NURS 340
FOUNDATIONS OF
NURSING OBJECTIVE
ASSESSNENT LATEST
UPDATED EXAM WITH
100% ACCURATE
SOLUTIONS ALREADY
GRADED A+
Objectives
1. Describe the evolution of nursing and nursing education from early
civilization to the 20th century.
2. Identify the major leaders of nursing history in America.
3. Discuss the significant changes in nursing in the 21st century.
4. Discuss societal influences on nursing.
5. Identify the major organizations in nursing.
,6. Define the three purposes of the National Association for Practical
Nurse Education and Service (NAPNES) and the National
Federation of Licensed Practical Nurses (NFLPN).
7. Identify the components of the health care system.
8. Describe the complex factors involved in the delivery of patient
care.
9. Identify the participants in the health care system.
10. Define practical and vocational nursing.
11. Describe the purpose, role, and responsibilities of the practical and
the vocational nurse.
underlying role of the nurse. Throughout the ages, the perception and
the roles of nursing has evolved as the profession has grown and
changed. Many influences have led to changes in nursing and nursing
education: the methods our society uses to care for the sick, the
relationship of people to their environment, the search for knowledge
and truth through education, increas-ing recognition of the values of
preventative care, and technological advances. Nursing evolves as
society and health care needs and policies change. The field responds
and adapts to these changes, meeting new challenges as they arise.
CARE OF THE SICK DURING EARLY CIVILIZATION
The concepts of health, wellness, and illness and their relationships with
one another and with nursing have evolved throughout history. Illness
(an abnor-mal process in which aspects of the social, emotional, or
intellectual condition and function of a person arePa
,States, with variations in the curricula and program lengths and
differences between the competencies of program graduates. In
1903, North Carolina, New Jersey, New York, and Virginia became
the first states to mandate licensure (the granting of permission by
the overseeing authority to engage in practice or activity that
would otherwise be illegal) as a criterion for entry to professional
practice. The nursing organizations rec-ognized the need to amend
their purpose and redirect their focus. As part of the reorganization
that followed, in 1911, the American Society of Superintendents of
Training Schools became the National League for Nursing
Education (NLNE, n.d.). In the years that fol-lowed the
organization developed and released their first nursing curriculum
plan.
WORLD WAR I
In 1917, the United States' entry into World War I brought an increased
demand for nurses. The newly formed Army and Navy Nurse Corps
sought nurses who certifiably demonstrated "good moral character
and professional qualifications." The available sup-ply of nurses could
not meet the demand, so once again, untrained women volunteered
their services. Nursing leaders, concerned that these untrained per-
sonnel would be caring without adequate training for wounded and
ailing soldiers, moved quickly to estab-lish the Army School of Nursing.
At the height of their service, more than 20,000 women are estimated
to have served in the Nurse Corps (U.S. Army Heritage Center
Foundation, n.d.).
After the war, most of the women who had served as military nurses
returned to their homes and their previ-ous jobs and careers. The
image of professional nurses still posed a problem for most women,
, and few had the desire to remain in nursing as civilians. Furthermore,
they were disenchanted because nurses' training still focused heavily on
"service to the patient" rather than on a comprehensive professional
education, which was far removed from what the Nightingale Plan
had proposed for aspiring nurses.
WORLD WAR II
Twenty-five years later, World War II escalated the de-mand for
trained nurses once again. The number of pa-tient casualties and level
of acuity skyrocketed. Early in the war, the Cadet Nurse Corps was
established to provide an abbreviated training program designed to
meet the needs of the war effort. In addition, federally subsidized
programs in nursing were developed and implemented to offer
women and, for the first time, men an education and a career in
nursing while serv-ing their country in the war.
After the war, many of the nurses trained by these programs remained
in military service. Prestige, pay, and the opportunity for
advancement were much greater in military service than for civilian
nurses. In the major hospitals, particularly in urban areas, civiliannurses
received low pay and worked long shifts in atrocious conditions. These
conditions were hardly likely to attract those who became nurses as a
result of the war and who, ironically, enjoyed a certain lifestyle that
war provided. The aftereffects of World War I, the Great Depression,
and World War II led to an increased nursing shortage.
