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- She defined nursing as service to individuals and
NURSING THEORIES AND CONCEPTUAL
FRAMEWORK
NURSING THEORIES:
FLORENCE NIGHTINGALE (mid 1800)
- developed and described the first theory of nursing.
- Notes on Nursing: What It Is, What It Is Not.
- She focused on changing and manipulating the
environment in order to put the patient in the best
possible conditions for nature to act.
- She believed that in the nurturing environment, the
body could repair itself.
- Client’s environment is manipulated to include
appropriate noise, nutrition, hygiene, light, comfort,
socialization, and hope.
VIRGINIA HENDERSON:
- Introduced “The Nature of Nursing Model”.
- She identified fourteen basic needs.
- She postulated that the unique function of the nurse
is to assist the clients sick or well, in the performance
of those activities contributing to health or its
recovery, will or knowledge.
- She further believed that nursing involves assisting
the client in gaining independence as rapidly as
possible, or assisting him achieve peaceful death if
recovery is no longer available.
Physiological Components
1. Breathe normally
2. Eat and drink adequately
3. Eliminate body wastes
4. Move and maintain desirable postures
5. Sleep and rest
6. Select suitable clothes – dress and undress
7. Maintain body temperature within normal range
by adjusting clothing and modifying environment
8. Keep the body clean and well-groomed and protect
the integument
9. Avoid dangers in the environment and avoid
injuring others
Psychological Aspects of Communicating and
Learning
10. Communicate with others in expressing emotions,
needs, fears, or opinions.
14. Learn, discover, or satisfy the curiosity that leads
to normal development and health and use the
available health facilities.
Spiritual and Moral
11. Worship according to one’s faith
Sociologically Oriented to Occupation and Recreation
12. Work in such a way that there is a sense of
accomplishment
13. Play or participate in various forms of recreation
FAYE ABDELLAH (1960)
- Introduced Patient – centered approaches to
Nursing Model.
- She identified twenty-one nursing problems.
families, therefore to society.
- Furthermore, she conceptualized nursing as an art
and a science that molds the attitudes, intellectual
competencies and technical skills of the individual
nurse into the desire and ability to help people, sick
or well, and cope with their health needs.
1. To maintain good hygiene and physical
comfort.
2. To promote optimal activity: exercise,
rest, sleep.
3. To promote safety by preventing accidents,
injuries, or other trauma and preventing the
spread of infection.
4. To maintain good body mechanics and
prevent and correct the deformity.
5. To facilitate the maintenance of a supply of
oxygen to all body cells.
6. To facilitate the maintenance of nutrition for
all body cells.
7. To facilitate the maintenance of elimination.
8. To facilitate the maintenance of fluid and
electrolyte balance.
9. To recognize the physiologic responses of the
body to disease conditions—pathologic,
physiologic, and compensatory.
10. To facilitate the maintenance of regulatory
mechanisms and functions.
11. To facilitate the maintenance of sensory
function.
12. To identify and accept positive and negative
expressions, feelings, and reactions.
13. To identify and accept interrelatedness of
emotions and organic illness.
14. To facilitate the maintenance of effective
verbal and nonverbal communication.
15. To promote the development of productive
interpersonal relationships.
16. To facilitate progress toward achievement
and personal spiritual goals.
17. To create or maintain a therapeutic
environment.
18. To facilitate awareness of self as an individual
with varying physical, emotional, and
developmental needs.
19. To accept the optimum possible goals in the
light of limitations, physical and emotional.
20. To use community resources as an aid in
resolving problems that arise from an illness.
21. To understand the role of social problems as
influencing factors in the cause of illness.
Basic Needs
The basic needs of an individual patient are to:
a. maintain good hygiene and physical comfort;
b. promote optimal health through healthy
activities, such as exercise, rest, and sleep;
c. promote safety through the prevention of
health hazards like accidents, injury, or other
trauma and the prevention of the spread of
infection; and
d. maintain good body mechanics and prevent
or correct deformity.
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Sustenal Care Needs
a. to facilitate the maintenance of a supply of
oxygen to all body cells;
b. facilitate the maintenance of nutrition of all
body cells;
c. facilitate the maintenance of elimination;
d. facilitate the maintenance of fluid and
electrolyte balance;
e. recognize the physiological responses of the
body to disease conditions;
f. facilitate the maintenance of regulatory
mechanisms and functions, and
g. facilitate the maintenance of sensory
function.
Remedial Care Needs
a. to identify and accept positive and negative
expressions, feelings, and reactions;
b. identify and accept the interrelatedness of
emotions and organic illness;
c. facilitate the maintenance of effective verbal
and non-verbal communication;
d. promote the development of productive
interpersonal relationships;
e. facilitate progress toward achievement of
personal spiritual goals;
f. create and maintain a therapeutic
environment; and
g. facilitate awareness of the self as an
individual with varying physical, emotional,
and developmental needs.
Restorative Care Needs
a. the acceptance of the optimum possible goals
in light of limitations,
b. both physical and emotional;
c. the use of community resources as an aid to
resolving problems that arise from an illness;
and
d. the understanding of the role of social
problems as influential factors in the case of
illness.
DOROTHY E. JOHNSON (1960,1980)
- conceptualized the Behavioral System Model.
- According to Johnson, each person as a behavioral
system is composed of seven subsystems namely;
1. INGESTIVE – taking in nourishment in socially and
culturally acceptable ways.
2. ELIMINATIVE – Riddling the body of waste in
socially and culturally acceptable ways.
3. AFFILIATIVE – Security seeking behavior.
4. AGGRESSIVE – Self-protective behavior.
5. DEPENDENCE NURTURANCE – seeking behavior
6. ACHIEVEMENT – Master of oneself and one’s
environment according to internalized standards of
excellence.
7. SEXUAL and ROLE identity behavior.
- In addition, she viewed that each person strives to
achieve balance and stability both internally and
externally and to function effectively by adjusting and
adapting to environmental forces through learned
patterns of response.
- Furthermore, Johnson believed that the patient
strives to become a person whose behavior is
commensurate with social demands; who is able to
modify his behavior in ways that support biologic
imperatives; who is able to benefit to the fullest
extent during illness from the health care
professional’s knowledge and skills; and whose
behavior does not give evidence of unnecessary
trauma as a consequence of illness.
MADELEINE LEININGER (1978,1984)
- Developed the Transcultural Nursing Model.
- She advocated that nursing is a humanistic and
scientific mode of helping a client through specific
cultural caring processes (cultural values, beliefs, and
practices) to improve or maintain a health condition.
MYRA LEVIN (1973)
- Described the Four Conservation Principles.
- She advocated that nursing is a human interaction
and proposed four conservation principles of nursing
which are concerned with the unity and integrity of
the individual.
