultados: En una fase de transición de modelos de salud mental, el municipio estudiado creó estrategias para desarrollar la reforma psiquiátrica, de las cuales se destaca la creación de los CAPS. Al mismo tiempo, un convenio con el Curso de Graduación en Enfermería insertó a estudiantes, aún en la década de 1990, en todos los servicios de salud mental del municipio. Las profesoras de ese curso actuaban como enfermeras, una en la asistencia y otra en la gestión en salud mental, facilitando el diálogo enseñanza-asistencia. Conclusión: Los estudiantes de graduación, al integrar como pasantes los servicios, contribuían al cambio de los conceptos que sostenían el cuidado en salud mental, mientras la reforma psiquiátrica se desarrollaba. Este hecho fue una estrategia exitosa para estimular la formación en una nueva lógica asistencial y para traer mano de obra calificada a los servicios, una vez que los egresados ​​del curso optar por la actuación en los CAPS.


Objetivo: Analisar a atualização do ensino de saúde mental em um Curso de Graduação em Enfermagem, concomitantemente à implantação da Reforma Psiquiátrica no município de Volta Redonda. Método: Estudo histórico-social com fontes primárias constituídas de documentos escritos e orais. A análise, sustentada nos principais conceitos da Reforma Psiquiátrica, foi realizada pela triangulação de dados. Resultados: Em uma fase de transição de modelos de saúde mental, o município estudado criou estratégias para desenvolver a Reforma Psiquiátrica, das quais se destaca a criação dos Centros de Atenção Psicossocial (CAPS). Ao mesmo tempo, um convênio com o Curso de Graduação em Enfermagem inseriu estudantes, ainda na década de 1990, em todos os serviços de saúde mental do município. As professoras desse curso atuavam como enfermeiras, uma na assistência e outra na gestão em saúde mental, facilitando o diálogo ensino-assistência. Conclusão: Os estudantes de graduação, ao se integrarem nos serviços como estagiários, contribuíam para a mudança dos conceitos que sustentavam o cuidado em saúde mental, enquanto a Reforma Psiquiátrica se desenvolvia. Esse fato foi uma estratégia bem-sucedida para estimular a formação segundo uma nova lógica assistencial e trazer mão de obra qualificada aos serviços, uma vez que egressos do curso optaram pela atuação nos CAPS.


Asunto(s)
Humanos , Enfermería Psiquiátrica/historia , Estudiantes de Enfermería/historia , Salud Mental/historia , Historia de la Enfermería
6.
Rio de Janeiro; s.n; nov. 2016. 221f p. ilus, tab.
Tesis en Portugués | LILACS | ID: biblio-971633

RESUMEN

Pesquisa sócio-histórica, de natureza qualitativa, sobre a função do uniforme na construção, manutenção e preservação da identidade profissional de enfermeiros formados pela Escola de Enfermagem Anna Nery (EEAN) da Universidade Federal do Rio de Janeiro(UFRJ), no período de 1969 a 1985 correspondentes, respectivamente, ao ano de retirada do avental do uniforme hospitalar e o ano em que a calça jeans passou a integrar o uniforme de saúde pública dos estudantes de enfermagem. Objetivos: descrever a função dos uniformes usados pelos estudantes da EEAN no cotidiano institucional; analisar as estratégias para a construção da identidade profissional nos estudantes da EEAN diante das alterações nos uniformes e dos rituais que solenizavam seu uso; discutir o significado do vestuário na construção, manutenção e preservação da identidade profissional do enfermeiro formado na EEAN. Metodologia: As fontes incluíram documentos escritos e iconográficos do acervo do Centro de Documentação da EEAN/UFRJ e pertencentes ao arquivo pessoal dos colaboradores entrevistados. As fontes orais foram produzidas mediante a abordagem deHistória Oral Temática, segundo um roteiro preestabelecido. Foram entrevistados 38colaboradores. Os documentos foram selecionados dentro do recorte temporal, organizado sem ordem cronológica e classificados conforme os objetivos a serem alcançados. Realizou-sea crítica interna e externa aos documentos e, posteriormente, fez-se a triangulação das fontes selecionadas. O embasamento teórico contou com autores que tratam de vestuário e identidade profissional, com destaque para Roland Barthes, Alison Lurie e Claude Dubar.Para melhor compreender a função dos uniformes na EEAN, acrescentaram-se os conceitos de disciplinarização do corpo, de Michel Foucault...


