Discipline of Nursing

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 Valerie 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.

Autorentext

Michel Nadot 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.

Klappentext
Nursing students access to higher education does not mark thebeginning of basic scientific research into this discipline, and it isnow a struggle for this fact to remain visible.

Prejudices, misrepresentations and myths mislead nurses aboutthe origins of nursing knowledge. Discipline of Nursing allows usto compare significant nursing figures: Florence Nightingale(Great Britain) and her equally valuable counterpart Valerie deGasparin-Boissier (Switzerland). The two distinct training modelsproposed by these illustrious women have retained theirrelevance into the 21st Century since as early as 1859.

The discipline of nursing seems to be arranged in almostgeological layers of knowledge that we can distinguish bystudying the traditions of nursing language. This book aims toprovide a better understanding of the nature of services providedby nurses worldwide.

Zusammenfassung
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.

Inhalt
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. Domusfamilia(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