- The four conservation principles are as follows:
1. Conservation of Energy: The human body functions
by utilizing energy. The human body needs energy
producing input (food, oxygen, fluids) to allow
energy utilization as output.
2. Conservation of Structural Integrity: The human
body has physical boundaries (skin and mucous
membrane) that must be maintained to facilitate
health and prevent harmful agents from entering the
body.
3. Conservation of Personal Integrity: The nursing
interventions are based on the conservation of the
individual client’s personality. Every individual has a
sense of identity, self-worth, and self-esteem, which
must be preserved and enhanced by nurses.
4. Conservation of Social Integrity: The social
integrity of the client reflects the family and the
community in which the client functions. Health care
institutions may separate individuals from their
family. It is important for nurses to consider the
individual in the context of the family.
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BETTY NEUMAN (1982,1989,1992)
- Proposed the Health Care System Model.
- She asserted that nursing is a unique profession in
that it is concerned with all the variables affecting an
individual’s response to stresses, which intra- (within
the individual), inter- (between one or more other
people), and extra-personal (outside the individual)
in nature.
- The concern of nursing is to prevent stress invasion,
to protect the client’s basic structure and to obtain or
maintain a maximum level of wellness.
- The nurse helps the client, through primary,
secondary, and tertiary prevention modes, to adjust
to environmental stressors and maintain client
stability.
DOROTHEA OREM (1970,1985)
- Developed the Self-Care and Self-Care Deficit
Theory.
- She defined self-care as “the practice of activities
that individuals initiate and perform on their own
behalf in maintaining life, health, and well-being.’
- She conceptualized three nursing theories as
follows:
1. WHOLLY COMPENSATORY: When the nurse is
expected to accomplish all the patient’s therapeutic
self-care or to compensate for the patient’s inability
to engage in self-care or when the patient needs
continuous guidance in self-care.
2. PARTIALLY COMPENSATORY: When both nurse
and patient engage in meeting self-care needs.
3. SUPPORTIVE-EDUCATIVE: The system that
requires assistance in decision making, behavior
control and acquisition of knowledge and skills.
HILDEGARD PEPLAU (1952)
- Introduced the Interpersonal Model.
- She defined nursing as an interpersonal process of
therapeutic interactions between an individual who
is sick or in need of health services and a nurse
especially educated to recognize and respond to the
need for help.
- She identified four phases of the nurse-client
relationship namely:
1. ORIENTATION: the nurse and the client initially do
not know each other’s goals and testing the role of
each will assume. The client attempts to identify
difficulties and the amount of nursing help that is
needed.
2. IDENTIFICATION: the client responds to the
professionals or the significant others who can meet
the identified needs. Both the client and the nurse
plan together an appropriate program to foster
health.
3. EXPLOITATION: the client utilizes all available
resources to move toward a goal of maximum health
or functionality.
4. RESOLUTION: refers to the termination phase of
the nurse-client relationship. It occurs when the
client’s needs are met and he/she can move toward a
new goal. Peplau further assumed that nurse-client
relationship fosters growth in both the client and the
nurse.
MARTHA ROGERS:
- Conceptualized the Science of Unitary Human
Beings.
- To Rogers, unitary man is an energy field in
constant interaction with the environment.
- She asserted that human beings are more than and
different from the sum of their parts; the distinctive
properties of the whole are significantly different
from those of its parts.
- Furthermore, she believed that human being is
characterized by the capacity for abstraction and
imagery, language and thought, sensation, and
emotion.
SISTER CALLISTA ROY (1979,1984)
- Presented the ADAPTATION MODEL.
- She viewed each person as a unified biopsychosocial
system in constant interaction with a changing
environment.
- She contended that the person as an adaptive
system, functions as a whole through
interdependence of its parts.
- The system consists of input, control processes,
output, and feedback.
- In addition, she advocated that all people have
certain needs which they endeavor to meet in order
to maintain integrity.
- These needs are divided into four different models:
physiological, self-concept, role function,
interdependence.
- Accordingly, Roy believed that adaptive human
behavior is directed as an attempt to maintain
homeostasis or integrity of the individual by
conserving energy and promoting the survival,
growth, reproduction, and mastery of human system.
LYDIA HALL (1962)
- Introduced the model on Nursing: What Is It?
Focusing on the notion that centers around three
components of CARE, CORE, and CURE.
- Care represents nurturance and is exclusive to
nursing.
- Core involves the therapeutic use of self and
emphasizes the use of reflection.
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- Cure focuses on nursing related to the physician’s
orders.
- Core and Cure are shared with the other health care
providers.
IDA JEAN ORLANDO (1961)
- Conceptualized the Dynamic Nurse – Patient
Relationship Model.
- She believed that the nurse helps patients meets a
perceived need that the patients cannot meet for
themselves.
- Orlando observed that the nurse provides direct
assistance to meet an immediate need for help in
order to avoid or to alleviate distress or helplessness.
- She emphasized the importance of validating the
need and evaluating care based on observable
outcomes.
- She also indicated that nursing actions can be
automatic (those chosen from validating the need for
help, exploring the meaning of the need, and
validating effectiveness of the actions taken to meet
the need).
- She also advocated that the three elements
composing nursing situation are: client behavior,
nurse reaction, and nurse action.
ERNESTINE WEIDENBACH (1964)
- developed the Clinical Nursing – A Helping Art
Model.
- She advocated that the nurse’s individual
philosophy or central purpose lends credence to
nursing care.
- She believed that nurses meet the individual’s need
for help through identification of the needs,
administration of help, and validation that actions
were helpful.
- Components of clinical practice: Philosophy,
purpose, practice and an art.
JEAN WATSON (1979-1985)
- Conceptualized the HUMAN CARING MODEL
(Nursing: Human Science and Human Care).
- She emphasized that nursing is the application of
the art and human science through transpersonal
caring transactions to help persons achieve mind-
body-soul-harmony, which generated self-
knowledge, self-control, self-care, and self-healing.
- She included health promotion and treatment of
illness in nursing.
- She believed that a person is a valued being to be
cared for, respected, nurtures, understood, and
assisted; a fully functional integrated self.
ROSEMARIE RIZZO PARSE (1981,1987,1992)
- Introduced the THEORY OF HUMAN BECOMING.
- She emphasized free choice of personal meaning in
relating value priorities, co-creating of rhythmical
patterns, in exchange with the environment, and
contranscending in many dimensions as possibilities
unfold.
- She also believed that each choice opens certain
opportunities while closing others.
- Thus, she referred to revealing-concealing,
enabling-limiting, and connecting-separating.
-Since each individual makes his or her own personal
choices, the role of the nurse is that of guide, not
decision maker.
JOYCE TRAVELBEE (1996,1971)
- She postulated the INTERPERSONAL ASPECTS OF
NURSNG MODEL.