State boards of nursing, which had licensure respon-sibility, came
under increasing pressure to mandate requirements for nurses. State-
administered licensing examinations no longer seemed adequate for
the coun-try's needs. The parochial state examinations were in no way
standardized and allowed people with a wide spectrum of
FOUNDATIONS OF
NURSING OBJECTIVE
ASSESSNENT LATEST
UPDATED EXAM WITH
100% ACCURATE
SOLUTIONS ALREADY
GRADED A+
Objectives
1. Describe the evolution of nursing and nursing education from early
civilization to the 20th century.
2. Identify the major leaders of nursing history in America.
3. Discuss the significant changes in nursing in the 21st century.
4. Discuss societal influences on nursing.
5. Identify the major organizations in nursing.
,6. Define the three purposes of the National Association for Practical
Nurse Education and Service (NAPNES) and the National
Federation of Licensed Practical Nurses (NFLPN).
7. Identify the components of the health care system.
8. Describe the complex factors involved in the delivery of patient
care.
9. Identify the participants in the health care system.
10. Define practical and vocational nursing.
11. Describe the purpose, role, and responsibilities of the practical and
the vocational nurse.
underlying role of the nurse. Throughout the ages, the perception and
the roles of nursing has evolved as the profession has grown and
changed. Many influences have led to changes in nursing and nursing
education: the methods our society uses to care for the sick, the
relationship of people to their environment, the search for knowledge
and truth through education, increas-ing recognition of the values of
preventative care, and technological advances. Nursing evolves as
society and health care needs and policies change. The field responds
and adapts to these changes, meeting new challenges as they arise.
CARE OF THE SICK DURING EARLY CIVILIZATION
The concepts of health, wellness, and illness and their relationships with
one another and with nursing have evolved throughout history. Illness
(an abnor-mal process in which aspects of the social, emotional, or
intellectual condition and function of a person arePa
,States, with variations in the curricula and program lengths and
differences between the competencies of program graduates. In
1903, North Carolina, New Jersey, New York, and Virginia became
the first states to mandate licensure (the granting of permission by
the overseeing authority to engage in practice or activity that
would otherwise be illegal) as a criterion for entry to professional
practice. The nursing organizations rec-ognized the need to amend
their purpose and redirect their focus. As part of the reorganization
that followed, in 1911, the American Society of Superintendents of
Training Schools became the National League for Nursing
Education (NLNE, n.d.). In the years that fol-lowed the
organization developed and released their first nursing curriculum
plan.
WORLD WAR I
In 1917, the United States' entry into World War I brought an increased
demand for nurses. The newly formed Army and Navy Nurse Corps
sought nurses who certifiably demonstrated "good moral character
and professional qualifications." The available sup-ply of nurses could
not meet the demand, so once again, untrained women volunteered
their services. Nursing leaders, concerned that these untrained per-
sonnel would be caring without adequate training for wounded and
ailing soldiers, moved quickly to estab-lish the Army School of Nursing.
At the height of their service, more than 20,000 women are estimated
to have served in the Nurse Corps (U.S. Army Heritage Center
Foundation, n.d.).
After the war, most of the women who had served as military nurses
returned to their homes and their previ-ous jobs and careers. The
image of professional nurses still posed a problem for most women,
, and few had the desire to remain in nursing as civilians. Furthermore,
they were disenchanted because nurses' training still focused heavily on
"service to the patient" rather than on a comprehensive professional
education, which was far removed from what the Nightingale Plan
had proposed for aspiring nurses.
WORLD WAR II
Twenty-five years later, World War II escalated the de-mand for
trained nurses once again. The number of pa-tient casualties and level
of acuity skyrocketed. Early in the war, the Cadet Nurse Corps was
established to provide an abbreviated training program designed to
meet the needs of the war effort. In addition, federally subsidized
programs in nursing were developed and implemented to offer
women and, for the first time, men an education and a career in
nursing while serv-ing their country in the war.
After the war, many of the nurses trained by these programs remained
in military service. Prestige, pay, and the opportunity for
advancement were much greater in military service than for civilian
nurses. In the major hospitals, particularly in urban areas, civiliannurses
received low pay and worked long shifts in atrocious conditions. These
conditions were hardly likely to attract those who became nurses as a
result of the war and who, ironically, enjoyed a certain lifestyle that
war provided. The aftereffects of World War I, the Great Depression,
and World War II led to an increased nursing shortage.
State boards of nursing, which had licensure respon-sibility, came
under increasing pressure to mandate requirements for nurses. State-
administered licensing examinations no longer seemed adequate for
the coun-try's needs. The parochial state examinations were in no way
standardized and allowed people with a wide spectrum of
