'Til death do us part?' The nurse's role in the care of the dead a historical perspective: 1850-2004.

Exploring the gender-technology relation in nursing



Feminist and nursing scholars have emphasized the critical role Western technology has played in the history and development of women and nursing Yet, despite their common ground in tying both the emancipation and the subordination of women and nurses to technology, there has been virtually no association between nursing and gender-technology studies Gender-technology studies offer nursing scholars new analytic directions and methodological tools to explore the nursing-technology relation Nursing, in turn, offers gender-technology studies a rich empirical site to further its theoretical development

Exploring the gender-technology relation in nursing.

Title of Dissertation: FOLLOWING THE YELLOW BRICK ROAD: THE LIVED JOURNEY OF NURSES BECOMING NURSE PRACTITIONERS Kathleen Theresa Ogle, Doctor of Philosophy, 2007 Dissertation directed by: Professor Francine H. Hultgren Department of Education Policy and Leadership In this phenomenological study, I explore the lived experiences of registered nurses who become nurse practitioners. Text for this study comes from narrative sources such as reflective writings, one-on-one conversations, and group conversations with seven new nurse practitioners. The guiding question for this inquiry is: “What is the lived journey of nurses who become nurse practitioners?” Phenomenological philosophers such as Heidegger, Gadamer, and Casey guide this work. Other authors are drawn upon for grounding the study and to draw out the phenomenon for examination. The six research activities of van Manen (2003) provide the methodological framework for the research. The “yellow brick road” traveled by the registered nurse to nurse practitioner is the metaphor that has revealed itself as we reflect on the journey. Literature from the disciplines of nursing and education, poetry, and narrative accounts complement the stories told by nurse practitioners and open up new ways to think about the lived experience. Stories are the bricks that form the yellow road that lead us to a new way of being. Nurses who become nurse practitioners experience the journey from school to beginning practice and finally to comfort in the new place. Conversations reveal the meaning of the journey. The webs of support woven with other students are found to be very important. Before reaching the end of the road, many detours are encountered that slow, but never stop, the journey. During this journey new nurse practitioners find that the nurse part of nurse practitioner is as important as the new skills they have learned. At the end of the journey they find that the greatest source of strength is from themselves. Both teacher and students are transformed as we travel together on the path. A call is made for a revolution in nursing curriculum as narrative leads to a new way of teaching and learning. The journey reveals a new way of living curriculum and being with students as mentor and teacher. FOLLOWING THE YELLOW BRICK ROAD: THE LIVED JOURNEY OF NURSES BECOMING NURSE PRACTITIONERS by Kathleen Theresa Ogle Dissertation submitted to the Faculty of the Graduate School of the University of Maryland, College Park in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2007

Following the yellow brick road: The lived journey of nurses becoming nurse practitioners

Steps in Planning Nursing Care

the new approach to instruction in nursing education

An introduction to the principles of nursing care

II. Through Improvement of Nursing Methods

report of the Grading Committee? If you are a head nurse, supervisor, or general floor duty nurse, did you, too, view this with dismay when you stopped to think of the responsibility which this placed upon you? Because, if true, it means that upon your shoulders falls the main responsibility for the kind of nurses whom we graduate. And if you are a teacher of nursing practice or a clinical instructor did you say, "Oh, whether it is 'real instruction' or not all depends." To outline what the essential elements are that practice depends on to make it "real instruction" is the purpose of this article. Putting into graph form the relationships, in the typical school, of hours of practice to theory from the latest Grading report,2 would make it seem evident that this statement has plenty of basis in fact. Another basis of fact would be the

When Is Ward Practice Real Instruction

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An introduction to the principles of nursing care

II. Through Improvement of Nursing Methods

When Is Ward Practice Real Instruction