- She advocated that the goal of nursing is to assist
individual or family in preventing or coping with
illness, regaining health, finding meaning in illness, or
maintaining maximal degree of health.
- She further viewed that interpersonal process is a
human-to-human relationship formed during illness
and “experience of suffering”.
- She believed that a person is a unique, evolving, and
changing.
JOSEPHINE PETERSON AND LORETTA ZDERAD
(1976)
- Provided the HUMANISTIC NURSING PRACTICE
THEORY.
- This is based on their belief that nursing is an
existential experience.
- Nursing is viewed as a lived dialogue that involves
the coming together of the nurse and the person to be
nursed.
- The essential characteristic of nursing is
nurturance.
- Humanistic care cannot take place without the
authentic commitment of the nurse to being with and
the doing with the client.
- Humanistic nursing also presupposes responsible
choices.
HELEN ERICKSON, EVELYN TOMLIN, MARY ANN
SWAIN (1983)
- Developed Modeling and Role Modeling Theory.
- The focus of this theory is on the person.
- The nurse models (assesses), role models (plans),
and intervenes in this interpersonal and interactive
theory.
- They asserted that each individual is unique, has
some self-care knowledge, needs simultaneously to
be attached to and separate from others, and has
adaptive potential.
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- Nurses in this theory, facilitate, nurture, and accept
the person unconditionally.
MARGARET NEWMAN
- Focused on health as expanding consciousness.
- She believed that humans are unitary beings in
whom disease is a manifestation of the pattern of
health.
- She defined consciousness as the information
capability of the system which is influenced by time,
space, and movement and is ever- expanding change
occurs through transformation.
- Nursing is involved with human beings who have
reached choice points and found that their old ways
are no longer effective.
- Caring is a moral imperative for nursing.
- The nurse is a partner with the client rather than
the goal setter and outcome predictor.
PATRICIA BENNER AND JUDITH WRUBEL (1989_
- Proposed the PRIMARY OF CARING MODEL.
- They believed that caring is central to the essence of
nursing.
- Caring creates the possibilities for coping and
created possibilities for connecting with and concern
for others.
ANNE BOYKIN AND SACVINA SCHOENHOFER
- Presented the GRAND THEORY OF NURSING AS
CARING.
- They believed that all persons are caring, and
nursing is a response to a unique social call.
- The focus of nursing is on nurturing persons living
and growing in caring in a manner that is specific to
each nurse-nursed relationship or nursing situation.
- Each nursing situation is original.
- They support that caring is a moral imperative.
- Nursing as Caring is not based on need or deficit but
is egalitarian model of helping.
MORAL THEORIES
FREUD (1961)
- Believed that the mechanism for right and wrong
within the individual is the superego, or conscience.
- He hypothesized that a child internalized and
adopts the moral standards and character or
character traits of the model parent through the
process of identification.
- The strength of the superego depends on the
intensity of the child’s feelings of aggression or
attachment toward the model parent rather than on
the actual standards of the parent.
ERIKSON (1964)
- Erikson’s theory on the development of virtues or
unifying strengths of the “good man” suggests that
moral development continues throughout life.
- He believed that if the conflicts of each psychosocial
development stages are favorably resolve, then an
“ego-strength” or “virtue emerges”
KOHLBERG
- Suggested three levels of moral development.
- He focused on the reasons for the making of a
decision, not on the morality of the decision itself.
- At first level called the pre-moral or the
preconventional level, children are responsive to
cultural rules and labels of good and bad, right and
wrong.
- However, children interpret these in terms of the
physical consequences of their actions, i.e.,
punishment or reward.
- At the second level, the conventional level, the
individual is concerned about maintaining the
expectations of the family, groups or nation and sees
this as right.
- At the third level called the postconventional,
autonomous, or principled level.
- At this level, people make an effort to define valid
values and principles without regard to outside
authority or to the expectations of others.
- These involve respect for other humans and belief
that relationships are based on mutual trust.
PETERS (1981)
- Proposed a concept of rational morality based on
principles.
- Moral development is usually considered to involve
three separate components: moral emotion (what
one feels), moral judgment (how one reasons), and
moral behavior (how one acts).
- In addition, Peters believed that the development of
character traits or virtues is an essential aspect of
moral development.
- And that virtues or character traits can be learned
from others and encouraged by the example of
others.
- Also, Peters believed that some virtues can be
described as habits because they are in some sense
automatic and therefore are performed habitually,
such as politeness, chastity, tidiness, thrift, and
honesty.
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SCHULMAN AND MEKLER (1985)
- Believed that morality is a measure of how people
treat fellow humans and that a moral child is one who
strives to be kind and just.
- They believed that morality has two components:
1. The intention of the person acting must be good in
the sense that the goal of the act is the well-being of
one or more people;
2. The person acting must be fair or just in the sense
that the person considers the rights of others without
prejudice or favoritism.
- Furthermore, the aforementioned authors asserted
that the theory of moral development is based on
three foundations, which they believed can be taught
as follows;
a. Internalizing parental standards of right and wrong
b. Developing emphatic reactions
c. Acquiring personal standards
GILIGAN (1982)
- Included the concepts of caring and responsibility.
- She described three stages in the process of
developing an “Ethic of Care” which are as follows:
a. Caring for oneself
b. Caring for others
c. Caring for self and others
- She believed that women see morality in the
integrity of relationships and caring.
- For women, what is right is taking responsibility for
others as self-chosen decision.
- On the other hand, men consider what is right to be
what is just.
SPIRITUAL THEORIES
FOWLER (1979)
- Described the development of faith.
- He believed that faith, or the spiritual dimension is a
force that gives meaning to a person’s life.
- He used the term “6th” as a form of knowing, a way
of being in relation “to an ultimate environment.”
- To Fowler, faith is a relational phenomenon: it is “an
active made-of-being-in-relation to another or others
in which we invest commitment, belief, love, risk, and
hope.
WESTERHOFF
- Proposed that faith is a way of behaving.
- He developed a four-stage theory of faith
development based largely on his life experiences
and the interpretation of those experiences.
- These stages are as follows:
a. Experienced faith (infancy to early adolescence):
experiences faith through interaction with others
who are living a particular faith.
b. Affiliative faith (late adolescence): actively
participates in activities that characterize a particular
faith tradition.
c. Searching faith (young adulthood): through a
process of questioning and doubting own faith,
acquires a cognitive as well as effective faith.
d. Owned faith (middle adulthood): puts faith into
personal and social action and is willing to stand up
for what he/she believes even against the nurturing
community.
HISTORY OF NURSING IN THE PHILIPPINES
EARLY BELIEFS AND PRACTICES
Diseases and their causes and treatment were
shrouded with mysticism and superstitions.
1. Beliefs about causation of disease:
a. Another person (an enemy or a witch)
b. Evil spirits
2. People believed that evil spirits could be
driven away by persons with powers to expel
demons.
