ブックタイトルThe Journal of Humanitarian Studies

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The Journal of Humanitarian Studies

Journal of Humanitarian Studies Vol. 4, 2015The evolution of nursing trainingWhen it first opened, La Source trained sick nurses whoseprimary roles were to comfort the sick and carry outauxiliary duties at the behest of physicians. However, the19th and 20th centuries were witness to giant steps forwardin medicine and treatments, and these required nurses tocarry out new procedures and take on new responsibilities.In Switzerland, it was around the middle of the 20thcentury before the first calls were heard for training nursesto take on truly“professional”roles, including carryingout numerous procedures autonomously. However,concepts about nursing autonomy only formally becameLa Source’s Campus cLa Sourcea standard part of nursing training at the end of the 1980s. This was thanks to the definition of nurses’fiveprofessional“functions”?some autonomous and some physician-delegated?as set out by the Swiss RedCross.Prior to this turning point, nurses had primarily carried out the roles for which physicians had trained them,according to physicians’needs: patient care, treatment administration, laboratory testing, simple radiology,anaesthesia, surgical assistance, etc.Throughout the 20th century, the Swiss Red Cross was both the coordinator and monitor of nursing trainingnationally. The nursing diplomas awarded at that time were recognised throughout Switzerland, but theywere difficult to compare to foreign qualifications because they were not, strictly speaking, nationaldiplomas.The first curricula leading to a doctoral degree in nursing (Nursing Education, followed by NursingSciences) appeared in the United States 80 years ago. Despite this, it was a very long time before anyFrancophone countries offered university courses for nurses. Canada was the first to establish a completeuniversity curriculum in nursing sciences, in Montreal. The Francophone countries in Europe currentlyhave a mixed record. France, for example, has only taken fairly timid steps towards university levelprogrammes, with little having been accomplished so far. Belgium is even further behind. Switzerlandstands out, therefore, and even then there are deep differences between the two major linguistic regions(there are four different linguistic regions in total). In 2002, Switzerland’s French-speaking region decidedthat its nurses would receive a university level education. It thus put in place Bachelor’s, Master’s anddoctoral degree level courses in nursing sciences (only the second route to a doctoral degree in nursingsciences in a Francophone country). Clearly resistant to change, the German-speaking part of the countrychose to continue to train the majority of its nurses to a lower level, requiring only managers to havea university degree. This major difference in approaches makes Switzerland a veritable laboratory inoccupational training as the performance of the different systems will be readily comparable. Over thepast 12 years, Switzerland’s nursing shortage has worsened in the German-speaking part of the country,whereas in the French-speaking part, using its university model, there has been a spectacular 200% growthin student nurses and diplomas awarded. This success has been at the undergraduate level, as well as atMaster’s and doctoral levels.The need for a complete university curriculumAt the beginning of the 21st century, healthcare systems are having to reorganise rapidly. They mustface up to a number of critical concerns that will continue to affect them over the coming years. A nonexhaustivelist of particularly significant issues should include:36人道研究ジャーナルVol. 4, 2015