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Nursing Shifts in Sichuan illuminates one of the most consequential additions to early-twentieth-century health care in China. In 1943, the Peking Union Medical College (PUMC) was forced to evacuate to the Canadian West China Mission in Chengdu, Sichuan. As part of an extraordinary mass migration to Free China during the Japanese occupation, the refugee PUMC was hosted by the Canadian West China Mission for the next three years. During that period, the PUMC transformed nursing at the Canadian mission, initiating the second university nursing program in the country. Both programs were closed by the new Communist government in 1951. When China reopened degree programs thirty-five years later, it was PUMC alumnae who helped restart them. In the contemporary era of exponential increases in East–West educational exchanges, Nursing Shifts in Sichuan offers both a cautionary tale about the fragility of transnational relations and a testament to the resilience of educated women.
This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1980.
"This is a detailed yet practical guide to planning, developing, and evaluating nursing curricula and educational programs. It provides a comprehensive and critical perspective on the totality of variables impacting curricular decisions...This book provides readers with a comprehensive overview of curriculum development, redesign, and evaluation processes...92 - 4 Stars" --Doody's Book Reviews Reorganized and updated to deliver practical guidelines for evidence-based curricular change and development, the fourth edition of this classic text highlights current research in nursing education as a springboard for graduate students and faculty in their quest for research projects, theses, dissertations, and scholarly activities. It also focuses on the specific sciences of nursing education and program evaluation as they pertain to nursing educators. New chapters address the role of faculty regarding curriculum development and approval processes in changing educational environments; course development strategies for applying learning theories, educational taxonomies, and team-building; needs assessment and the frame factors model; ADN and BSN and pathways to higher degrees; and planning for doctoral education. The fourth edition continues to provide the detailed knowledge and practical applications necessary for new and experienced faculty to participate in essential components of the academic role—instruction, curriculum, and evaluation. At its core, the text discusses the importance of needs assessment and evidence as a basis for revising or developing new programs and highlights requisite resources and political support. With a focus on interdisciplinary collaboration, the book addresses the growth of simulation, how to help new faculty transition into the academic role, and use of curriculum in both practice and academic settings. Additionally, the book describes the history and evolution of current nursing curricula and presents the theories, concepts, and tools necessary for curriculum development. Chapters include objectives, discussion points, learning activities, references, and a glossary. New to the Fourth Edition: Reorganized and updated to reflect recent evidence-based curricular changes and developments Highlights current research New chapter: Implementation of Curriculum – Course Development Strategies for the Application of Learning Theories, Educational Taxonomies, and Instruction Team-Building New chapter on Planning for Undergraduate Programs New content on Needs Assessment and the Frame Factors Model New content on Planning for Doctoral Education in Nursing New content on curriculum evaluation, financial support, budget management, and use of evidence Key Features: Supports new faculty as they transition to academe Addresses the need for preparing more faculty educators as defined by IOM report, the ACA, and the Consensus Model Describes the scope of academic curriculum models at every practice and academic level Threads the concept of interdisciplinary collaboration in education throughout Serves as a CNE Certification Review
World War I is regarded as the first modern war, driven by fearful new technologies of mechanized combat. The unprecedented carnage rapidly advanced military medicine, transforming the nature of wartime caregiving and paving the way for modern nursing practice. Drawing on firsthand accounts of American nurses, as well as their Canadian and British counterparts, historian Paul E. Stepansky describes nurses' encounters with devastating new forms of injury--wounds from high-explosive artillery shells, poison gas burns, "shell shock," the Spanish Flu. Comparing nursing practice on the western front with nursing care during the American Civil War, the Spanish-American War, and the Anglo-Boer War, the author is especially attentive to the emergent technologies employed by nurses of the Great War.
This is the compelling story of nine Army nurses who served in Vietnam between 1965-1971. Their diverse and individual accounts vividly express the frustrations and challenges of their experiences.
A free ebook version of this title is available through Luminos, University of California Press’s Open Access publishing program. Visit www.luminosoa.org to learn more. When China’s War of Resistance against Japan began in July 1937, it sparked an immediate health crisis throughout China. In the end, China not only survived the war but emerged from the trauma with a more cohesive population. Intimate Communities argues that women who worked as military and civilian nurses, doctors, and midwives during this turbulent period built the national community, one relationship at a time. In a country with a majority illiterate, agricultural population that could not relate to urban elites’ conceptualization of nationalism, these women used their work of healing to create emotional bonds with soldiers and civilians from across the country. These bonds transcended the divides of social class, region, gender, and language.
Norman tells the dramatic story of fifty women—members of the Army, Navy, and Air Force Nurse Corps—who went to war, working in military hospitals, aboard ships, and with air evacuation squadrons during the Vietnam War. Here, in a moving narrative, the women talk about why they went to war, the experiences they had while they were there, and how war affected them physically, emotionally, and spiritually.
Florence Nightingale is famous as the “lady with the lamp” in the Crimean War, 1854—56. There is a massive amount of literature on this work, but, as editor Lynn McDonald shows, it is often erroneous, and films and press reporting on it have been even less accurate. The Crimean War reports on Nightingale’s correspondence from the war hospitals and on the staggering amount of work she did post-war to ensure that the appalling death rate from disease (higher than that from bullets) did not recur. This volume contains much on Nightingale’s efforts to achieve real reforms. Her well-known, and relatively “sanitized”, evidence to the royal commission on the war is compared with her confidential, much franker, and very thorough Notes on the Health of the British Army, where the full horrors of disease and neglect are laid out, with the names of those responsible.