3. People believed in special gods of healing,
with the priest-physician (called “word
doctors”) as intermediary. If they used leaves
or roots, they were called herb doctors
(Herbolarios).
EARLY CARE OF THE SICK
- The early Filipinos subscribed to superstitious
beliefs and practices in relation to health and
sickness.
- Herbmen were called “Herbicheros”, meaning one
who practiced withcraft. Persons suffering from
diseases without any identified cause were believed
to be bewitched by the “mangkukulam” or
“mangagaway”.
- Difficult childbirth and some diseases (called
“pamao”) were attributed to “nonos”. Midwife
assisted in childbirth.
- During labor, the “mabuting hilot” (good midwife)
we callen in. If the birth became difficult witches
were supposed to be the cause. To disperse their
influence, gunpowder was exploded from a bamboo
cane close to the head of the sufferer.
HEALTH CARE DURING THE SPANISH REGIME
- The religious orders exerted their efforts to care for
sick by building hospitals in the different parts of the
Philippines.
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THE EARLIEST HOSPITALS ESTABLISHED WERE THE
FOLLOWING:
1. Hospital Real de Manila (1577): it was
established mainly to care for the Spanish
King’s soldiers, but also admitted Spanish
civilians; founded by Gov. Francisco de Sande.
2. San Lorenzo Hospital (1578): founded by
Brother Juan Clemente and was administered
for many years by the Hospitalliers of San
Juan de Dios; built exclusively for patients
with leprosy.
3. Hospital de Indio (1586): Established by the
Franciscan Order; service was in general
supported by alms and contributions from
charitable persons.
4. Hospital de Aguas Santas (1590): Established
in Laguna; near a medicinal spring, founded
by Brother J. Bautista of the Franciscan Order.
5. San Juan de Dios Hospital (1596): Founded by
the Brotherhood of Misericordia and
administered by the Hospitalliers of San Juan
de Dios; support was derived from alms and
rents; rendered general health service to the
public.
NURSING DURING THE PHILIPPINE REVOLUTION
The prominent persons involved in nursing works
were:
1. JOSEPHINE BRACKEN: wife of Jose Rizal.
Instilled a field hospital in an estate house in
Tejeros; provided nursing care to the
wounded night and day.
2. ROSA SEVILLA DE ALVERO: converted their
house into quarters for the Filipino soldiers,
during the Philippine-American War that
broke out in 1899.
3. DONA FILARIA DE AGUINALDO: wife Emilio
Aguinaldo; organized the Filipino Red Cross
under the inspiration of Apolinario Mabini.
4. DONA MARIA AGONCILLO DE AGUINALDO:
Second-wife of Emilio Aguinaldo; provided
nursing care to Filipino soldiers during the
revolution. President of the Filipino Red Cross
branch in Batangas.
5. MELCHORA AQUINO (TANDANG SORA);
Nursed the wounded Filipino soldiers and
gave them shelter and food.
6. CAPITAN SALOME: A revolutionary leader in
Nueva Ecija; provided nursing care to the
wounded when not in combat.
7. AGUEDA KAHABAGAN: Revolutionary leader
in Laguna, also provided nursing services to
her troops.
8. TRINIDAD TECSON: “Ina ng Biac na Bato”,
stayed in the hospital at Biac na Bato to care
for the wounded soldiers.
FILIPINO RED CROSS
- Malolos, Bulacan was the location of the national
headquarters.
- Established branches in the provinces.
FUNCTIONS OF FILIPINO RED CROSS:
1. Collection of war funds and materials through
concerts, charity, bazaars, and voluntary
contributions.
2. Provision of nursing care to wounded Filipino
soldiers.
REQUIREMNETS FOR MEMBERSHIPS:
1. At least 14 years old, age requirement for
officer was 25 years old.
2. Of sound reputation.
HOSPITALS AND SCHOOLS OF NURSING
1. ILOILO MISSION HOSPITAL SCHOOL OF NURSING
(Iloilo City, 1906):
- It was ran by the Baptist Foreign Mission Society of
America.
- Miss Rose Nicolet, a graduate of New England
Hospital for Women and Children in Boston,
Massachusetts, was the first superintendent for
nurses.
- It moved to its present location in Jaro Road, Iloilo
City in 1929.
- Miss Flora Ernst, an American nurse, took charge of
the school in 1942.
- In March, 1944, 22 nurses graduated; in April, 1944
graduate nurses took the first Nurses Board
Examination at the Iloilo Mission Hospital.
2. ST. PAUL’S HOSPITAL SCHOOL OF NURSING
(MANILA, 1907)
- The hospital was established by the Archbishop of
Manila, the Most Reverend Jeremiah Harty under the
supervision of the Sisters of St. Paul de Chartres.
- it was located in Intramuros and it provided general
hospital services.
- It had a free dispensary and dental clinic.
- It opened its training school for nurses in 1908, with
Rev. Mother Melanie as superintendent and Miss E.
Chambers as Principal.
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3. PHILIPPINE GENERAL HOSPITAL SCHOOL OF
NURSING (1907)
- The Philippine General Hospital began in 1901 as a
small dispensary mainly for “Civil Officers and
Employees” in the City of Manila. It later grew into
Civil Hospital.
- In 1906, Mrs. Mary Coleman Masters, an educator
advocated for idea of training Filipino girls for the
profession of nursing.
- With the approval of Government officials, she first
opened a dormitory for girls enrolled at the
Philippine Normal Hall and the University of the
Philippines.
- In 1907, with the support of Governor General
Forbes and the Director of Health among others, she
opened classes in nursing under the auspices of the
Bureau of Education.
- Admission into the school was based on an entrance
examination.
- The applicant must have completed elementary
education to the seventh grade.
- Julia Nicole and Charlotte Clayton taught the
students nursing subjects.
- American physicians also served as lectures.
- In 1910, Act No. modified the organization of the
school, placing it under the supervision of the
Director of Health.
- The Civil Hospital was abolished the Philippine
General Hospital was established. The school became
known as the Philippine General Hospital School of
Nursing. - When she became chief nurse, Elsie
McCloskey-Gaches introduced several improvements
in the school. Th
e course was made attractive and more practical.
- Anastacia Giron-Tupas, the first Filipino nurse to
occupy the position of chief nurse and
superintendent in the Philippines, succeeded her.
4, ST. LUKE’S HOSPITAL SCHOOL OF NURSING
(QUEZON CITY, 1907):
- The Hospital is an Episcopalian Institution.
- It began as a small dispensary in 1903.
- In 1907, the school opened, with three Filipino girls
admitted. These girls had their first year in combined
classes with the Philippine General Hospital School of
Nursing and St. Paul’s Hospital School of Nursing.
- Miss Helen Hicks was the first principal.
- Mrs. Vitaliana Beltran was the first Filipino
superintendent of nurses.
