POSTER - Reframing the Division of American Nursing Labor: Contemporary Events Dissolve Historical Barriers to Resolution of the Resurfacing Entry-Level RN Debate
Presentation
Overview
Overview
Description
For greater than a century, a resurfacing debate exists in American nursing related to multiple educational pathways for entry into RN practice. The purpose of this research is to understand the historical context surrounding the decisions to develop the three educational pathways, the historical debate concerning the practice role, educational pathway, and professional identity of the entry-level RN, and the relationship between the developments and debate. Historical case study research focused on three decision points for the educational pathway developments: Diploma-Bellevue Training School for Nurses, 1873; BSN-University of Cincinnati School for Nursing and Health, 1916; and ADN-Orange County Community College nursing program, 1952. Biddle’s role theory, an adaptation of King’s Interacting Systems Framework, and the framework of feminist theory guided the study. Significance, authenticity, and genuineness of the data were determined through careful collection and inspection of both primary and secondary source data. Bias was controlled with journaling, disclosure, and frequent review of the research questions and purpose. Each case study revealed divisions of gender and paternalistic control over nursing, undefined divisions of class within nursing, and an undefined division of nursing labor. These barriers prevented full realization of a professional, collegiate education for entry into RN practice and continue to resurface the historical debate. Interestingly, the Institute of Medicine (IOM) Future of Nursing report and the nursing profession’s response to the report recommendations address the historical barriers identified in this study. Nursing can meet the IOM report recommendations, dissolve historical barriers, and resolve the historical debate with intentional planning.