Socio-historical research, with qualitative approach, about the function of theuniform in the construction, maintenance and preservation of professional identity of nursesgraduated from Escola de Enfermagem Anna Nery (EEAN) of the Universidade Federal doRio de Janeiro (UFRJ), from 1969 to 1985, period that corresponds, respectively, to the yearof removal of the apron from the hospital uniform and the year in which jeans becomes part ofthe uniform of public health nursing students. Objectives: To describe the function of theuniforms worn by the EEAN students in the institutional routine; analyze the strategies for theconstruction of professional identity in students from EEAN before the changes in uniformsand the rituals that celebrated its use; discuss the meaning of clothing in the construction,maintenance and preservation of professional identity of nurses graduated from EEAN.Methodology: Socio-historical study. The sources included written and iconographicdocuments belonging to the collection of EEAN/UFRJ Documentation Center and to thepersonal collection of research collaborators. Oral sources were produced using the OralThematic History technique. Thirty-nine collaborators were interviewed. The documents wereselected within the timeframe, arranged in chronological order and classified according to theobjectives to be achieved. Internal and external criticism of documents took place and latertriangulation of the selected fonts was held. The theoretical basis featured authors who dealabout clothing and professional identity, with an emphasis on Roland Barthes, Alison Lurieand Claude Dubar. To better understand the function of uniforms at EEAN, the concepts ofthe body disciplining of Michel Foucault were added...


Investigación socio-histórica, de naturaleza cualitativa sobre la función del uniforme en la construcción, mantenimiento y preservación de la identidad profesional de losenfermeros formados por la Escola de Enfermagem Anna Nery (EEAN) de la Universidade Federal do Rio de Janeiro (UFRJ), entre 1969-1985, período correspondiente, respectivamente, al año de retirada del delantal del uniforme hospitalario y el año en el que los pantalones vaqueros se convirtieron en parte del uniforme de los estudiantes de enfermería de la salud pública. Objetivos: Describir la función de los uniformes usados por los alumnos de EEAN en la rutina institucional; analizar las estrategias para la construcción de la identidad profesional de los estudiantes de EEAN delante de los cambios en los uniformes y rituales que celebraban su uso; discutir el significado de la ropa en la construcción, mantenimiento y preservación de la identidad profesional de los enfermeros formados en EEAN. Metodología: Estudio socio-histórico. Las fuentes incluyeron documentos escritos e iconográficos que pertenecen a la colección del Centro de Documentación EEAN / UFRJ y la colección personal de colaboradores de la investigación. Las fuentes orales se produjeron utilizando la técnica de Historia Oral Temática. Se entrevistó a 39 trabajadores. Los documentos fueron seleccionados dentro del marco de tiempo, dispuestos en orden cronológica y clasificados de acuerdo con los objetivos a alcanzar. Se realizó la crítica interna y externa a los documentos y la posterior triangulación de las fuentes seleccionadas. La base teórica tenía autores que se ocupan de laropa y profesional de identidad, especialmente Roland Barthes, Alison Lurie y Claude Dubar. Para comprender mejor la función del uniforme en EEAN, fueron añadidos los conceptos de disciplinarización del cuerpo de Michel Foucault...


Asunto(s)
Humanos , Historia de la Enfermería , Estudiantes de Enfermería/historia , Rol de la Enfermera/historia
9.
Enferm. glob ; 14(38): 128-139, abr. 2015. graf
Artículo en Español | IBECS | ID: ibc-135455

RESUMEN

Introducción: La presente investigación tuvo como objetivo determinar los entornos de estudio y aprendizaje que poseen los estudiantes de enfermería de la Universidad Nacional de Córdoba. Material y método: Estudio observacional-analítico, período 2011. Universo, estudiantes que cursan la licenciatura. Muestra estratificada, aleatoria. Técnica encuesta auto administrada. Fuente primaria. Resultados: La población estuvo compuesta por 290 alumnos, el 46% poseen entre 18 y 25 años, el 44% entre 26 y 40; 83% mujeres; 68% solteros; el 76% convive con la familia, y el 69% posee familiares a cargo; el 56% trabaja y el 44% recibe ayuda de los padres o beca. Al analizar el entorno en la dimensión organización y gestión, en la facilitación de materiales, se destaca su disponibilidad en más del 70%. En la planta física el 50% respondieron que no es adecuada. Los alumnos reciben apoyo en sus distintas variantes pedagógicas un 75%. En la planificación de cátedras el 78% que no existe. El 52% respondió que la conducción en el período estudiado no demuestra habilidad para la gestión. Con respecto al aspecto vincular académico los estudiantes no se sienten escuchados en la institución en un 65%, respondiendo que la comunicación entre pares es poco o medianamente colaborativa en un 59%. El 78% de los estudiantes afirman que no existe comunicación entre los dos ciclos. Por último a la dimensión de la participación estudiantil en relación al centro de estudiantes el 92% respondieron que no participan activamente y el 59% afirman que no promueve un entorno saludable. Conclusión: La organización y gestión, y la comunicación son identificadas negativamente. Consideramos que resta diseñar elementos que visibilicen esta problemática como central en la política de gestión académica, para construir estrategias conjuntas de resolución (AU)