- Dr. Jose Fores was the first Filipino medical director
of the hospital.
- Note: In the period of organization between 1907
and 1910, the first-year nursing students of the
Philippine General Hospital, St. Luke’s Hospital and
St. Paul’s Hospital had a common first-year course.
- This was known as the Central School Idea in
nursing education.
- The three schools selected their own students,
based on the following requirements:
A. Educational preparation, at least completion of
seventh grade.
B. Sound physical and mental health.
C. Good moral character
D. Good family and social standing.
E. Recommendations from three different persons
well known in the community.
- The three groups of students from these schools
were later fused in one class, lived in the same
dormitory, and received the same instruction in
anatomy and physiology, massage, practical nursing,
material medical, bacteriology and English.
5. MARY JOHNSTON HOSPITAL AND SCHOOL OF
NURSING (MANILA 1907)
- It started as small dispensary on Calle Cervantes
(now Avenida Rizal).
- It was called Bethany Dispensary and was funded by
the Methodist Mission for the relied of suffering
among women and children.
- In 1907, Sr. Rebecca Parrish, together with the
registered nurses Rose Dudley and Gertrude
Dreisback, organized the Mary Johnston School of
Nursing.
- The nurses’ training course began with three
Filipino young girls fresh from elementary grades as
the first students.
- In 1908, Mr. D.S.B Johnston of Minnesota donated as
a memorial to his wife S12,500.00 for a hospital
building.
- In 1911, the Philippine Assembly appropriated a
monthly sum of P500.00 for the hospital, in
appreciation for its services during the cholera
epidemics in the previous years.
- Later, P11,000.00 was provided by the assembly for
the construction of a maternity and milk station and
dispensary.
- At the outbreak of World War II, it became an
emergency hospital where the wounded were
treated.
- It was allowed to operate as a hospital even during
Japanese Occupation.
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 ENRICHMENT 1
- It was burned down in 1945; it was reconstructed
through contributions of Methodist Church in
America.
- It reopened in 1947 at the Harris Memorial.
- Miss Librada Javalera was the first Filipino director
of the school.
6. PHILIPPINE CHRISTIAN MISSION INSTITUTE
SCHOOLS OF NURSING:
- The United Christian Missionary Society of
Indianapolis, Indiana, a Protestant organization of the
Disciples of Christ, operated three schools of nursing:
a. SALLIE LONG READ MEMORIAL HOSPITAL
SCHOOL OF NURSING (LAOAL, ILOCOS NORTE,
1903):
b. MARY CHILES HOSPITAL SCHOOL OF NURSING
(MANILA 1911): The hospital was established by in
Dr. W.N Lemon in a small house on Azcarraga,
Samapaloc, Manila. In 1913, Miss Mary Chiles of
Independence, Montana, donated a large sum of
money with which the present building at
Gastambide was bought. The Tuason Annex was
donated by Miss Esperanza Tuazon, a Filipino
Philantropist.
c. FRANK DUNN MEMORIAL HOSPITAL (VIGAN,
ILOCOS SUR, 1912)
7. SAN JUAN DE DIOS HOSPITAL SCHOOL OF
NURSING (MANILA 1973)
- In 1913, through the initiative of Dr. Benito Valdez,
the board of inspectors and the Executive Board of
the Hospital passed a resolution to open a school of
nursing.
- The school is run by the Daughters of Charity since
then.
- Sister Taciana Trianes was the first directress of the
school.
- Dr. Gregorio Singian introduces the following
reforms when he was appointed medical director in
1920:
a. The first six months of training was considered a
trial period. Students who incurred a failure in two or
three subjects were dismissed.
b. A separate building was provided for the library.
c. A kitchen was constructed, classes for bacteriology
and chemistry were introduced.
d. Laboratory classes for bacteriology and chemistry
were introduced.
e. Anatomic charts and specimens for experiments
were acquired.
f. A new spacious dormitory for students and nurses
was built. In 1945, during the fight in Intramuros, the
hospital was destroyed. It rebuilt at its present site in
Roxas Boulevard.
8. EMMANUEL HOSPITAL SCHOOL OF NURSING
(CAPIZ, 1913)
- In 1913, the American Baptist Foreign Mission
Society sent Dr. P.H.J Lerrigo to Capiz for the purpose
of opening a hospital, Miss Rose Nicolet assisted him.
- The school offered a 3-year training course for an
annual fee of P100.00.
- Miss Ciara Pedrosa was the first Filipino principal.
9. SOUTHERN ISLANDS HOSPITAL SCHOOL OF
NURSING (CEBU, 1918)
- The hospital was established in 1911 under the
Bureau of Health.
- The School opened in 1918 with Anastacia Giron-
Tupas, as the organizer.
- Miss Visitacion Perez was the first principal.
10. OTHER SCHOOLS OF NURSING ESTABLISHED
WERE AS FOLLOWS:
a. ZAMBOANGA GENERAL HOSPITAL SCHOOL OF
NURSING (1921)
b. CHINESE GENERAL HOSPITAL SCHOOL OF
NURSING (1921)
c. BAGUIO GENERAL HOSPITAL SCHOOL OF
NURSING (1923)
d. MANILA SANITARIUM AND HOSPITAL SCHOOL OF
NURSING (1930)
e. ST. PAUL’S SCHOOL OF NURSING IN ILOILO CITY
(1946)
f. NORTH GENERAL HOSPITAL AND SCHOOL OF
NURSING (1946)
g. SILIMAN UNIVERSITY SCHOOL OF NURSING
(1947)
THE FIRST COLLEGES OF NURSING IN THE
PHILIPPINES:
1. UNIVERSITY OF SANTO TOMAS COLLEGE OF
NURSING (1946)
- The college began as the UST School of Nursing
Education on February 11, 1941.
- The school was unique since it operated as a
separate entity from the Santo Tomas University
Hospital.
- The courses of instruction were designed to
conform to the latest and most modern advances in
nursing science and education.
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 ENRICHMENT 1
- At the same time, the ideals of Christian Charity
permeated this course.
- In its first year of existence, its enrollees consisted
of students from different schools of nursing whose
studies were interrupted by war.
- In 1947, the Bureau of Private Schools permitted
UST to grant the title of Graduate Nurse to the 21
students who were at the advanced standing.
- From 1948 to the present, the college has offered
excellent education leading to the baccalaureate
degree (BSN).
- Sor Taciana Trinanes was its first directress.
2. MANILA CENTRAL UNIVERSITY COLLEGE OF
NURSING (1947)
- The MCU Hospital first offered the BSN course in
1947.
- It served as the clinical field of practice.
- Miss Consuelo Gimeno was its first principal.
3. UNIVERSITY OF THE PHILIPPINES COLLEGE OF
NURSING (1948)
- The idea of opening the college began in conference
between Miss Julita Sotejo and then U.P President
Gonzales.
