Full Description
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. 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.
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.
Contents
Foreword ix
Preface xiii
Introduction xvii
Part 1. Lay Knowledge 1
Chapter 1. Role of History 3
1.1. Lay knowledge 3
1.2. A difficult history for an ordinary experience 4
Chapter 2. The Hospital as a Place to Talk 11
2.1. The origin of the hospital 12
2.2. The care environment 13
Chapter 3. Care Before 1850 19
3.1. Maison staff 20
3.2. Sacred values in the period of lay knowledge 28
3.3. Nurses (enfermières) 48
3.4. Nurses and gardes-malades 55
3.5. City physicians 56
Chapter 4. Practices and Knowledge 65
4.1. Domus or looking after property life 66
4.2. Hominem or looking after human life 69
4.3. Familia or looking after group life 82
4.4. Never enough time to do everything 86
Chapter 5. A Return to Image: Minion Syndrome 91
5.1. Even more knowledge 93
5.2. The economically unnecessary provision of services 96
Part 2. Protodisciplinary Knowledge 99
Chapter 6. From Hospital-School to School-Hospital 101
6.1. A non-religious form of training 103
6.1.1. Valérie de Gasparin 105
6.2. Valérie de Gasparin and Florence Nightingale 110
Chapter 7. The Advent of Medical Writing 127
7.1. The ERR process for practical knowledge 136
7.2. Nursing students and writing 139
Chapter 8. Towards Higher Education 143
8.1. Women's groups 144
8.2. Non-university higher education structures 152
8.3. Towards university schools and scientific research 160
8.4. Europe and the Hautes écoles spécialisées (HES) 164
Chapter 9. A Return to Image: The Shaping of Knowledge 167
9.1. Duplication of reduced knowledge 168
9.2. The problematic identity of knowledge 171
Part 3. Scientific Knowledge 175
Chapter 10. Nursing Sciences? 177
10.1. Profession first, discipline and science second! 178
10.2. Historical constants of the discipline 192
10.2.1. Domus-familia-(ad)hominem 196
10.2.2. Three cultural and linguistic systems 198
10.2.3. Medium, mediation, cultural intermediary 202
10.2.4. Concepts of the nursing disciplinary metaparadigm 206
10.2.5. Fourteen groups of practices 207
Chapter 11. The Construction of the Discipline 219
11.1. The green knowledge theory 226
11.2. Compulsory basic knowledge 228
Chapter 12. Identity and Discipline 237
12.1. Why health mediology? 240
12.2. The identity of our knowledge and health mediology 243
Chapter 13. A Return to Image: "Where Do We Go Now"? 249
13.1. An intergenerational continuity of knowledge 250
13.2. Ordinary practices before advanced practices 252
Conclusion 257
References 265
Index 277
