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Nursing Administration Education

Nursing Administration Education Chapter 9 CONTENTS Curricular Content Clinical Nursing Nursing Administration Content &eml Adminisaation Content Inlegrative Criiiqw Program Structure, cbarackristics, and Effectiveness Structure and Effectiveness Pructica Pmgm Characteristics Integrative Critique Nursing Administration Content for Qinical Education Pro- gnlms Education Summary and Re-h Dimtiom One hundred years ago Miss E, P. Davis, Superintendent of the Univmity of Pennsylvania Hospital, suggeskl that wrses moving into management roles should possess a specialized body of knowledge to oomplcment: their nursing expertise (Davis, 1893). It was not until the 1950s, though, that nursing administration education programs began to prolifemte in the United States &Idlane, 1959). la that kade there were farsighted attempts to defk the educatiod qukmnts of nurse adminishtms and suggestions that ad- ministrative science be taught as a core cmpmt of nursing administration educational programs (FW, 1952; Hamilton, 194g; Mdane, 1959). In the 1960s and early 19709, however, graduate education in nusing emphasized clinical speciahzation and ignored education in nursing administration (Blair, 1976). Beginning about 1974, concurrent with the rapid changes in health care technology and financing, there were renewed and enthusiastic efforts to develop graduate nursing administration progams. The number of programs tripled from 24 in 1974 to 74 in 1989 (Mark, Tmer, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Annual Review of Nursing Research Springer Publishing

Nursing Administration Education

Annual Review of Nursing Research , Volume 10 (1): 17 – Sep 1, 1992

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Publisher
Springer Publishing
ISSN
0739-6686
eISSN
1944-4028
DOI
10.1891/0739-6686.10.1.165
Publisher site
See Article on Publisher Site

Abstract

Chapter 9 CONTENTS Curricular Content Clinical Nursing Nursing Administration Content &eml Adminisaation Content Inlegrative Criiiqw Program Structure, cbarackristics, and Effectiveness Structure and Effectiveness Pructica Pmgm Characteristics Integrative Critique Nursing Administration Content for Qinical Education Pro- gnlms Education Summary and Re-h Dimtiom One hundred years ago Miss E, P. Davis, Superintendent of the Univmity of Pennsylvania Hospital, suggeskl that wrses moving into management roles should possess a specialized body of knowledge to oomplcment: their nursing expertise (Davis, 1893). It was not until the 1950s, though, that nursing administration education programs began to prolifemte in the United States &Idlane, 1959). la that kade there were farsighted attempts to defk the educatiod qukmnts of nurse adminishtms and suggestions that ad- ministrative science be taught as a core cmpmt of nursing administration educational programs (FW, 1952; Hamilton, 194g; Mdane, 1959). In the 1960s and early 19709, however, graduate education in nusing emphasized clinical speciahzation and ignored education in nursing administration (Blair, 1976). Beginning about 1974, concurrent with the rapid changes in health care technology and financing, there were renewed and enthusiastic efforts to develop graduate nursing administration progams. The number of programs tripled from 24 in 1974 to 74 in 1989 (Mark, Tmer,

Journal

Annual Review of Nursing ResearchSpringer Publishing

Published: Sep 1, 1992

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