- Nurses who attended the biennial convention in
May, 1946 endorsed the idea.
- In April, 1948, the University Council approved the
curriculum, and the Board of Regents recognized the
profession as having equal standing as medicine, law,
engineering, etc. Miss Sotejo was its first dean.
NURSING LEADERS IN THE PHILIPPINES
1. ANASTACIA GIRON-TUPAS: First Filipino
nurse to hold the position of Chief Nurse
Superintendent; founder of the Philippine
Nurses Association.
2. CESARIA TAN: First Filipino to receive a
Masters degree in Nursing abroad.
3. SOCORRO SIRILAN: Pioneered in Hospital
Social Service in San Lazaro Hospital where
she was the Chief Nurse.
4. ROSA MILITAR: A pioneer in school health
education.
5. SOR RICARDA MENDOZA: A pioneer in
nursing education.
6. SOCORRO DIAZ: First editor of the PNA
magazine called “The Message”.
7. CONCHITA RUIZ: First full-time editor of the
newly named PNA magazine “The Filipino
Nurse”
8. LORETO TUPAZ: “Dean of the Philippine
Nursing”; Florence Nightingale of Iloilo
HEALTH AND NURSING ORGANIZATIONS
EARLY INSTITUTIONS FOR CHILD WELFARE:
1. Hospicio de San Jose (Manila 1782)
2. Asylum of San Jose (Cebu)
3. Asylum of Looban (Manila)
4. Colegio de Santa Isabel (Naga City). Took care
of poor girls.
5. Gota de Leche (Manila 1907). Milk Station. Its
objective was to promote health in infants
through proper feeding.
6. Liga National Filipiniana para la Protection de
la Primera Infancia. Worked for the passage
of child welfare legislations.
7. Public Welfare Board. Took over the work of
the Liga in 1915; conducted a systematic
campaign on child hygiene in 1917.
NURSING ORGANIZATIONS:
1. Philippine Nurses Association: This is the
national organization of Filipino nurses.
2. National League of Nurses: The association of
nurses employed in Department of Health.
3. Catholic Nurses Guild of the Philippines.
4. Others: ORNAP, MCNAP, IRNOP, etc.
HISTORY OF NURSING IN OTHER LANDS
- Period of Intuitive Nursing
- Nursing is the Near East
- Babylonia
- Egypt
- Israel
- Nursing in the Far East
- China
- India
- Nursing in Ancient Greece
- Nursing in Rome
- Period of Apprentice Nursing
- Dark Period of Nursing
- Nursing in America
- Period of Educated Nursing
- Period of Contemporary Nursing
Period of Intuitive Nursing:
- Intuitive nursing was practice since prehistoric
times among primitive tribes and lasted through the
early Christian era.
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 ENRICHMENT 1
- Nursing was untaught and instinctive.
-It was performed out of compassion for others, out
of the wish to help others.
BELIEFS AND PRACTICES OF PREHISTORIC MAN:
1. He was nomad. His philosophy of life was “the
best for the most” and he was ruled by the
law of self-preservation.
2. Nursing was a function that belonged to
women. They took good care of the children,
the sick and the aged.
3. He believed that illness was caused by the
invasion of the victim’s body by evil spirit
through the use of black magic or voodoo.
4. He believed that the medicine man called
“shaman” or witch doctor had the power to
heal by using white magic. Among others, the
shaman used hypnosis, charms, dances,
incantations, purgatives, massage, fire, water,
and herbs as means of driving illness from the
victim. He also practiced “trephining”
(drilling a hole in the skull with a rock or
stone without the benefit of anesthesia as a
last resort to drive evil spirits from the body
of the afflicted.
Nursing is the Near East
BELIEFS AND PRACTICES:
1. Man’s mode of living changed from nomadic
style to an agrarian society to an urban
community life.
2. Man developed a means of communication
and the beginnings of a body of scientific
knowledge.
3. Nursing remained the duty of slaves, wives,
sisters, or mothers.
4. The care of the sick was still closely related to
religion, superstition and magic. Astrology
and numerology were also used in medical
practice.
5. The period saw the birth of three great
religious ideologies: Judaism, Christianity,
and Islam.
CONTRIBUTIONS TO MEDICINE AND NURSING:
A. BABYLONIA:
- CODE OF HAMMURABI: Provided laws that covered
every facet of Babylonian life including medical
practice. The medical regulations established fees,
discouraged experimentations, recommended
specific doctors for each disease and gave each other
patient the right to choose between the use of
charms, medications, or surgical procedures to cure
the disease. There was no mention of nurses or
nursing.
B. EGYPT:
 The Egyptians introduced the art of
embalming which enhanced their knowledge
of human anatomy.
 They developed the ability to make keen
observation and left a record of 250
recognized diseases.
 There was no mention of nurses, hospitals, or
hospital personnel. Slaves and patient’s
families nursed the sick.
C. ISRAEL:
- Moses is recognized as the “Father of Sanitation”. He
wrote the five books of the Old Treatment which:
1. Emphasized the practice of hospitality to strangers
and acts of charity (Book of Genesis, Old Testament).
2. Promulgated laws of control on the spread of
communicable disease and the ritual of circumcision
of the male child (Book of Leviticus).
3. Referred to nurses as midwives, wet nurses or
child’s nurses whose acts were compassionate and
tender (outpouring of maternal instincts).
Nursing in the Far East
A. CHINA:
 The people strongly believed in spirits and
demons as seen in the practices such as using
girl’s clothes for male babies keep evils away
from them.
 They practiced ancestor worship prohibited
the dissection of dead human body.
 They gave the world knowledge of materia
medica (pharmacology) prescribed methods
of treating wounds, infections and muscular
afflictions.
 There was no mention of nursing in their
records. It is assumed that the care of the sick
was done by female members of the
household.
B. INDIA:
 Men of medicine-built hospitals, practiced an
intuitive form of asepsis and were proficient
in the practice of medicine and surgery.
 Sushurutu made a list of function and
qualifications of nurses. For the first time in
recorded history, there was a reference to the
nurse’s taking care of patients. These nurses
were described as combination of physical
therapist and cook.
Nursing in Ancient Greece
 Nursing was the task of untrained slave.
 The Greeks introduced the caduceus, the
insignia of the medical profession today.
 Hippocrates, born in Greece, was given the
title “The Father of Scientific Medicine”. He
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 ENRICHMENT 1
made a major advance in medicine by
rejecting the belief that diseases had
supernatural causes. He also developed
assessment standards for clients, established
overall medical standards, recognized a need
for nurses.
Nursing in Ancient Greece
 The transition from pagan to Christian
philosophy took place. There was a contrast
between the materialism of pagan society and
the spirituality of the converted Christians.
