{"product_id":"discipline-of-nursing-three-time-knowledge-hardback-9781786304292","title":"Discipline of Nursing; Three-time Knowledge (Hardback) 9781786304292","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eDiscipline of Nursing\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eThree-time Knowledge\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eMichel Nadot (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9781786304292, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eHardback, published 12 February 2021\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e304 pages\u003cbr\u003e1 x 1 x 1 cm, 0.454 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\u003eNursing students� access to higher education does not mark the beginning of basic scientific research into this discipline, and it is now a struggle for this fact to remain visible.\u003cp\u003e Prejudices, misrepresentations and myths mislead nurses about the origins of nursing knowledge. Discipline of Nursing allows us to compare significant nursing figures: Florence Nightingale (Great Britain) and her equally valuable counterpart Valérie de Gasparin-Boissier (Switzerland). The two distinct training models proposed by these illustrious women have retained their relevance into the 21st Century since as early as 1859. \u003c\/p\u003e\n\u003cp\u003eThe discipline of nursing seems to be arranged in almost geological layers of knowledge that we can distinguish by studying the traditions of nursing language. This book aims to provide a better understanding of the nature of services provided by nurses worldwide.\u003c\/p\u003e\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e\u003cp\u003eForeword ix\u003c\/p\u003e \u003cp\u003ePreface xiii\u003c\/p\u003e \u003cp\u003eIntroduction xvii\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 1. Lay Knowledge \u003c\/b\u003e\u003cb\u003e1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1. Role of History \u003c\/b\u003e\u003cb\u003e3\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1.1. Lay knowledge 3\u003c\/p\u003e \u003cp\u003e1.2. A difficult history for an ordinary experience 4\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2. The Hospital as a Place to Talk \u003c\/b\u003e\u003cb\u003e11\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e2.1. The origin of the hospital 12\u003c\/p\u003e \u003cp\u003e2.2. The care environment 13\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3. Care Before 1850 \u003c\/b\u003e\u003cb\u003e19\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e3.1. \u003ci\u003eMaison \u003c\/i\u003estaff 20\u003c\/p\u003e \u003cp\u003e3.2. Sacred values in the period of lay knowledge 28\u003c\/p\u003e \u003cp\u003e3.3. Nurses (\u003ci\u003eenfermières\u003c\/i\u003e) 48\u003c\/p\u003e \u003cp\u003e3.4. Nurses and \u003ci\u003egardes-malades \u003c\/i\u003e55\u003c\/p\u003e \u003cp\u003e3.5. City physicians 56\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4. Practices and Knowledge \u003c\/b\u003e\u003cb\u003e65\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e4.1. \u003ci\u003eDomus \u003c\/i\u003eor looking after property life 66\u003c\/p\u003e \u003cp\u003e4.2. \u003ci\u003eHominem \u003c\/i\u003eor looking after human life 69\u003c\/p\u003e \u003cp\u003e4.3. \u003ci\u003eFamilia \u003c\/i\u003eor looking after group life 82\u003c\/p\u003e \u003cp\u003e4.4. Never enough time to do everything 86\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5. A Return to Image: Minion Syndrome \u003c\/b\u003e\u003cb\u003e91\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e5.1. Even more knowledge 93\u003c\/p\u003e \u003cp\u003e5.2. The economically unnecessary provision of services 96\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 2. Protodisciplinary Knowledge \u003c\/b\u003e\u003cb\u003e99\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6. From Hospital-School to School-Hospital \u003c\/b\u003e\u003cb\u003e101\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e6.1. A non-religious form of training 103\u003c\/p\u003e \u003cp\u003e6.1.1. Valérie de Gasparin 105\u003c\/p\u003e \u003cp\u003e6.2. Valérie de Gasparin and Florence Nightingale 110\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7. The Advent of Medical Writing \u003c\/b\u003e\u003cb\u003e127\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e7.1. The ERR process for practical knowledge 136\u003c\/p\u003e \u003cp\u003e7.2. Nursing students and writing 139\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8. Towards Higher Education \u003c\/b\u003e\u003cb\u003e143\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e8.1. Women’s groups 144\u003c\/p\u003e \u003cp\u003e8.2. Non-university higher education structures 152\u003c\/p\u003e \u003cp\u003e8.3. Towards university schools and scientific research 160\u003c\/p\u003e \u003cp\u003e8.4. Europe and the \u003ci\u003eHautes écoles spécialisées \u003c\/i\u003e(HES) 164\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9. A Return to Image: The Shaping of Knowledge \u003c\/b\u003e\u003cb\u003e167\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e9.1. Duplication of reduced knowledge 168\u003c\/p\u003e \u003cp\u003e9.2. The problematic identity of knowledge 171\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart 3. Scientific Knowledge \u003c\/b\u003e\u003cb\u003e175\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 10. Nursing Sciences? \u003c\/b\u003e\u003cb\u003e177\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e10.1. Profession first, discipline and science second! 178\u003c\/p\u003e \u003cp\u003e10.2. Historical constants of the discipline 192\u003c\/p\u003e \u003cp\u003e10.2.1. Domus–familia–(ad)hominem 196\u003c\/p\u003e \u003cp\u003e10.2.2. Three cultural and linguistic systems 198\u003c\/p\u003e \u003cp\u003e10.2.3. Medium, mediation, cultural intermediary 202\u003c\/p\u003e \u003cp\u003e10.2.4. Concepts of the nursing disciplinary metaparadigm 206\u003c\/p\u003e \u003cp\u003e10.2.5. Fourteen groups of practices 207\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 11. The Construction of the Discipline \u003c\/b\u003e\u003cb\u003e219\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e11.1. The green knowledge theory 226\u003c\/p\u003e \u003cp\u003e11.2. Compulsory basic knowledge 228\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 12. Identity and Discipline \u003c\/b\u003e\u003cb\u003e237\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e12.1. Why health mediology? 240\u003c\/p\u003e \u003cp\u003e12.2. The identity of our knowledge and health mediology 243\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 13. A Return to Image: “Where Do We Go Now”? \u003c\/b\u003e\u003cb\u003e249\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e13.1. An intergenerational continuity of knowledge 250\u003c\/p\u003e \u003cp\u003e13.2. Ordinary practices before advanced practices 252\u003c\/p\u003e \u003cp\u003eConclusion 257\u003c\/p\u003e \u003cp\u003eReferences 265\u003c\/p\u003e \u003cp\u003eIndex 277\u003c\/p\u003e\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Nursing \u0026amp; ancillary services [\u003ca title=\"See our other books on Nursing \u0026amp; ancillary services\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Nursing%20\u0026amp;%20ancillary%20services%20%5BMQ%5D%22\"\u003eMQ\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Wiley-ISTE","offers":[{"title":"Brand New","offer_id":52462924005656,"sku":"9781786304292","price":137.95,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0730\/2037\/5320\/files\/9781786304292.jpg?v=1785542474","url":"https:\/\/freshlyprintedbooks.co.uk\/products\/discipline-of-nursing-three-time-knowledge-hardback-9781786304292","provider":"Freshly Printed Books","version":"1.0","type":"link"}