ii On Sociology & Becoming a Nurse

Two final observations re.

Maclean, Una. (1974) Nursing in contemporary society. London: Routledge & Kegan Paul.
https://wellcomecollection.org/works/qhqc24fv

Firstly, there is a question for new student nurses:

'In the case of nursing, the Royal College of Nursing laid down the course of training and the final tests whilst the General Nursing Council held the solemn register to which aspiring professionals were ultimately to be admitted, and  the aim of these two powerful proponents of the nurse's unique role was to limit he epithet 'nurse' to those who had successfully navigated the straight and narrow path to registration.' p.67.

Q. Above, Maclean refers to a solemn register. What do you believe may have shaped the author's writing at that time in 1974? Is the nurse register, towards which you now aspire still 'solemn'? 2000 words.

There has been much debate of late regards the title 'Nurse'. 'Doctor' also.

Secondly, Maclean was prescient in acknowledging the 'Patient's right to information'. pp.119-120.

Down at he-el (parity of esteem)

individual
|
INTERPERSONAL : SCIENCES
humanistic --------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group

he-	-al
	heel talon

Calling Dewey and the care domains

In Education for work: background to policy and curriculum Corson (1991) considers the workplace, workers, satisfaction and the constraints that operate there. From almost a century ago Dewey is cited and resonates with nursing and Hodges' model:

The result was a redesign of workplaces to lessen the constraints and to satisfy worker's desires from achievement, recognition and interest: to offer them meaningful work. For Dewey work of this kind plays a critical role in self-fulfillment and in continuing education: it becomes a vocation or a calling:

A calling is of necessity also an organizing principle for information and ideas; for knowledge and intellectual growth. It provides an axis which runs through an immense diversity of detail; it causes different experiences, facts, items of information to fall into order with another (Dewey, 1916, p.362). p.173.

Corson, D. (1991) Introduction: Studies in Work Across the Curriculum, In. CORSON, D. (ed.) Education for work: background to policy and curriculum.Clevedon: Multilingual Matters Ltd. p.173.

Dewey, J. (1916) Democracy and Education. Macmillan: New York.

"You're a nurse? That's cool. How much do you make?"

Somebody asked:

"You're a nurse? That's cool, I wanted to do that when I was a kid. How much do you make?"

The nurse replied: "HOW MUCH DO I MAKE?" ...

I can make holding your hand seem like the most important thing in the world when you're scared. ...
I can make your child breathe when they stop. ...
I can help your father survive a heart attack. ...
I can make myself get up at 5 a.m. to make sure your mother has the medicine she needs to live. ...
I work all day to save the lives of strangers. ...
I make my family wait for dinner until I know your family member is taken care of. ...
I make myself skip lunch so that I can make sure that everything I did for your wife today is charted. ...
I make myself work weekends and holidays because people don't just get sick Monday thru Friday. ...
Today, I might save your life. ...

How much do I make? All I know is, I make a difference.

Re-post not only if you are a nurse or you love a nurse, but most importantly, re-post this if you respect their work.


My source: Stu Young, Royal College of Nursing Students 

Related 2014: "You're a nurse? How much do you know?"