Discipline of Nursing Three-time Knowledge Michel Nadot

Document Content and Description Below

Discipline of Nursing Three-time Knowledge Michel Nadot 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 . . . . . . . . . . . . . . [Show More]

Last updated: 3 years ago

Preview 1 out of 294 pages