A course for organization and administration in schools of nursing.

116 Pages·04.168 MB·English

by  Atteberry, Maxine

A COURSE FOR ORGANIZATION AND ADMINISTRATION IN SCHOOLS OP NURSING
\
A Project
Presented to
the Faculty of the School of Education
The U niversity of Southern C alifornia
In Partial F ulfillm ent
of the Requirements for the Degree
Master of Science In Education
by
Maxine Atteberry
January 1950
UMI Number: EP45716
All rights reserved
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UMI EP45716
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This project report, written under the direction
of the candidate's adviser and approved hy him,
has been presented to and accepted by the Faculty
of the School of Education in partial fulfillment of
the requirements for the degree of Master of
Science in Education.
Date........................................................................
..................
Adviser
Dean
PREFACE TO TEACHERS
The education of nurses, which for so many years has
been considered the resp o n sib ility of parent h o sp ita ls, is
moving out of the apprenticeship cla ss into the fie ld of
general education. The old plan of using students to pro­
vide service for the hospital is being replaced by the new
plan of using the h osp ital as a laboratory for the student.
These changes present new problems in organization and ad­
m inistration of schools of nursing. R e-evaluation of
present practices is necessary to meet the changing concepts
of student experience, both c lin ic a l and classroom.
This outline has been prepared to guide in the study of
these current problems. It is w ritten for graduate nurses
and pre-supposes that they w ill have had some experience in
supervision or comparable background. It is not the intent
of th is course to prepare the student to become an adm inis­
trator but rather to give her a clearer understanding of
current aims and ob jectives in organizing and adm inistering
p rofessional schools; that she may more in te llig e n tly par­
ticip a te in professional a c tiv itie s whatever her individual
fie ld of work may be.
PREFACE TO STUDENTS
Several events In the past two years have stim ulated a
c r itic a l evaluation of current practices in schools of
nursing. Among these is the report of the survey conducted
by Dr. Esther Lucile Brown, D irector of Studies, R ussell
Sage Foundation. The Brown Report, as her book Nursing for
the Future is commonly called , frankly c r itic iz e s much that
passes for nursing education and gives recommendations for
correcting ex istin g e v ils . The Ginzberg Committee report,
Program for the Nursing Profession, was published shortly
th ereafter. This committee was sponsored by the D ivision of
Nursing Education, Teachers C ollege, Columbia U niversity, and
was composed of experts in the fie ld s of medical and social
scien ces. Their report also contained recommendations, many
o f which agreed with those made by Dr. Brown.
About th is time the six national nursing organizations
appointed the National Nursing A ccrediting Service, w ith the
function of providing a means for accrediting professional
and non-professional programs in nursing. One of the f ir s t
a c tiv itie s of th is committee was the c la ssific a tio n of the
state approved schools of nursing into three groups. The
grouping depended on the quality of the educational programs
conducted by the schools. This is not accred itation but
merely an interim c la ssific a tio n preparatory to the accred it­
ing program to follow .
These recommendations and attendant a c tiv itie s are but
the lo g ic a l outgrowth of the preparatory work done in the
past two and one-half'to three decades. Surveys are not new
to nurses, in 1918 the R ockefeller Foundation sponsored a
study by Josephine Goldmark and c. E. A. Winslow. Nursing
and Nursing Education in the United States is the story of
th eir find in gs. It was published in 1925. The Grading Com­
m ittee appointed by the National League of Nursing Education
began an intensive in vestigation of nursing in 1926 which was
continued for some eight years. Two lengthy reports came as
the resu lt of the committee*s extended and repeated evaluation
of the nursing situ ation : Nurses, patients and Pocketbooks
in 1928 and Nursing Schools Today and Tomorrow in 1934.
These are a few of the most outstanding surveys which have
promoted the development of the nursing profession and have
la id the ground work for these la ter in vestigators.
What do a ll these studies mean to you and what con­
nection do they have with organization and adm inistration o f
schools of nursing? Simply th is; you who are now preparing
for leadership in your profession w ill face the task of
implementing or rejectin g the recommendations of Brown,
Ginzberg and others. Upon your shoulders w ill fa ll the
burden of preparing some of the twelve hundred schools of
nursing for accred itation . What con stitu tes a satisfa cto ry
organization? What makes a facu lty work together? How does
one start building a budget? These are some of your problems.
How w ill you solve them?
v
TABLE OF CONTENTS
CHAPTER Pag©
1. PHILOSOPHY AND AIM: How to esta b lish the basic 2
p rin cip les for your school.
2. ORGANIZATION: Hot/ to build a workable structure. 9
3. FINANCES: How to pay the b ills . 15
4. CURRICULUM: How to provide a balanced education- 25
a l d ie t.
5. SCHEDULES: How to balance c lin ic a l and classroom 33
experience.
6. RECORDS: How to preserve e ssen tia l data. 41
7. THE LIBRARY: How to insure adequate reference 48
m aterial
8. FACULTY: How to plan for the teaching s ta ff. 56
9. COMMITTEES: How to conduct group gatherings. 64
10. PERSONNEL RELATIONS: How to o il the machinery. 69
11. PUBLIC RELATIONSHow to make frien d s. 77
12. STUDENTS: How to se lec t suitable candidates. 82
13. COUNSELING: How to make student lif e p rofitab le. 89
14. HEALTH SERVICE: How to keep the school fam ily f it .' 96
15. PERSONAL: How to liv e with the job. 102
BIBLIOGRAPHY 107
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m i r n w r s
CHAPTER 1. PHILOSOPHY AND AIM
HOW TO ESTABLISH THE BASIC PRINCIPLES FOR YOUR SCHOOL
A. .MOTIVATION; Values you can rea lize from clea rly stated
philosophy and aim of your school of nursing.
1. -BETTER SELECTION OF STUDENTS: Applicants chosen
with a sp ecific aim in mind w ill be b etter suited
to carry on the educational program of the school.
2. MORE POINTED TEACHING: Teachers who realize why
sp ecific subjects are in the curriculum w ill be
able to give point and d irection to th eir teaching.
B. DIRECTIONS; Hints on working out the p h ilosophy and
aim of your sch ool.
1. PHILOSOPHY: How to build the guiding princip les
of your organization.
a. Why does your in stitu tio n operate a school of
nursing? Try to avoid p latitu d es in answering
th is question. Be w illin g to face fa c ts. An
honest answer may surprise you but it w ill be
worth your tim e.
(1) Does the school f i l l a sp ecific need in
society? In order to have a ju stifia b le
purpose a school must meet more than the
service needs of the parent in stitu tio n .
What are the graduates doing? Would your
school be missed outside the in stitu tio n a l
gates in case it ceased to operate?
(2) is your school recognized as an edu­
cational in stitu tio n ? Nursing education
is not the by-product of nursing service.
A real school presupposes adequate time
for study and correlation between labo­
ratory and classroom work.
Bia the philosophy of your school been formu­
lated in w riting? Too often there has been
l i t t l e thought or none at a ll given to the
basic princip les of an in stitu tio n . Too much
is taken for granted. What does your school
stand for and why?
(1) Does it appear in the school b u lletin ?
Parents and educators need th is in for­
mation in counseling students. Students
have a righ t to know the philosophy of
th eir school.
(2) Are the personnel conversant with the
in stitu tio n a l philosophy? Students and
sta ff are m isfits because they were m is­
informed or not informed of the type of
organization to which they belong. A lle ­
giance is required without adequate in ­
formation to substantiate that a lleg ia n ce.