Introduction: This research aimed to determine the study and learning environments that have nursing students of the National University of Córdoba. Methods: Observational - analytical study, period 2011 Universe all students pursuing the degree. Sample stratified random. Technical self-administered survey. Primary source. Results: The population consisted of 290 students studying different subjects of the degree. 46% of students have between 18 and 25 years, 44 % between 26 and 40; 83% female; 68 % were single; 76% live with family, and 69% have dependents; 56% work and 44% receive help from parents or scholarship. When analyzing the environment in the organization and management dimension, in facilitating learning materials in-house services discipline highlights its availability in more than 70%. In the variable physical plant over 50% responded that it is not appropriate. Students are supported in their different pedagogical variations in values higher than 75 % As formulation processes complaints, 75% responded that their claims are not heard: by managers in planning Chairs respondents 78% do not exists a negative impact on all the subdomains. 52% of respondents said that driving during the study period shows no ability to manage. Regarding the aspect linking academic students do not feel heard in the institution by 65 %, responding to peer communication is low and intermediate collaboratively by 59 %. 78% of students say there is no communication between the two last ciclos. Por dimension to student participation in relation to the center 92% of students said they are not actively engaged and 59% say they do not promote a healthy environment. Conclusion: The organization and management, and communication are negatively identified. We consider remaining design elements that illustrate this problem as central to the politics of academic management, to build joint resolution strategies (AU)


Asunto(s)
Humanos , Masculino , Femenino , Estudiantes de Enfermería/legislación & jurisprudencia , Estudiantes de Enfermería/psicología , Sociedades/ética , Sociedades/políticas , Servicios de Salud para Estudiantes/legislación & jurisprudencia , Servicios de Salud para Estudiantes/métodos , Salud Ambiental/educación , Estudiantes de Enfermería/historia , Estudiantes de Enfermería/estadística & datos numéricos , Sociedades/etnología , Sociedades/métodos , Servicios de Salud para Estudiantes/economía , Servicios de Salud para Estudiantes , Salud Ambiental , Observación/métodos
10.
Nurs Inq ; 22(1): 39-49, 2015 Mar.
Artículo en Inglés | MEDLINE | ID: mdl-24330141

RESUMEN

In the United Kingdom, the concept of mentorship has been central to nurse education since the 1980s. Mentorship has become the definitive term used to denote the supervisory relationship of the student nurse with a qualified nurse who monitors and evaluates their skill development in the clinical area. The background against which the concept was established is examined through a consideration of the concepts of archaeology of knowledge and genealogy of knowledge as conceptualised by Michel Foucault. In particular, the Foucauldian concepts of power, discourses and the gaze are used to direct and shape the analysis. The paper explores the interplay of managerial dominance and professionalism and the ways in which mentorship can be used as a means of control and surveillance.


Asunto(s)
Educación en Enfermería/historia , Mentores/historia , Historia del Siglo XIX , Historia del Siglo XX , Facultades de Enfermería/historia , Estudiantes de Enfermería/historia , Reino Unido
11.
Nurs Inq ; 22(2): 178-87, 2015 Jun.
Artículo en Inglés | MEDLINE | ID: mdl-25238323

RESUMEN

In this article, we address how the professionalization process is reflected in the way Danish nursing textbooks present 'nursing' to new members of the profession during the 20th century. The discussion is based on a discourse analysis of seven Danish textbooks on basic nursing published between 1904 and 1996. The analysis was inspired by the work of Michel Foucault, in particular the concepts of rupture and rules of formation. First, we explain how the dominating role of the human body in nursing textbooks disappears in the mid-20th century. This transformation can of course be attributed to changes in tasks and responsibilities for nurses or to the implementation of increasing amounts of knowledge and theories from other disciplines than medicine into the nurses' knowledge base. However, inspired by Foucault, we consider these historical changes to be the conditions of possibilities and not causes. The second part of the analysis shows that along with 'the disappearance of the body', a second discursive change appears: the role of doctors and medicine changes fundamentally from about mid-20th century. Finally, we argue that this discursive reorganization enabling new patterns of thought to emerge was driven by a professional interest in describing nursing as an independent profession.


