Let's talk about society: A Critical Discourse Analysis of sociology courses in pre-registration nursing

Discursive constructions of professional identity in policy and regulatory discourse

“…By valorizing those aspects of the professions that seem naturally appealing to the public, such as kindness, compassion and caring, the discourse may represent an appeal for social legitimacy and public validation of a distinct practice in health care. Moreover, by privileging kindness, compassion and caring as the essence of practice, the discourse carried both explicit and implicit claims that nursing and midwifery are “holistic professions,” whose “caring science” practice is detached from biomedical practice (Koch et al., ).…”

“…Authors have drawn attention to such dominant narratives, such as that which privileges the relational and affective aspects of nursing and in the process, marginalizes the doing aspects and the scientific knowledge for the technical and body work of nursing (Nelson & Gordon, ). This narrative has been variously described as the “virtue script” (Gordon & Nelson, ) and the “caring science” narrative (Fealy & McNamara, ; Koch, Leal, & Ayala, ). A related narrative is one that discursively constructs contemporary university nursing education as imperfect in contrast to an idealized past of practical training (Fealy & McNamara, ; Gillett, , ).…”

The system of nursing in Chile: Insights from a systems theory perspective

“…These are crucial for applied professions such as nursing, with ever more numerous nursing students enrolling each year (Guzmán & Bustos, ), who are in turn perceived as lacking the academic skills of former generations of nurses. Further, it has been reported elsewhere (Koch, Leal, & Ayala, ) that contemporary nursing teaching has placed excessive focus upon technical expertise and much less so upon general knowledge, leaving aside subjects like social sciences and humanities related to care, which undermines nursing's fundamental prerogatives of a paradigmatic change.…”

“…Further, it has been reported elsewhere (Koch, Leal, & Ayala, 2016) that contemporary nursing teaching has placed excessive focus upon technical expertise and much less so upon general knowledge, leaving aside subjects like social sciences and humanities related to care, which undermines nursing's fundamental prerogatives of a paradigmatic change.…”

Dusting off the looking‐glass: A historical analysis of the development of a nursing identity in Chile

“…Although they are likely to have joined larger conglomerates in mass mobilisations during Salvador Allende's short‐lived government (Mattelart, ), the 1987 move (Marcha de las Enfermeras, ; ‘Profesiones Paramédicas: Por un status universitario’, ) was their first ever documented ‘flying solo’ public demonstration (Figure ). Industrial action has long been considered as fitting neither the selflessness nor the ladylikeness of the nursing identity, yet the educational reform was perceived as the grandest threat, for it was thought that opening nursing training outside the university system would diminish the scientific nature of the studies and deflate the status of the profession (Koch, Leal, & Ayala, ), and therefore signify a setback in their professional development. Nurses felt strongly about the new legal frame—so much so that despite the fact that this law is still in force, no nurse has trained in institutions other than universities.…”