 The Romans attempted to maintain vigorous
health, because illness was a sign of
weakness.
 Care of the ill was left to the slaves or Greek
physicians. Both groups were looked upon as
inferior by Roman society.
 Fabiola was a worldly, beautiful Roman
matron who was converted to Christianity by
her friends Marcella and Paula. With their
help, she made her home the first hospital in
the Christian world.
Period of Apprentice Nursing
- This period extends from the founding of
religious nursing orders in the Crusades, which
began in the 11th century and ended in 1836,
when Pastor Fliedner and his wife established the
Kaiserwerth Institute for the training of
Deaconesses (a training school for nurses in
Germany.
- It is called the period of “on the job” training.
Nursing care was performed without any formal
education and by people who were directed by
more experienced nurses.
- Religious orders of the Children Church were
responsible for the development of this kind of
nursing.
THE CRUSADES:
- were Holy Wars waged in an attempt to
recapture the Holy Land from the Turks who
denied Christ’s pilgrims permission to visit the
Holy Sepulcher.
- Military religious orders established hospitals
staffed with men.
MILITARY RELIGIOUS ORDERS AND THEIR WORKS:
1. KNIGHTS OF ST. JOHN OF JERUSALEM,
(ITALIAN): Devoted to religious life and
nursing. Discipline was strict. It established
an organization of ranks and advocated
principles of complete and unquestioned
devotion to duty and traditional obedience to
superiors.
2. TEUTONIC KNIGHTS (GERMAN): Established
tent hospitals for the wounded.
3. KNIGHTS OF ST. LAZARUS: Was founded
primarily for the nursing care of lepers in
Jerusalem after the Christians had conquered
the city.
- The Alexian brothers were members of a monastic
order founded in 1348.
- They established the Alexian Brothers Hospital
School of Nursing, the largest School of Nursing
under religious order.
- It operated exclusively for men in United States, the
school closed in 1969.
THE RISE OF SECULAR ORDERS:
- During this period, there was also the rise of
Religious Nursing Orders for women.
- Although Christianity promoted equality to all men,
women were still concerned in their roles as wives
and mothers.
- Only by entering a convent that she could follow a
career, obtain an education and perform acts of
charity that her faith taught would help her gain
grace in heaven.
- Queens, princesses and other ladies of royalty
founded many religious orders.
- Religious taboos and social restrictions influenced
nursing at the time of the religious Nursing Orders.
- Hospitals were poorly ventilated and the beds were
filthy.
- There was overcrowding of patients; three or four
patients, regardless of diagnosis or whether they are
alive or dead, may have shared one bed.
- Practice of environmental sanitation and asepsis
were non-existent.
- Older nuns prayed with and took good care of the
sick; while the younger nuns washed soiled linens,
usually in the rivers.
SECULAR ORDERS FOUNDED DURING THE PERIOD
OF THE CRUSADES:
1. ORDER OF ST. FRANCIS OF ASSISI (1200-
PRESENT): Believed in devoting their lives to
poverty and service to the poor.
a. First Order: founded by St. Francis himself
b. Second Order (Poor Clares): Founded by St.
Clare of Assisi.
c. Third Order (Tertiary Order): Composed of
members who devoted their time to
performance of acts of mercy in their
communities; most provided nursing care in
homes and hospitals.
2. THE BEGUINES: Composed of lay nurses who
devoted their lives to the service of suffering
humanity. It was founded in 1170 by a priest,
Lambert Le Begue.
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TH
3. THE OBLATES (12 CENTURY)
4. BENEDICTINES
5. URSULINES
6. AUGUSTINIANS
IMPORTANT NURSING PERSONAGES DURING THE
PERIOD OF APPRENTICE NURSING:
1. ST. CLARE: Founder of the Second Order of St.
Francis of Assisi; took vows of poverty, obedience
service and chastity; gave nursing care to the sick and
the afflicted.
2. ST. ELIZABETH OF HUNGARY: Known as the
“Patroness of Nurses”, she was the daughter of the
Hungarian king. She lived her life frugally despite her
wealth. She used all her wealth to make the lives of
the poor happy and useful.
- She built hospitals for the sick and the needy. She
fed the sick with her own hands and made their beds.
- She provided for orphans and fed 300-900 persons
daily at her gate.
- to avoid idleness, she employed those who were
able to work continually in her hospital and in the
homes of the poor and go to fishing in streams to help
provide for the many sufferers.
3. ST. CATHERINE OF SIENA. THE FIRST “LADY
WITH A LAMP”: She was 25th child of a humble Italian
parents. She pledged her life to service at the age of
seven and was referred to as little saint. She was a
hospital nurse, prophetess, researcher, and a
reformer of society and the church.
- the world of nursing, despite wars and plagues
made considerable progress under the influence of
Christianity.
- it may be said that nursing owes its foundation to
the work of benevolent men and women, the
crusades and the guilds.
- But this progress in nursing was brought to a halt by
industrial and political revolution and the
Reformation in the 16th century.
- These left the world in the following situations:
a. The masses of people huddled in slums as result of
famine, wars and the introduction of machinery
(industrial revolution)
b. Living in blighted slum areas, the people sank into
brutal and immoral way of life.
c. Ambition for power and the antagonism resulting
from the attempts to achieve this power replaced
human empathy.
d. Class lines could be bypassed in some parts of the
world, and people struggled against one another for
power, wealth, and leisure.
e. Skepticism was the result of political, intellectual
and ideological revolutions; everything in life had to
be based upon scientific fact. Nothing else was true.
- In the 16th century, hospitals were established for
the care of the sick.
- The hospitals were gloomy, cheerless and airless.
- They were unsanitary.
- People entered hospitals only under compulsion or
as last resort.
- There was little employment and education was
only for the rich and the titled.
- St. Vincent de Paul seeing the pervading poverty and
the generally poor health conditions organized group
called “Le Charite” and the community of the Sisters
of Charity.
- The latter was composed of women who lived
uncloistered and were dedicated to doing God’s work
through caring for the sick, the poor, the orphaned,
and the widowed.
- Louise de Gras (nee Marillac) was the first superior
and co-founder of this order.
THE DARK PERIOD OF NURSING
- This extends from the 17th to the 19th century from
the period of reformation until the US Civil War.
- The religious upheaval led by Martin Luther
destroyed the unity of the Christian faith.
- The wrath of Protestantism swept away everything
connected with Roman Catholicism in schools,
orphanages and hospitals.
- Properties of hospitals and schools were
confiscated.
- Nurses fled for their lives. In England, hundreds of
hospitals were closed.
- There were no provisions for the sick, no one to care
for the sick.
- Nursing became the work of the least desirable of
women – women who took bribes from patients, who
stole the patients, who stole the patient’s food and
who used alcohol as a tranquilizer.