Asunto(s)
Educación en Enfermería/historia , Enfermeras y Enfermeros , Autonomía Profesional , Libros de Texto como Asunto/historia , Dinamarca , Historia del Siglo XX , Humanos , Modelos Educacionales , Enfermeras y Enfermeros/psicología , Estudiantes de Enfermería/historia
13.
Nurse Educ Pract ; 14(6): 641-7, 2014 Nov.
Artículo en Inglés | MEDLINE | ID: mdl-25107598

RESUMEN

AIM: To investigate student nurse recruitment and attrition in the 1950' and 1960s and undertake comparisons to modern day concerns. The study was set in one hospital in the U.K. BACKGROUND: In the period studied nursing was unpopular as a profession and there were difficulties surrounding recruitment. Attrition rates were high. METHOD: Documentary analysis of 641 training records dating 1955 to 1968 was undertaken. Attrition rates, reasons for non-completion and employment following successful completion were determined. RESULTS: Most recruits were young, unmarried, females and had overseas addresses. The majority (n = 88) had prior nursing experience. Over 69% (n = 443) successfully completed their training. Attrition rates were over 30% (n = 198), the main reason being academic failure. Following completion over 40% (n = 183) undertook midwifery training (n = 183) or secured a staff nurse post (n = 153). CONCLUSIONS: Issues relating to recruitment, retention and attrition in the 1950s and 1960s put into context present day issues. Recent attrition rates from pre-registration nurse education have fallen, nevertheless some of the issues of yesteryear remain problematic. In the present study significant numbers of entrants left due to domestic and ill-health problems resonates with many modern day studies. Also failure to complete due to academic shortcomings continues to be a concern.


Asunto(s)
Bachillerato en Enfermería/historia , Criterios de Admisión Escolar/tendencias , Abandono Escolar/historia , Estudiantes de Enfermería/historia , Adulto , Estudios de Cohortes , Bases de Datos Factuales , Bachillerato en Enfermería/tendencias , Femenino , Historia del Siglo XX , Historia del Siglo XXI , Humanos , Masculino , Abandono Escolar/estadística & datos numéricos , Reino Unido , Adulto Joven
16.
Nurse Educ Today ; 34(4): 526-31, 2014 Apr.
Artículo en Inglés | MEDLINE | ID: mdl-23886905

RESUMEN

AIM: The aim of this study is to identify what were desirable and undesirable student nurse characteristics in the 1950/1960s and relate them to those who had successfully completed the programme and gained State Registration and those who had not. A further aim was to undertake comparisons with modern day values of what are viewed as desirable traits in nurses. BACKGROUND: In the 1950/1960s student nurses were hospital employees. Nurse training was based in hospital training schools and coordinated by sister tutors. Learning about nursing largely took place in clinical settings where there was limited supervision of student nurses by qualified nurses. DESIGN: Content analysis approaches were used whereby positive and negative comments related to successful and unsuccessful completers were identified. METHODS: Data were extracted from individual training records relating to 641 student nurses. The records dated from 1955 to 1968. Clinical and training school reports were summarized by senior hospital figures such as the hospital matron. These reports were the focus of the analysis. FINDINGS: Desirable student nurse traits identified in the analysis were being a 'nice person', who is kind, compassionate and attentive to patients, conscientious, bright and intelligent. Other values such as being hard-working, reliable and punctual reflect that the students studied were primarily employees. Amenable to discipline and unquestioningly obeying a doctor's order also were part of the conventions of the time. Most negative comments related to the unsuccessful completers. CONCLUSIONS: New insights into what was viewed as desirable and undesirable nursing characteristics in the 1950/1960s are identified. These insights have national and international relevance.


Asunto(s)
Bachillerato en Enfermería/historia , Personal de Enfermería en Hospital/historia , Criterios de Admisión Escolar/tendencias , Abandono Escolar/historia , Estudiantes de Enfermería/historia , Adulto , Competencia Clínica , Evaluación Educacional , Inglaterra , Femenino , Historia del Siglo XX , Humanos , Relaciones Interpersonales
18.
Dynamis (Granada) ; 34(2): 425-446, 2014.
Artículo en Español | IBECS | ID: ibc-134736

