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

Nyborg, Vibeke Narverud; Hvalvik, Sigrun

doi:10.1111/nin.12490

Cited by 4 publications

(1 citation statement)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Vale la pena mencionar que la cultura de las universidades ya tenía representaciones y estructuras patriarcales que en cierta manera limitan el progreso de las mujeres 6 . De hecho, al analizar en retrospectiva, es visible el retraso en la profesionalización superior de la enfermería, pues no fue sino hasta recientemente que aparecieron los primeros programas de pregrado, especialización y posgrado 7 . Por ejemplo, en 1923 la Universidad de Yale abrió la primera escuela universitaria de enfermería.…”

Section: El Orden De Género Desde Los Inicios De La Enfermeríaunclassified

Orden De Género: Un Reto Histórico Y Actual Para La Enfermería

Villegas-Pantoja

Mendez-Ruiz²

2022

Rev. chil. enferm.

View full text Add to dashboard Cite

Objetivo: Identificar la presencia del orden de género a lo largo de la historia de la enfermería a través de factores y eventos que podrían haber repercutido en la identidad de la enfermería moderna. Metodología: Trabajo de reflexión basado en una revisión panorámica de documentos originales indizados (que contaran con evaluación con pares y publicados a partir de 2017). Resultados: Desde la antigüedad el menosprecio, la opresión y la subordinación de la mujer a favor del hombre han influenciado el desarrollo profesional de la enfermería. Se destacan tres elementos. Primero, que las actividades como los cuidados de la vida y la salud (propias de enfermería) han sido consideradas inherentemente femeninas, y por tanto, carentes de algún trasfondo científico. Segundo, que la opresión y lucha de poder por parte del gremio médico ha coartado la libertad en la toma de decisiones profesionales. Finalmente, se reflexiona cómo la religión (principalmente el Cristianismo) pudo haber idealizado en el imaginario colectivo una conducta obediente, servil, pasiva y humilde de parte del personal de enfermería. Conclusiones: Probablemente la identidad de la enfermería moderna resulta de una compleja combinación de elementos donde un común denominador es el orden de género. Es necesario cambiar construcciones sociales nocivas (como los estereotipos), construir relaciones profesionales más justas y asumir las responsabilidades que implica el liderazgo e independencia profesional. Un papel protagónico lo puede adoptar el personal de enfermería que ejerce como docente en instituciones de educación superior, elemento clave para transmitir el orden de género.

show abstract

Section: El Orden De Género Desde Los Inicios De La Enfermeríaunclassified

Orden De Género: Un Reto Histórico Y Actual Para La Enfermería

Villegas-Pantoja

Mendez-Ruiz²

2022

Rev. chil. enferm.

View full text Add to dashboard Cite

show abstract

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

Nyborg

Hvalvik

2022

Nursing Inquiry

View full text Add to dashboard Cite

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.

show abstract

Opinions of Polish postgraduate nursing students on medical humanization courses in relation to age, years of service, and nursing specialty

Makowska,

Hoffmann-Aulich,

Lato-Pawlowska

et al. 2024

BMC Med Educ

View full text Add to dashboard Cite

Background The Polish educational system for nurses has undergone a substantial transformation over the past two decades, with the introduction of a mandatory university education that encompasses humanization in medicine. Consequently, nurses who had been licensed to practice before the implementation of the reform returned to universities to pursue master’s degrees alongside their younger colleagues who had only recently obtained bachelor’s degrees. This distinctive learning environment, in which nurses of varying ages and years of practice study together, offers an opportunity to gain insight into their perspectives on the educational process. Accordingly, the present study aims to examine the opinions of Polish postgraduate nursing students at one university regarding medical humanization courses, focusing on the extent to which these opinions are shaped by age, years of service, and specialty of nursing care. Methods From February to June 2023, an anonymous survey was conducted on the university’s online platform, involving 89 out of 169 participants in the master’s degree nursing program. The newly designed questionnaire comprised 15 primary questions and 11 metric questions. Results The study population consisted of registered nurses with a mean age of 35 years (ranging from 22 to 54 years). The majority of participants were women (97.8%). The analysis revealed that older students (Spearman’s rho 0.480, p < 0.001) and those with more years of professional experience (Spearman’s rho 0.377, p < 0.001) perceived humanizing classes as a vital component of nurse training and work. Younger and less experienced students did not share this perspective. Specialization status was also identified as a differentiating factor (Chi² = 10.830, p < 0.05). However, other characteristics, including the number of positions held during the survey, the type of position, the primary employer, and the nature of work (shift or non-shift), did not exhibit statistically significant differentiation among participants. Conclusions This study found age- and work-experience-related differences in nursing students’ opinions toward courses teaching humanization in health care. The results suggest that changing the teaching format and involving older and more experienced students in sharing experiences with younger and less experienced students could potentially improve the implementation of learned skills in clinical practice. Supplementary Information The online version contains supplementary material available at 10.1186/s12909-024-06079-6.

show abstract

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

Cited by 4 publications

References 17 publications

Orden De Género: Un Reto Histórico Y Actual Para La Enfermería

Orden De Género: Un Reto Histórico Y Actual Para La Enfermería

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

Opinions of Polish postgraduate nursing students on medical humanization courses in relation to age, years of service, and nursing specialty

Contact Info

Product

Resources

About