Nurse Training Schools Research Articles

Smoking and absence from work in a population of student nurses

A self-completed questionnaire on smoking habit was sent to all student nurses registered at a nurse training school, and responses were matched anonymously to a record of leave taken, other than annual leave. The prevalence of smoking is less than previous figures for this professional group, and the results do not support suggestions that the stressful nature of nursing induces previous non-smokers to take up the habit. Knowledge of the effects of smoking on health had not been a factor in ex-smokers' cessation of smoking, but most nurses considered themselves able to act in an advisory role on this subject. A significant relationship ( P

Education for a profession: some lessons from history (Florence Nightingale).

The Statutory Bodies for Education set up under the Nurses, Midwives and Health Visitors Act of 1979 came into full operation in 1983. More than a century earlier the Nightingale Training School for Nurses opened in association with St. Thomas’s Hospital. It was financed by the Nightingale Fund which had been donated by the public during the Crimean War “to establish an institution for the training, sustenance and protection of nurses and hospital attendants” (Greater London Record Office (1) [GLRO]). A recent study has explored the Nightingale Training Scheme as revealed through private correspondence between people associated with the Nightingale Fund and St. Thomas’ Hospital from 1860 to 1887-the period during which Mrs Sarah Wardroper was Superintendent of the School (Prince, 1982). Public statements and private correspondence about the efficacy of the Fund in improving nursing through the development of nursing training are considerably at variance. The private letters that form the basis of this analysis have not previously been used to examine nineteenth century arrangements for the education and training of the nurse. Public rhetoric obsfucated important issues and diverted the attention of contemporary and subsequent commentators. Some of the problems identified in private communications have remained unresolved, and constitute a legacy for the new Statutory Bodies. At the outset, Miss Nightingale appointed a Committee to manage the Fund and in a letter to one of its members, Sir John McNeill, she provided an outline scheme for “the establishment of a normal school for nurses with a view to the ultimate elevation of that class to the position of a profession” (GLRO, 2). There is evidence that she envisaged the Nursing School developing along similar lines to the medical schools after the Medical Act of 1858, with separate funding derived from student fees with the hospital providing the arena for supervised practical experience. The setting up of the school required detailed consideration and monitoring. Miss Nightingale was however both ill and preoccupied with other business. In 1859 she signed the Deed of Delegation through which

A joint approach to training mental handicap nurses

Conclusion This course has now been running for nearly six years. The General Nursing Council has approved it on a provisional basis, and continues to monitor it, recommending minor changes from' time to time. College' and nurse training school staff also monitor continuously, and are at present undertaking a thoroughgoing evaluation of all aspects of the training scheme. As with any course of comparable length and scope, the process of curriculum development has taken more than a little time and effort, but what is emerging is a course which we believe provides a, viable alternative to the traditional hospital-based training, to the proposals of the Jay Report for the abandonment of nurse training altogether, and its replacement by the Certificate in Social Service, as well as to the recent GNC proposals.

The research component in SRN education

THIS PAPER PRESENTS the result of a brief survey of the research element in basic nurse education. It reflects one facet of Nursing Research Liaison Officer responsibility which involves promoting research education for nurses at all levels. During 1975 and 1976 the Nursing Research Liaison Officers initiated a series of meetings at the King's Fund Centre in London. These were concerned with furthering some of the recommendations of the Committee on Nursing (1972): specifically, that research should be a specific concern of nursing . and midwifery education, that research-mindedness should be fostered during preregistration education, and that nurse teaching should itself be research-based. One series of meetings was for those who were directly involved in creating nursing syllabi, including representatives of Government departments, statutory education authorities, and other educational bodies in nursing and midwifery in the UK. Included also were organisers of courses for nurse tutors. A second series of meetings was held for those who were responsible for examining that recommended syllabi are achieved in nursing courses, namely General Nursing Council inspectors of nurse training schools and their equivalents in other organisations. At these meetings agreement was reached in principle about nurses' responsibilities in relation to research and the special responsibilities of nurse tutors. Suggestions were made about basic resources that inspectors should be noting and ideas they could stimulate in their visits to schools, courses, and clinical areas (Lancaster 1976a, 1976b). At this time a growing awareness of research in nursing was fostered through, for example, the publication of the Rcn Study of Nursing Care series, as well as DHSS initiatives. There was a groundswell of local research groups and, together with the King's Fund Centre meetings and the impetus given by the Briggs recommendations, thes e have collectively influenced nurse education bodies to introduce a research clement into their syllabi. Taking a leading role in this from their inception was the Joint Board of Clinical Nursing Studies. The General Nursing Council in 1977 included research under the heading 'Research Appreciation' in its syllabus for registered nurse training. Post-registration courses have increasingly followed suit. For example, the outline curriculum for the new extended district nursing course states:

From Hospital to College: Black Nurse Leaders and the Rise of Collegiate Nursing Schools

The high mortality sustained by both northern and southern troops during the Civil War underscored the critical need for trained professional nurses. Motivated in part by these excessive deaths, medical men and civic leaders had established, by 1890, thirty-five hospitals equipped with nurse training schools. In so doing they also created a major new outlet for women with professional or career aspirations. The nurse training schools quickly became significant institutions whereby women, most of whom were poor, could receive an education while simultaneously acquiring marketable skills. For many women the nurse training schools represented a welcome alternative to a life in domestic service.' Although black women had long worked as untrained nurses, they encountered virtually insurmountable obstacles when they attempted to enter the professional nursing schools. In spite of the difficulties, however, some black women did manage to secure nursing training and were, therefore, enabled to take advantage of the new career opportunities and become leaders. Indeed, by the end of the Second World War there existed a number of articulate, well-educated, determined black women nurses such as Estelle Massey Riddle Osborne, the first black woman nurse to earn a

Hoe beleef pasiente hul verpleegsorg?

A descriptive survey was undertaken to find out whether nurses in five training schools for general nurses fulfilled the needs of their patients in regard to physical care, orientation and teaching and emotional support. The findings suggest that there is room for improvement especially tion, patient teaching and emotional support. Recommendations to facilitate improv ienm oerniet natraemade.

Third Louis H. Clerf Lecture

The legacies of Jefferson men to Japanese medicine are portrayed in early and recent contacts: 1) Japanese physicians attended the Gross Clinic in 1860. The significant fact is that this was the very first visit made in over 240 years during which time Japan had been in self-imposed seclusion from foreign countries. 2) Dr. John C. Berry, a Jefferson alumnus, came to Japan in 1872 and served as a doctor, teacher, prison reformer, and founder of a hospital and a training school for nurses. He dedicated himself for 22 years to the service of religious and humanitarian fields in Japan. 3) A group of 104 Jeffersonians visited Japan in 1975, and programs of medical seminars, Visits to hospitals and institutions were featured. 4) The influence of Drs. Chevalier Jackson and Louis H. Clerf contributed greatly toward development and growth of bronchoesophagology in Japan. A gratifying fact is that bronchoesophagology was legally sanctioned as a fullfledged specialty in 1953.

‘Little World of Our Own’: The Pennsylvania Hospital Training School for Nurses, 1895–1907

‘Little World of Our Own’: The Pennsylvania Hospital Training School for Nurses, 1895–1907

An experimental scheme in nurse education.

This paper summarizes some of the principles and experience in nurse education based on the recommendation of the Nurse Tutor Working Party 1970. St Crispin is one of four British nurse training schools where a pilot modular system was introduced in February 1972. This account shows how the historical gap between the classroom and the ward teaching was narrowed if not bridged. The system, according to this experience, is flexible enough to adapt to any local needs and with suitable preparation the scheme could be successfully implemented without incurring additional expense. Points to avoid are shown, but these are few and on balance the scheme has proved to be successful and offers scope and potential for future developments.

