“Virginia Henderson was born in Kansas City, Missouri, on November 20, 1897. Henderson was the fifth of eight children of Lucy Abbot Henderson and Daniel B. Henderson and was a descendant of a long line of scholars and educators. In 1901, the family relocated to Virginia where Henderson grew into adulthood. In 1918, she entered the Army School of Nursing in Washington, D.C., and received her diploma in 1921” (American Nurses Association, 2012). Shortly after receiving her diploma, Henderson worked for her Bachelor of Science and Master of Arts degrees in nursing from Teachers College, Columbia University and began teaching immediately.
MaryMary Eliza Mahoney was the first black professional nurse in America. She was born April 16, 1845, in Boston, the oldest of three children. At the age of 18, Mary decided to pursue the dream of being a nurse. When she was 33, she was accepted in New England Hospital for Women and Children’s nursing school. Of the 42 students who stated that year, she was one of the first four to graduate that following year.
I am qualified state nurse (SRN), currently working in a private hospital in Seremban since 3 years till date. I work in a general medical surgical ward, also we have nurses that works in surgery and paediatric wards. During my experience, I have acquired type of knowledge and skills that I believe sharing with learner will improve people knowledge and give more insight to detail of objective in the learning process that has been given. During these learning process between mentor and learner . I decided to choose one of my junior staff nurse as my learner.
Degree. She took the only bacteriology course available at the time, elementary bacteriology (Article pg.1). At this time of Lancefield’s graduation, it was expected that women either got married or taught, she taught science and mathematics at an all-girls boarding school. Lancefield had an incredible hunger for knowledge regarding bacteriology. Of the $500 she made a year, she put $200 away to attend graduate school (Pioneer 807).
Ms Orem began her career with a nursing diploma from the Providence Hospital School of Nursing in Washington D.C. sometime in the 1930’s. Ms Orem continued her education until she received her Master’s Degree in 1945. During this time she worked in the operating room, emergency room, private duty setting, pediatric and medical nursing units and eventually became a director. She became interested in improving the quality of nursing in general hospitals in her state and subsequently became a consultant to the office of education and it was during this time period that she developed and published Orem’s Self Care Deficit Theory for the first time in the “Guides for Developing Curricula for the Education of Practical Nurses”. In 1976 she received an Honorary Doctorate of Science from Georgetown University.
With Orem’s theory the focus of nursing is the individual, more specifically the individual’s self-care requisites. The goal of nursing is to help people meet their own demands for self-care on a therapeutic and continuous basis” (p.369). Theory’s Historical background: Fawcett reports, (2001), “Dorothea Orem RN, BSN, MSN Ed., was born in Baltimore, Maryland 1914. Orem began to develop foundations for the self-care deficit theory of nursing in the 1950’s when the curriculums of most nursing education programs were based on conceptual models from medicine” (p. 34). According to Singleton, (2000), “Orem’s self-care has historic significance in nursing.
Dorothea Orem Dorothea Orem was born in 1914 in Baltimore, Maryland. She earned her nursing diploma from the Providence Hospital School of Nursing in Washington, D.C. in the early 1930’s. She completed her Bachelor of Science in Nursing in 1939 followed by her Master of Science in Nursing in 1945, both from the Catholic University of America in Washington, D. C. The Self-Care Deficit Nursing Theory also known as the Orem Model of Nursing was developed sometime between 1959 and 2001. It is considered a grand nursing theory, meaning the theory covers a broad scope with general concepts that can be applied to all areas of nursing. The main logic of the Self-Care Deficit Nursing Theory is that all patients want to care for themselves, and they seem to recover more quickly and holistically by performing their own self-care as much as possible.
The categories of ‘first level nurse’ (registered nurse) and ‘second level nurse’ (enrolled nurse) were installed in the new education program by the International Council of Nurses in 1983 and by 1985 all nursing education in NSW was to be transferred to tertiary level education. Registered nursing has been completed at a university level since 1990. (Crisp, Taylor, Douglas & Rebeiro, 2013, p. 5-7). In 2010 The Australian Health Practitioner Regulation Agency (AHPRA) was established to support the Health Practitioner Regulation National Law legislation put in place to protect the public. The National Law is an agreement signed by the 14 health professional boards to recognise regulation and accreditation nationally and was enforced on the 1st of July.
Historical Development of Nursing Timeline Brenda J. Fritz NUR/513 January 20, 2013 Dr. Peter Zografos 1859 – Florence Nightingale -“The lady with the lamp”- “The first nursing theory that focuses on the manipulation of the environment for the benefit of the patient.” Columbia School – The first theoretical conceptualizations of nursing science came from graduates of these programs. (According to University of Phoenix Week Two Supplement (2006), Developmental Historical of Nursing Timeline) 1952, 1988 – Hildegard E. Peplau “Interpersonal Relations in Nursing” 1955 -Bersham Harmer and Virginia Henderson-(Nursing knowledge is based on a theory of nursing diagnosis from medical diagnosis and based on those early conceptions of nursing. (According to University of Phoenix Week Two Supplement (2006), Developmental Historical of Nursing Timeline 1959 – Lydia Hall Core, Care, and Cure Model. (According to University of Phoenix Week Two Supplement (2006), Developmental Historical of Nursing Timeline) 1960 – Abdellah, Beland, Martin, & Metheney. (According to University of Phoenix Week Two Supplement (2006), Developmental Historical of Nursing Timeline) 1961, 1990 – Ida Jean Orlando – Yale graduate who became a faculty member – Focus on relationship between the nurse and patient.
This paper presents the ®ndings of a longitudinal cohort study using Grounded Theory to discover the effect(s) of mentorship on student nurses following the introduction of the 1992 programme of education leading to a Diploma of Higher Education in Nursing and registration with the United Kingdom Central Council (UKCC). The cohort consisted of 10 students from a large Scottish College of Nursing & Midwifery who were interviewed on ®ve occasions during the three years of their course. Students also kept a diary to record their thoughts and experiences regarding mentorship during their practice placements. In addition, a further seven students volunteered to participate by diary only. Data were analysed with the aid of NUD.IST and subjected to the constant comparative method of analysis.