- They worked seven days a week, slept in cubbyhole
near the hospital ward or patient and ate scraps of
food when they could find them.
- These women were personified in a Charles Dickens
novel as Sairey Gamp and Betsy Preg.
Several leaders sought to bring about reforms.
Among them were:
1. John Howard: A prison reformer, helped improve
the living conditions in prisons and gave prisoners
renewed hope.
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2. Mother Mary Aikenhand: Established the Irish
Sisters of Charity to bring back into nursing the
dedication of the early Christian era.
3. PASTOR THEODOR FLIEDNER AND FREDERICKA
MUNSTER FLIEDNER:
- Established the Institute for the training of
Deaconesses at Kaiserwerth, Germany (1836), the
first organized training school for nurses.
Requirements for entering the school were.
a. Character reference from clergyman
b. A certificate of health from a physician
c. Permission from their nearest relative
NURSING IN AMERICA:
- People began to settle in the North American
continent, to seek for adventure, new guests and new
trade routes.
- MDME. JEANNE MANCE was first laywoman who
worked as a nurse in North America.
- She founded the Hotel Dieu of Montreal, a log cabin
hospital.
1. PRE-CIVIL WAR NURSING:
- In the USA and Canada, religious nursing orders,
both Catholic and Protestant carried out nursing.
- Augustinian nuns, Ursuline sisters, Deaconesses of
Kaiserwerth, Protestant sisters of Charity and many
others helped found and staff hospitals.
- Mrs. Elizabeth Seton, an American, founded the
Sisters of Charity of Emmitsberg, Maryland in 1809.
2. AMERICAN REFORMS IN NURSING:
a. The Nurse’s Society of Philadelphia organized a
school of nursing under the direction of Dr. Joseph
Warrington in 1839.
- Nurses were trained on the job and attended some
preparatory courses.
b. Women’s Hospital in Philadelphia established a six-
month course in nursing to increase the nurse’s
knowledge while they worked.
- They were taught a minimum amount of medical
and surgical nursing, materia medica and disatetics.
3. NURSING DURING THE CIVIL WAR:
- The American Medical Association during the Civil
War created the Committee on Training of Nurses.
- It was designated to study and make
recommendations with regards to the training of
nurses.
- Doctors realized the need for qualified nurses.
Some of the Important at this time were:
a. Dorothea Lynde Dix: she established the
Nurse Corps of the United States Army. She
directed the nursing of the injured.
b. Clara Barton: founded the American Red
Cross.
Period of Educated Nursing:
- This period began on June 15, 1860 when the
Florence Nightingale School of Nursing opened at St.
Thomas Hospital in London (St. Thomas Hospital
School of Nursing).
- The development of nursing during this period was
strongly influenced by trends resulting from wars,
from an arousal of social consciousness, from the
emancipation of women and from the increased
educational opportunities offered to women.
FACTS ABOUT FLORENCE NIGHTINGALE:
 Recognized as the “Mother of Modern
Nursing”; she was also known as the “Lady
with a Lamp”.
 Born on May 12, 1820 in Florence Italy.
 Raised in England in an atmosphere of culture
and affluence; learned languages, literature,
mathematics, and social graces.
 Her education was rounded out by a
continental hour.
 Not connected with the social custom
imposed upon her as a Victorian Lady, she
developed her self-appointed goal: “To
change the profile of nursing”.
 Compiled notes of her visits to hospitals, her
observation of the sanitary facilities, and
social problems of the places she visited.
 Noted the need for preventive medicine and
good nursing.
 Advocated for care of those afflicted with
diseases caused by lack of hygienic practices.
 At the age of 31, she overcame her family’s
resistance to her ambitions. She entered the
DEACONESSES SCHOOL AT KAISERWORTH.
 Worked as a superintendent for
Gentlewomen during Illness.
 Disapproved of the restrictions on admission
of patients considered this unchristian and
incompatible with health care.
 Upgraded the practice of nursing and made
nursing an honorable profession for
gentlewomen.
 Led the nurses that took care of the wounded
during the Crimean War.
 Put down her ideas in two published books:
Notes on Nursing and Notes on Hospitals.
OTHER IMPORTANT PERSONS/GROUPS/EVENTS
During Period of Educated Nursing:
1. LINDA RICHARDS: First graduate nurse un the US;
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graduated on September 1, 1872, from the New
England Hospital for Women in Boston.
2. DR. WILLIAM HALSTEAD: Designed the first
rubber gloves.
3. CAROLINE HAMPTON ROBB: The first nurse to
wear rubber gloves while working as an operating
room nurse.
4. Establishment of nursing organizations; the
American Nurses Association and the National
League for Nursing Education; contributed to the
uplift of the nursing profession.
5. ISABEL HAMPTON ROBB: The first principal of the
John Hopkins Hospital School of Nursing; the most
influential in directing the development of nursing
during this period.
6. CLARA LOUISE MAAS: Engaged in medical research
on yellow fever during the Spanish-American War.
She died of yellow fever.
7. Development of private duty nursing, settlement
house nursing (forerunner of PHN); school nursing,
government service of nurses, and prenatal and
maternal health nursing (1900-1912)
inventory, making payrolls, record keeping,
and billing.
4. Use of sophisticated equipment for diagnosis
and therapy.
5. The advent of space medicine also brought
about the development of aerospace nursing.
Colonel Pearl Tucker developed a
comprehensive one-year course to prepare
nurses for aerospace nursing at Cape
Kennedy.
6. Health is perceived as a fundamental human
right. Laws were legislated to provide such
right.
7. Nursing improvement in community health is
greatly intensified.
8. Technological advances, such as the
development of disposable supplies and
equipment have relieved the nurse from
numerous tedious tasks.
9. Development of the expanded role of the
nurse. The nurse is constantly assuming
responsibilities in patient care which were
formerly the sole prerogative of the
physician. Nursing became a dynamic
profession because the scope of nursing
practice is expanding in the light of the
modern developments in the constantly
changing world.

8. Age of specialization began in the first decade of

the 20th century.

9. Preparation of a standard curriculum based on

educational objectives for schools of nursing. (1913-
1937)

10. EDITH CAVELL: Known as “MATA HARI”, served

the wounded soldiers during World War I. (both
English and Russian soldiers). This was why she was
suspected as a spy. She was an English nurse. She has
a monument in Russia, as a recognition to her
services.

Period of Contemporary Nursing

- this covers the period after World War II to present.

- Scientific and technological developments as well as
social changes mark this period.

EVENTS AND TRENDS:

1. Establishment of the World Health
Organization by the United Nations to assist
in fighting disease by providing health
information and improving nutrition, living
standards, and environmental conditions of
all people.
2. Use of atomic/nuclear energy for medical
diagnosis and treatment.
3. Utilization of computers for collecting data,
teaching, establishing diagnosis, maintaining

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