Early Days in the First American Training School for Nurses

Early Days in the First American Training School for Nurses

Survey of student nurse wastage at 24 general nurse training schools

Resume Les caracteristiques personnelles de 1614 eleves-enfirmieres formees dans les polycliniques de la region de Birmingham en 1955–1956 ont ete enregistrees lors de leur admission. On a enregistre pareillement les progres accomplis par chaque eleve jusqu'a son depart ou jusqu'a sa qualification a l'examen final de l'Etat. Trois caracteristiques particulieres—l'âge d'admission, l'experience professionnelle anterieure et la formation generale—ont ete etudiees separement par rapport aux resultats de la formation professionnelle. 58% du total des eleves admises ont subi avec succes l'examen final. La moitie des eleves etaient âgees de 18 ans lors de leur admission et 61,5% d'entre elles ont satisfait a l'examen. De meme pres des deux tiers deseleves admises a 25–29 ans, la proportion etant de 1 sur 2 pour celles admises a 20–24 ans. Ces differences sont imputables a un certain degre a la relation existant entre l'âge a l'admission et l'experience professionnelle anterieure. Comme on pouvait le prevoir, les eleves deja titulaires de qualifications en matiere de nursing ont obtenu de meilleures notes que celles qui ne possedaient pas de telles qualifications. Les eleves qui avaient subi apres le cours de Pre-nursing la premiere partie de l'examen de l'Etat ont aussi obtenu de bons resultats. La relation entre la formation generale et les resultats de la formation professionnelle est nettement etablie. Presque les trois quarts des eleves titulaires du Certificat General avec une moyenne satisfaisante dans cinq branches ou plus (ou mieux cotees encore) ont satisfait a l'examen, ce qui ne fut le cas que de juste la moitie des eleves depourvues de cette qualification. Les proportions d'echecs aux examens sont largement imputables a ces differences. Si l'on repartit les hopitaux, selon la moyenne des reussites, en groupes a pourcentage eleve, moyen ou faible, on remarque que le premier groupe admettait des eleves plus cultivees que ce n'etait le cas du second groupe et a fortiori du troisieme. D'autre part, a egalite de niveau d'education, les eleves du premier groupe d'hopitaux ont obtenu de meilleurs resultats que celles des hopitaux a pourcentage de reussites moyen ou faible.

Suggestions for the improvement of training schools for nurses.

Nursing ForumVolume 5, Issue 1 p. 54-59 Suggestions for the Improvement of Training Schools for Nurses Richard Cabor M.D., Richard Cabor M.D.Search for more papers by this author Richard Cabor M.D., Richard Cabor M.D.Search for more papers by this author First published: January 1966 https://doi.org/10.1111/j.1744-6198.1966.tb00321.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume5, Issue1January 1966Pages 54-59 RelatedInformation

Nurse-training Schools

Nurse-training Schools

Hygienic Study. of Afghanistan Life in Afghanistan

The writer studied and reports herewith the following items in Afghartsitan on. the base of the informations given by Afghan, foreign, and Japanese people and got by herself.1. Living conditions, 2. Constitution3. Medical conditions, and4. Population problem.1. Living conditions : five social classes are given temporarily, for present study. Number of family member is bigger in upper classes. Living co., st_ of family increases sharply from the lower classes to the upper. Engel's coefficient is clearly seen, being 100% in the lower classes. Conditions of inhabitation differ so much by social class.Afghan people takes much more quantity of fat and protein than Japanese. Their food condition is entirely adapted to the climate and altitude of the country.2. Constitution: Afghans show superior value of stature height, body weight, girth of chest, and sitting height than Japanese. Of mean first menstruation age, Afghan case is earlier by ca. 2 years than Japanese. The uppermost class has earlier first menstruation by 11 monthes than the lowest. Physical development after first menstruation is little. Specific gravity of blood is nearly same in both of Afghans and Japanese, the former approaching to the maximum value already at 12 years and showing smaller variation by age.Among Afghan social classes, specific gravity of blood and serum, and hemoglobin increase to the upper class. High blood pressure case occupies more percentage in the upper classes than in the lower.Physical marasmus in the month of fast, an Islamic custom, is clearly seen with no difference by age.3. Medical situation : Kabul, the capital, has several national well-equipped hospitals and public and private clinics to be enough facilities for the citizens. Kabul University sends out about 40 Afghan physicians every year. Some local cities have well-equipped hospitals, national and/or private. A training school for nurses is attached to a maternity hospital, training several ten nurses every year. No medical charge is requested for patients in all national hospitals and cilnics.4. Population problems; the country has very small density of population at present. However, high birth ratio and mortality which is decreasing very sharply with popularizing national healthiness and new medicines of cheap price may suggest remarkable increase in population in near future. Mean value of marriage, age is 17.0 years. Birth frequency is 7.1 at mean value. Mean number of children per a couple is 6.8.

