These conclusions are based on discussions about the historical review of nursing education at the College of Nursing Science, Ewha Womans University. The conclusions were as follows:
1955--1968: With the development of modern educational thought in the late nineteenth century of the "hermit kingdom", the College of Nursing at Ewha Womans University established the first regular collegiate nursing program in lorea. The College of Nursing has been rooted in history and tradition through establishing the first nurses training school(1903) and laying the foundation for the system of professional nursing education in Korea.
Based on the Christian spirit of Ewha Womans University, the College of Nursing´s purpose was twofold. The first was to educate women to be refined. The second was to establish women in a body of scientific knowledge and to train them to be able for the nursing service. These two purposes combined, put the emphasis on maintaining balance between human education and professional technical education.
1969?1972: With the purpose of educating able nurses who would play a leadership role in the continuously expanding nursing services, the department of nursing was promoted to college status (1968.12.26) and became independent. The College of Nursing included a clinical nursing department and a public health nursing department. However, a lack of government institutional assistance to support the role and advancement of the graduates resulted in the discontinuance of the clinical and public health nursing departments(1971.12.31).
The College of Nursing was then composed of a single nursing department that based its educational purpose on Christian altruistic ideology. A foundation was laid for professional nursing education through the preparation and qualification of women as nurses who were equipped to promote the health of clients.
1972?1980: The College of Nursing, by establishing its purpose as the training of able nurses who will help lead the nursing service, accomplished a balance between professional technical education and human education. Women developed a natural disposition as a professional nurse and were grounded and matured in the humanities as women of culture. Also, as a result of theory development centering around a body of nursing knowledge, medical influences were gradually being excluded and scientific nursing models were continuing to be strengthened.
1981?1990: According to nursing theories centering around the major concepts of person, environment, health, and nursing, the College of Nursing developed a professional nursing education curriculum that clearly stated the characteristics and purposes of nursing education as derived from this paradigm. However, basic nursing science, which was recognized as foundational to nursing education, was yet managed superficially by medical theories, and was not representative of nursing science or nursing service.
1991?Present: The College of Nursing developed an education ideology that seeks to train professional nurses who will help maintain maximum health and facilitate in the promotion and recovery of holistic humans as interactional beings with their environments. Further, in the organization and management of the educational course of study, the basic sciences and the basic nursing sciences have been reorganized around nursing service and nursing theory. Therefore, nursing concepts, principles and applications are now, both in name and practice, founded on the basis of true nursing education. In doing this, the developmental transition from medicine?based to nursing?based education has been accomplished.
|