Title

Leading future innovations in nursing education

Document Type

Book Chapter

Publisher

Oncology Nursing Society

Place of Publication

Pittsburgh, PA

School

School of Nursing and Midwifery

RAS ID

26214

Comments

Originally published as: Wingo, N.P. & Walker, D.K. (2018). Leading future innovations in nursing education. In M. Gullatte (Ed.), 21st Century nursing leadership (pp. 179- 188). Pittsburgh, PA: Oncology Nursing Society. Original book available here

Abstract

Historically, nursing educators have been challenged to look at new pedagogies for classroom and clinical learning experiences. Initially, nurses were trained in hospitals using a practical training approach. It was not until 1873, when Bellevue School of Nursing in New York adopted a Nightingale ideology, that nursing education started to change. Bellevue was the first school that promoted nursing theory and practice outside the hospital (Dock, 1901), which established the foundation for how nursing is taught today. Nursing education continued to gain momentum throughout the 1900s with several key documents, including the Goldmark Report in 1923, which recommended minimal education standards in nursing education, and the Burgess Report in 1928, which called for major changes in the profession in regard to education (Scheckel, 2009). The National League for Nursing Education (now the National League for Nursing) also published Standard Curriculum for Schools of Nursing in the early to mid-1900s, encouraging early nursing education programs to extend the amount of time for didactic and clinical experiences (Scheckel, 2009). Many more influential reports throughout nursing education history have been key to establishing a variety of pedagogic practices for instruction. From the first practical and diploma programs, to associate and baccalaureate degree programs, and on to postgraduate education, many nursing pioneers have influenced nursing education programs.

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