Details

Discipline of Nursing


Discipline of Nursing

Three-time Knowledge
1. Aufl.

von: Michel Nadot

139,99 €

Verlag: Wiley
Format: PDF
Veröffentl.: 01.12.2020
ISBN/EAN: 9781119801580
Sprache: englisch
Anzahl Seiten: 304

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Beschreibungen

Nursing students� access to higher education does not mark the beginning of basic scientific research into this discipline, and it is now a struggle for this fact to remain visible.<p> Prejudices, misrepresentations and myths mislead nurses about the origins of nursing knowledge. Discipline of Nursing allows us to compare significant nursing figures: Florence Nightingale (Great Britain) and her equally valuable counterpart Valérie de Gasparin-Boissier (Switzerland). The two distinct training models proposed by these illustrious women have retained their relevance into the 21st Century since as early as 1859. <p>The discipline of nursing seems to be arranged in almost geological layers of knowledge that we can distinguish by studying the traditions of nursing language. This book aims to provide a better understanding of the nature of services provided by nurses worldwide.
<p>Foreword ix</p> <p>Preface xiii</p> <p>Introduction xvii</p> <p><b>Part 1. Lay Knowledge </b><b>1</b></p> <p><b>Chapter 1. Role of History </b><b>3</b></p> <p>1.1. Lay knowledge 3</p> <p>1.2. A difficult history for an ordinary experience 4</p> <p><b>Chapter 2. The Hospital as a Place to Talk </b><b>11</b></p> <p>2.1. The origin of the hospital 12</p> <p>2.2. The care environment 13</p> <p><b>Chapter 3. Care Before 1850 </b><b>19</b></p> <p>3.1. <i>Maison </i>staff 20</p> <p>3.2. Sacred values in the period of lay knowledge 28</p> <p>3.3. Nurses (<i>enfermières</i>) 48</p> <p>3.4. Nurses and <i>gardes-malades </i>55</p> <p>3.5. City physicians 56</p> <p><b>Chapter 4. Practices and Knowledge </b><b>65</b></p> <p>4.1. <i>Domus </i>or looking after property life 66</p> <p>4.2. <i>Hominem </i>or looking after human life 69</p> <p>4.3. <i>Familia </i>or looking after group life 82</p> <p>4.4. Never enough time to do everything 86</p> <p><b>Chapter 5. A Return to Image: Minion Syndrome </b><b>91</b></p> <p>5.1. Even more knowledge 93</p> <p>5.2. The economically unnecessary provision of services 96</p> <p><b>Part 2. Protodisciplinary Knowledge </b><b>99</b></p> <p><b>Chapter 6. From Hospital-School to School-Hospital </b><b>101</b></p> <p>6.1. A non-religious form of training 103</p> <p>6.1.1. Valérie de Gasparin 105</p> <p>6.2. Valérie de Gasparin and Florence Nightingale 110</p> <p><b>Chapter 7. The Advent of Medical Writing </b><b>127</b></p> <p>7.1. The ERR process for practical knowledge 136</p> <p>7.2. Nursing students and writing 139</p> <p><b>Chapter 8. Towards Higher Education </b><b>143</b></p> <p>8.1. Women’s groups 144</p> <p>8.2. Non-university higher education structures 152</p> <p>8.3. Towards university schools and scientific research 160</p> <p>8.4. Europe and the <i>Hautes écoles spécialisées </i>(HES) 164</p> <p><b>Chapter 9. A Return to Image: The Shaping of Knowledge </b><b>167</b></p> <p>9.1. Duplication of reduced knowledge 168</p> <p>9.2. The problematic identity of knowledge 171</p> <p><b>Part 3. Scientific Knowledge </b><b>175</b></p> <p><b>Chapter 10. Nursing Sciences? </b><b>177</b></p> <p>10.1. Profession first, discipline and science second! 178</p> <p>10.2. Historical constants of the discipline 192</p> <p>10.2.1. Domus–familia–(ad)hominem 196</p> <p>10.2.2. Three cultural and linguistic systems 198</p> <p>10.2.3. Medium, mediation, cultural intermediary 202</p> <p>10.2.4. Concepts of the nursing disciplinary metaparadigm 206</p> <p>10.2.5. Fourteen groups of practices 207</p> <p><b>Chapter 11. The Construction of the Discipline </b><b>219</b></p> <p>11.1. The green knowledge theory 226</p> <p>11.2. Compulsory basic knowledge 228</p> <p><b>Chapter 12. Identity and Discipline </b><b>237</b></p> <p>12.1. Why health mediology? 240</p> <p>12.2. The identity of our knowledge and health mediology 243</p> <p><b>Chapter 13. A Return to Image: “Where Do We Go Now”? </b><b>249</b></p> <p>13.1. An intergenerational continuity of knowledge 250</p> <p>13.2. Ordinary practices before advanced practices 252</p> <p>Conclusion 257</p> <p>References 265</p> <p>Index 277</p>
<P><B>Michel Nadot</b> holds a doctorate in nursing and is a Professor of the history and epistemology of nursing at the School of Health Sciences Fribourg, Switzerland. He was previously in charge of scientific research and development at the University of Applied Sciences and Arts Western Switzerland.

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