RESUMEN

El objetivo de este trabajo es conocer los argumentos que justificaron que el Gobierno promulgase la Real Orden de 7 de mayo de 1915, que creaba oficialmente los estudios y el título de Enfermera en España, y por qué y cómo reaccionaron los practicantes en Medicina y Cirugía a esa Real Orden. Dicha norma legalizó el ejercicio asistencial de las enfermeras y se reconoció así a una profesión sanitaria alternativa a la de Practicante, lo cual fue justificado por el Gobierno con tres argumentos: que lo aconsejaron los médicos, la escasa formación básica y profesional de parte de los practicantes y que la profesión enfermera surgía como una nueva vía para que la mujer española tuviese más oportunidades de formarse e incorporarse al mercado laboral. Los practicantes acogieron dicha Real Orden con indignación y se opusieron a ella porque pensaban que atribuía a las enfermeras las mismas competencias que a ellos, y como consecuencia peligraba su futuro laboral. Además, éstos sostenían que las enfermeras para equipararse en funciones a ellos, podían formarse en un menor periodo de tiempo, con menos prácticas, inferior coste económico y menor esfuerzo que los practicantes. Los colegios profesionales de practicantes iniciaron acciones contra la Real Orden: entrevistas con el ministro de Instrucción Pública para solicitarle la derogación de la Real Orden, envío masivo de telegramas de protesta al ministro y recurso ante el Tribunal Supremo para que se declarase la nulidad de la Real Orden, el cual casi dos años después rechazó las pretensiones de los practicantes. También, desde la prensa de los colegios profesionales, significados practicantes realizaron una oposición ardorosa, extremista, intransigente, radical, irónica y guiada por una marcada ideología de género, fruto de la mentalidad patriarcal de entonces y de la superioridad que la hegemonía masculina le otorgaba al colectivo de los practicantes (AU)


This paper deals with the arguments justifying the Government's passage of the Sovereign Ordinance of 7 May 1915, which officially established a course and qualification in Nursing in Spain; and examines how and why Medical and Surgical practicantes (medical assistants) reacted to this decision. The ordinance legalized nurses' care practices, thereby providing official recognition for a healthcare profession other than that of practicante. The Government based its approval on three arguments: the physicians' recommendations; deficiencies in the basic and professional training of practicantes’; and the fact that the nursing profession emerged as a new path providing Spanish women with an opportunity to acquire training and join the labour force. The new legislation was met with outrage by practicantes, who opposed it in the belief that it equated nurses' scope of practice to their own and thus jeopardized their future employment prospects. Additionally, they contended that nurses would be legally qualified to perform the same medical practices as they did, despite receiving their degrees in a shorter period of time with a less prolonged internship, at a lower economic cost and through less effort. Professional associations of practicantes immediately launched a campaign against the Sovereign Ordinance, meeting with the Minister of Public Instruction to request its repeal, organizing a massive telegram campaign directed at the minister, and requesting the nullity of the ordinance before the Supreme Court, which would reject the appeal by the practicantes two years later. Professional associations also used their press organs to publish the arguments of prominent practicantes, who vehemently voiced their opposition in extremist, uncompromising, radical, and ironic terms, arising from a strong gender ideology in tune with the patriarchal mentality of the era and the dominant position that male hegemony conferred to practicantes (AU)


Asunto(s)
Humanos , Masculino , Femenino , Historia del Siglo XX , Medicina General/educación , Medicina General/historia , Estudiantes de Enfermería/clasificación , Estudiantes de Enfermería/legislación & jurisprudencia , Sexismo/clasificación , Sexismo/historia , Cirugía General/métodos , Consejos de Especialidades/ética , Consejos de Especialidades/legislación & jurisprudencia , España/etnología , Medicina General , Medicina General/métodos , Estudiantes de Enfermería/historia , Estudiantes de Enfermería/psicología , Sexismo/ética , Sexismo/psicología , Cirugía General/instrumentación , Consejos de Especialidades/historia , Consejos de Especialidades/normas
20.
Pract Midwife ; 16(8): 23-5, 2013 Sep.
Artículo en Inglés | MEDLINE | ID: mdl-24163925

RESUMEN

Despite the recent popularity of exploring the history of midwifery practice, there has been minimal attention paid to the history of midwifery education. The purpose of this paper is to display a visual map and timeline of midwifery education from the eighteenth century, when formal midwifery programmes were introduced, to the present day. The paper will be inclusive of the history of midwifery teaching through the use of the High Coombe College archives (Lorentzon et al 2008). Prior to the eighteenth century, processes for learning midwifery were informal and unregulated. Traditional apprenticeships were gradually replaced by formal, regulated educational midwifery programmes, which were assessed. Midwifery teacher training finally became established in the twentieth century.


Asunto(s)
Bachillerato en Enfermería/historia , Partería/historia , Rol de la Enfermera/historia , Facultades de Enfermería/historia , Estudiantes de Enfermería/historia , Femenino , Historia del Siglo XVIII , Historia del Siglo XIX , Historia del Siglo XX , Maternidades/historia , Humanos , Recién Nacido , Partería/educación , Obstetricia/historia , Embarazo , Reino Unido
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