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"NURSING AND NURSING EDUCATION" (1923)
The study of Nursing and Nursing Education in the U.S.
(also called the Goldmark Report) focused on the preparations of public
health nurses, teachers, administrators, clinical learning experiences of
students, and the financing of schools. Subsequently, the Yale University
School of Nursing was established.
"THE EDUCATION OF NURSING TECHNICIANS" (1951)
Also called the Montag Report or the Community College
Education of Nursing. This study resulted in the creation of Associate
Degree Education. The three events that influenced the Associate Degree
Education are: (1) It followed in the wake of the community college movement
across the U.S., which was the organization and growth of 2-year community
colleges that not only offered the first 2 years of traditional 4-year
college programs but also brought to the community many vocational and adult
educational programs. (2) The cadet nurse program was created during World
War II and demonstrated that qualified students could be adequately educated
in less than the traditional 3 years. (3) The development of associate
degree education was influenced by the studies conducted about nursing
education in the U.S.
"NURSING FOR THE FUTURE" (1948)
Report was funded by the Carnegie Foundation and was done
to determine society's need for nursing and made recommendations for higher
education for nurses. The report suggested that efforts be made to place
schools of nursing in universities and colleges. It also encouraged the
recruitment of men and minorities into nursing and set the stage for nursing
education studies in the 1950's and 1960's. Also knows as the Brown Report.
"AN ABSTRACT FOR ACTION" (1970)
Also called the Lysaught Report. The committee listed
three basic priorities: (1) Research should be increased in both the
practice and education of nurses. (2) Educational systems should be enhanced
and curriculum based on research. (3) Financial support should be increased
for nurses and for nursing.
HOW THE BROWN REPORT (1948) AND THE LYSAUGHT REPORT (1970)
They are similar in that they both enhance the education
of nurses. That we should take a look at the whole picture of nursing, past,
present, and future, and from that view point decide where to go from here.
"THE STUDY OF CREDENTIALING IN NURSING"
Recommended the establishment of a center for
credentialing in nursing and monitor quality of nursing education and
practice.
"NURSING AND NURSING EDUCATION" (1983)
Objectives of study were to offer advice on the shape of
future federal support of nursing education, to identify why more nurses do
not work in medically underserved areas, to find out if and why nurses do
not stay in the profession, and to recommend public and private measures for
improving the supply and effective use of nursing resources. The made 25
recommendations to Congress, one being that the Federal Government
discontinue efforts to increase the supply of the "Generalist Nurse".
"NATIONAL COMMISSION ON NURSING" (1983)
This study identified five major categories of issues:
(1) Status image of nursing, which includes changing roles. (2) Interface of
nursing education and practice - look for model. (3) Effective management of
the nursing resource, Examples: job satisfaction, recruitment, and
retention. (4) Relationship among nursing, medical staff, hospital
administration, including nursing's participation in decision-making. (5)
The maturing of nursing as a self-determining profession such as defining
scope and nature of practice, etc.
EVOLUTION FROM APPRENTICESHIP TO COLLEGE-BASED PREPARATION
By 1920, the hospital system of educating nurses was
increasingly criticized. The effectiveness of the nurse as a teacher of
nurses was being questioned. Thus, a special post basic course was offered
at Teacher College, Columbia University, New York, to prepare nurses as
teachers. The Rockefeller Survey (Committee for the Study of Nursing
Education) recommended that nursing schools be independent of hospitals on a
college level. As a result, two university schools of nursing were set up,
one at Yale University (New Haven) and the other at Western Reserve
University (Cleveland). The purpose of these experimental schools was to
prove the feasibility of planning both classroom instruction and ward
practice in accordance with the educational needs of the students. By 1946,
many nursing programs in the U.S. were providing more clinical content.
Today the clinical nurse specialist is a graduate of a master's or doctoral
program in nursing with a major in a clinical specialty. These nurses are
responsible for increasing their own clinical knowledge and competence and
for enhancing the quality of nursing care and the quality of the
organizational climate for learning and research. Throughout these changes,
nursing has continued to provide a stable helping service to people.
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