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Traditions & Trends:Exploring synergies between
past tradition and current trends
Prof Marthie BezuidenhoutChairperson: Department of Health Studies
UNISA
WOOD IS THE FUEL THAT KEEPS THE PROFESSION
GOING
- CHE- HEQF- SAQA- SANC- Professional ethos- Norms and values- Positive role
modeling- Bato Phele
FLAMES REPRESENT THE PRESENCE
- Synergy between statutory bodies and service delivery
- Cooperation and collaboration
- Adherence to standards
- Optimal service delivery
SMOKE SIGNIFIES THE PAST
- Past occurrences, the value lies in their application
- Strong work ethos of integrity and caring
- Proudness in our contribution to society
- Serve as signals for the future
SYNERGY
From the Greek syn-ergos, συνεργός
Working together
Where different entities / forces cooperate advantageously for a final outcome
The whole is greater than the sum of the individual parts.
Synergy between past and present
Synergy in transition from ...
THE SMOKE OF OUR HISTORY- Biblical times: Exodus 1:15
Pharaoh instructed the midwives Sifra & Pua to kill all the newborn baby boys of the Israelites (Bible, KJV 1983)
- 58 AD, Paul refers to Fébé in Rom 16: 1 (Bible, KJV 1983)
- Religious ladies / Deaconesses – home visits
- Roman Empire (approximately 350AD) wealthy ladies took to nursing. Marcella – turned her house into a convent for the training of nurses.
The first official nurse educator
- About 500 AD hospitals independent of monasteries came into being.
- 1517 monastic orders began to close down = Dark Ages of Nursing.Nursing was done by “ladies” of questionable reputation and low social standing. Method of payment = alcohol!
THE SMOKE OF OUR HISTORY- 1630 Vincent de Paul - religious or Christian sisters
must receive some form of nursing training
- Louise de Marillac / Madame le Gras (follower of Vincent de Paul) was part of the first secular movement after the Reformation that combined discipline, nursing and training
- 1797 Professor Franz May (Mannheim, Germany) presented lectures to the nurses at the Heidelberg University in Germany
- He developed and established (on request) the first university course for the education of nurses
- 1798 Dr Valentine Seaman also presented a series of lectures to the nurses at a New York hospital.
- 1833 Pastor Theodor Fliedner at Kaiserwerth - training centre for nurses
THE SMOKE OF OUR HISTORY- France. Bishop Grégoire – nuns to receive formal training in
nursing
- 1839 USA, Mother Elizabeth Seton - short course in maternity training
- 1850 Florence Nightingale - visited Pastor Fliedner and his wife in Kaiserwerth for two weeks (& in 1851 for 3 months)
- 1859 a nursing school was established in Lausanne, Switzerland
- 1860 after Crimean War, established the Nightingale School at St Thomas’ Hospital Appointed Mrs Wardroper as managerDoctors were opposed.
Dr South:“nurses were in the position of housemaids and needed only the simplest instruction” (Mellish & Brink, 1990:20).
THE SMOKE OF OUR PASTSouth Africa:- 1652 Settlers arrive at the Cape of Good Hope- Trek-boere- 1871 Bishop Allen Webb - came to South Africa
He established a diocese. - 1874 Sister Emma Proctor, Sister Henrietta
Stockdale & four associates came to South Africa – Bloemfontein
- 1876 – Diamonds in Kimberley- 1877 Sister Henrietta started the first official
nursing training in South Africa at the Carnarvon Hospital in Kimberley.
- First Nurse Educator appointed in South Africa
THE SMOKE OF OUR PAST
South Africa:
- 1869 - Dr Fitzgerald and Mrs Parsons trained the black women in King William’s Town
- 1891 - state registration - 1921 - Miss MEG Milne first “sister-tutor” appointed at
the Johannesburg Hospital - 1945 - 29 nurse-tutors in the Union of South Africa
- Our SA pioneers: First ladies to complete training: - 1886 - White (Alice Eveline de Beer - first South African
lady trained and registered as a nurse)
- 1908 - Black (Cecilia Makiwane)- 1918 - Coloured (Ella Ruth Gow)
THE SMOKE OF OUR PAST
South African history:
- 1910- 2001 Charlotte Searle, doyen of nursing
• Established the SANC and SANA• Implemented the first basic degree nursing
progamme at University of Pretoria• Was the first nurse in South Africa to achieve a
doctoral degree 1964• Established distance education nursing
department at Unisa 1975
LEARNING FROM OUR ELDERS
- Past traditions
- Facilitates understanding of personal experiences
- Makes sense of the present
- Advances have removed the humanistic touch
- Engendered values and discipline
- Monitoring and control
CURRENT TRENDS AFFECTING NURSING PRACTICE AND EDUCATION
– Changing demographics and increasing diversity– Increase in average lifespan– Diversity in population
– The technological explosion– Advances in electronic processing capacity– Advances in digital technology– Distance education
– Globalization of the world’s economy and society– ‘Decrease’ in distance– Rapid disease transmission– Internationally focused
CURRENT TRENDS AFFECTING NURSING PRACTICE AND EDUCATION
– The educated consumer– Advances in information technology– Ethical informed decision-making– Patient-provider relationship
– Alternative therapies and genomics– Genetic research, gene mapping and cloning– Desire to live simply and naturally– Implications of emerging therapies
– Palliative care− Challenges traditional and societal values− New settings and practices of care
CURRENT TRENDS AFFECTING NURSING PRACTICE AND EDUCATION
– Shift to population-based care– Aging population– Chronic conditions– Providing services for defined groups
– The cost of health care– Many reasons for rise in costs– Managed care– Case management
– Health policy and regulation– Nursing’s involvement has been low– Inputs by health care professionals
CURRENT TRENDS AFFECTING NURSING PRACTICE AND EDUCATION
– Inter-disciplinary education for collaborative practice– Multi-disciplinary teams– Nursing leadership in these teams
– Nursing shortage
– New cadre of health care worker– Effects of nurse migration– Faculty shortage
– The patient safety imperative
– Heavy workload and long working hours– Associated with patient complications– Transformation of work environment
CURRENT TRENDS AFFECTING NURSING PRACTICE AND EDUCATION
– The need for effective and dynamic management and leadership– Strong management skills– Fiscal knowledge– Role modelling
– Lifelong learning and workforce development
– Critical thinking and lifelong learning– Continuing professional education
– Advances in nursing research
– Evidence-based practice– Insufficient research capacity– Masters and doctorally prepared practitioners
IGNITE RENEWAL
The nursing profession requires leaders who have the vision to plan for the future, who are dynamic to facilitate change, and to lead by example, re-establishing the professional and ethical norms and values which primarily have the wellbeing and dignity of our patients at heart.
“ It is not necessary to be clairvoyant to know the future; it is only necessary to clearly interpret what has already happened and then project forward the likely consequences of those happenings” (Peter Drucker from Managing for the Future)
Thank you