A Retirement INCOME PLAN

Miss Nelson (Waltham Training School for Nurses, Waltham, Mass.) writes from her own experience in retirement and in enjoying her retirement income. She was director of the visiting nurse service and assistant secretary of the John Hancock Mutual Life insurance Company for many years.

Nursing Care of Patients with

Miss Hislop (Henry W. Bishop Memorial Training School for Nurses, House of Mercy Hospital, Pittafield, Mass.) is head nurse in the Head and Neck Clinic, Memorial Center for Cancer and Allied Diseases, New York, N.Y.

West Meets East, and Vice-Versa

FIVE of us set out that morning from the U.S.S. "Repose," well wrapped and insulated against the damp, penetrating chill of a Korean January. We were going to see Severance Hospital in Seoul, some twenty miles from Inchon where the "Repose" was anchored. Our genial, energetic guide was Ada Sandell, who heads the Severance school of nursing. Severance Union Medical College, Hospital, and Nurses Training School is named for a wealthy family who provided the money for its buildings. It is international and interdenomina-

West Meets East, and Vice-Versa

FIVE of us set out that morning from the U.S.S. Repose, well wrapped and insulated against the damp, penetrating chill of a Korean January. We were going to see Severance Hospital in Seoul, some twenty miles from Inchon where the Repose was anchored. Our genial, energetic guide was Ada Sandell, who heads the Severance school of nursing. Severance Union Medical College, Hospital, and Nurses Training School is named for a wealthy family who provided the money for its buildings. It is international and interdenomina-

The Private Duty Nurse Who Became “Recording Angle”

classroom discipline, then a major criterion by which teaching was judged. But it contributed to her shining success as a private duty nurse, the field in which she practiced for sixteen years before she was appointed assistant to Miss Palmer, the forceful pioneer editor of the American Journal of Nursing. Miss DeWitt was born in Troy, New York. Her fine New England family considered teaching the only appropriate occupation for an educated woman. Her father, a graduate of Williams College, and a Presbyterian minister, had been influenced by and was helpful to Mary Lyon, founder of Mt. Holyoke College. Both Miss DeWitt and her mother were graduated by that institution while it was still a seminary. Relinquishing the idea of becoming a teacher, Miss DeWitt entered the Illinois Training School for Nurses in Chicago which was rapidly gaining prestige, and was graduated, in the school's ninth class, in 1891. She promptly "joined the registry" which had been established by the school some years earlier and, for a number of years, accepted calls as they came for any and all types of nursing care. Later she specialized in obstetric nursing. The urge to teach seems to have been an important factor in her disKatharine DeWitt was graduated from the Illinois Training School for Nurses, in Chicago, in 1891.

The Private Duty Nurse Who Became "Recording Angel"

classroom discipline, then a major criterion by which teaching was judged. But it contributed to her shining success as a private duty nurse, the field in which she practiced for sixteen years before she was appointed assistant to Miss Palmer, the forceful pioneer editor of the American Journal of Nursing. Miss DeWitt was born in Troy, New York. Her fine New England family considered teaching the only appropriate occupation for an educated woman. Her father, a graduate of Williams College, and a Presbyterian minister, had been influenced by and was helpful to Mary Lyon, founder of Mt. Holyoke College. Both Miss DeWitt and her mother were graduated by that institution while it was still a seminary. Relinquishing the idea of becoming a teacher, Miss DeWitt entered the Illinois Training School for Nurses in Chicago which was rapidly gaining prestige, and was graduated, in the school's ninth class, in 1891. She promptly joined the registry which had been established by the school some years earlier and, for a number of years, accepted calls as they came for any and all types of nursing care. Later she specialized in obstetric nursing. The urge to teach seems to have been an important factor in her disKatharine DeWitt was graduated from the Illinois Training School for Nurses, in Chicago, in 1891.