Search

The history of district nursing in Australia explored in this paper reveals a continuity in the essential values held by district nurses for over a century. These nurses practised holistic, family-centred nursing from the very origins of district nursing service. The events surrounding the establishment of Community Health Centres in the 1970s challenged district nurses to reconsider their role, while at the same time reconfirming their essential ethos. These values that underpinned district nursing practice and challenges to these values are examined in this paper. [ABSTRACT FROM AUTHOR]

Abstract: The present position paper provides an account of the life of Martha Entwistle, the earliest recorded convict nurse who worked within the Castle Hill Asylum. In our review of primary historical sources, Australia's first convict mental health nurse was found to be a resilient woman who endured several traumatic life experiences. Her nursing within Australia's first mental health asylum was highly valued by the superintendent of the service. She nursed in a harsh colonial environment, short of adequate resources, during an era of fast‐paced industrial and technological a change. Martha Entwistle's experiences provide a historical account of the role of the early convict mental health nurse. Her life story enables modern‐day nurses to reflect on the advances made in mental health nursing and contexts of care for nurses today. [ABSTRACT FROM AUTHOR]

This paper draws on the results of a national study of approaches to teaching nursing's history in Australia. We argue that the neglect of history learning within undergraduate nursing and midwifery education is undermining the development in students of a strong professional nursing identity. The data in our study shows that instead of proud, informed professionals, we are at risk of producing a generation of professional orphans – unaware of who they are and where they've come from, unaware of reasons underlying cultural practices within the profession, lacking in vision for the future, insecure about their capacity to contribute to future directions, and not feeling part of something bigger and more enduring. [ABSTRACT FROM AUTHOR]

Views of history often seem to be inextricably intertwined with assumptions about past and present political systems and the kind of pressure groups they generate. This fact is important when comparing the history of nursing across different time periods. This paper addresses the relevance of the historical comparative method for nurse historians as it applies to remote area nursing in Australia. The method is an under-utilized but legitimate and important methodological approach in health research, particularly when the research involves more than just content analysis of documents from the past. Specifically, when researching the history of nursing in Australia across different time periods, this method has much to contribute to our understanding of health-care practice and policy. Its contribution lies in allowing a student of nursing history to find the lessons from the past, which are many in health care. The historical comparative research method provides the way for comparisons of certain times and events as they relate to the scope of practice of nursing today. [ABSTRACT FROM AUTHOR]

ABSTRACT Mental health nursing education in Australia has undergone a significant transition in the last 50 years, influenced by national inquiries, national decisions, and international trends in nursing education. But mental health nursing education had also accumulated decades of history in each state, including sometimes unequal relations with general nursing. Complex inter- and intra-professional relationships at state level influenced this educational transition in each state, and Western Australia provides an example of this influence. Using a range of published and unpublished sources, including oral histories, this paper describes the revision of the mental health nursing curriculum in Western Australia from 1958, responses to the call for transition to the tertiary sector between 1976 and 1984, and the final transition of mental health nursing education to university level in Western Australia in 1994. Mental health nursing's educational standards improved only gradually in Western Australia from 1958 onwards, compared with professional advances in general nursing in the same period. Factors which may have held back these improvements include mental health nursing's professional conservatism, which was outpaced by general nursing's growing radicalization at the national level. A lack of professional confidence and cohesion left mental health nursing unable to respond effectively to rapid external changes in the 1960s and 1970s, and vulnerable to absorption and dominance by general nursing education programs. [ABSTRACT FROM AUTHOR]