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This positioning paper presents a new paradigm for the history of both nursing and medicine that will involve studying these actors and their practices in relation to each other rather than, as we have done, in isolation. This is not to say that both disciplines have had the same orientation and the same ambitions. Nursing, as I argue, has had a more constant focus and impact on its particular communities; medicine, by contrast, more successfully articulated a commitment to depersonalized knowledge and expertise that seemed to transcend individual and community experiences. Yet these may be the two sides of the same proverbial coin. Nursing and medicine needed each other to make their particular claims to authority and expertise and, in the end, to achieve the success of their "scientific agenda."

Algase et al, in “An Eye Toward the Future,” presents as facts concepts like “discipline,” “nursing science,” and “unique knowledge” that have long been understood by historians as context-based and contingent. Our history with these concepts is much more complicated – and more interesting. It suggests research, in general, and interdisciplinary research, in particular, is not just about knowledge per se, but also about political positioning, social imperatives, and personal preferences. The questions and answers should not be based on essentialist nursing assumptions about who does what for whom but on the quality of shared and interdisciplinary outcomes for our patients, families, and communities.

RESUMO Objetivo: reconstruir aspectos biográficos de Ethel Parsons no centenário da missão de cooperação técnica para o desenvolvimento da enfermagem no Brasil. Método: pesquisa biográfica, realizada pelo método de análise de fontes históricas, que consiste em leitura e interpretação dos documentos coletados. Resultados: de família renomada, Ethel Parsons ocupou chefias de serviços de saúde pública e atuou na Cruz Vermelha Americana antes de ser indicada para coordenar a missão da Fundação Rockefeller no Brasil, onde inaugurou o modelo anglo-americano de enfermagem. Por dez anos, Parsons se dedicou a liderar tal missão, que resultou na implantação e difusão, por força de decreto, do modelo anglo-americano de enfermagem. Em 1931, retornou a seu país, onde faleceu em 1953. Conclusão: Ethel Parsons se destacou no século XX como mulher e enfermeira, liderando serviços assistenciais de saúde pública nos EUA e no Brasil. Sua biografia demonstra um ideal de profissionalização e ciência a ser conquistado pela enfermagem no cenário assistencial e educacional, que influenciou no delineamento de uma identidade coletiva da enfermagem brasileira.

A nimble and flexible regulatory response regarding the nursing workforce is essential to a fully integrated public health approach to national crises and pandemics. The COVID-19 pandemic has drawn many comparisons to the 1918 Flu Pandemic. Some of them are well-reasoned and grounded in evidence. Other are not. This study provides a historically contextualized analysis of how the 1918 flu pandemic helped shape Pennsylvania nursing's current regulatory apparatus. We conclude that the state-based solutions that nursing registration represents are inadequate to deal with pandemics and crises with national, if not global, reach. We need to move immediately toward the national COMPACT system, while mindful of how regulatory processes and procedures can reinforce structural inequities.

Despair generates personal devaluation, which can lead to states of greaterdepression. The aim was to describe experiences of despair in a sample of 224 Mexican youths of both genders aged 26 on average. A questionnaire of nine reagents validated by expert judges was used. The results show that women have experienced it more frequently. Lack of hope in participants is evidenced in the following areas: academic, occupational, economic, emotional, personal, accident / illness. With regard to the causes, women attribute it to internal factors whilemen to external factors. The results reveal that livingin despair increases the risk of losing stability and health in general.

The use of bacterial additives in forage silages with low content of dry matter prevents undesirable fermentation and reduces losses by gases (PG) and effluents (PE) during the ensiling process. This study aimed to evaluate the fermentation parameters, chemical composition and in vitro digestibility of silage of Urochloa brizantha cv. Xaraés produced with bacterial additive. The inoculant contained the following strains: Propionibacterium acidipropionici + Lactobacillus plantarum; Lactobacillus buchnari; Propionibacterium acipropionici + commercial enzymes and Lactobacillus plantarum and Pediococcus pentosaccus, at 0, 25, 50, 75, 100, and 125% of the recommended level for sugarcane (2 g ton-1). The experiment was a completely randomized design with four replications, and six levels of inoculant (0, 25, 50, 75, 100, and 125%). There was a quadratic relationship between the inoculant addition and the levels of pH, PE, DMIVD, NDF, ADF and LIG of the silage. PG and MM increased linearly with the addition of inoculant. The N-NH3, DM, CP, CEL, HEM and EE were not affected by the inoculant. Bacterial additive at 50% provided increased DMIVD. Appropriate values were found for pH and NH3. O uso de aditivos bacterianos em silagens de forrageiras com baixo teor de matéria seca inibe fermentações indesejáveis e reduz perdas por gases (PG) e efluentes (PE) durante o processo da ensilagem. Objetivou-se avaliar as características fermentativas, a composição química e a digestibilidade "in vitro" de silagens de Urochloa brizantha cv. Xaraés produzidas com aditivo bacteriano. Foi utilizado inoculante contendo as seguintes cepas: Propionibacterium acidipropionici + Lactobacillus plantarum; Lactobacillus buchnari; Propionibacterium acipropionici + enzimas comerciais e Lactobacillus plantarum + Pediococcus pentosaccus, nas doses de 0, 25, 50, 75, 100 e 125% do nível recomendado para cana (2 g t-1). O delineamento utilizado foi o inteiramente casualizado com quatro repetições, sendo utilizado inoculante comercial e seis doses de adição (0, 25, 50, 75, 100 e 125%). Observou-se relação quadrática entre a inclusão do inoculante e os teores de pH, PE, DIVMS, FDN, FDA e LIG da silagem. PG e MM aumentaram linearmente à medida que foi adicionando o inoculante bacteriano. Os teores de N-NH3, MS, PB, CEL, HEM e EE não foram influenciados pelos níveis de inclusão do inoculante. O aditivo bacteriano no nível de 50% proporcionou aumento na DIVMS. Foram encontrados valores adequados para pH e N- NH3.

In light of recent recommendations from the American Association of Colleges of Nursing's Baccalaureate Essentials , the Institute of Medicine's Future of Nursing , and the Carnegie Foundation's Educating Nurses , many schools of nursing are actively redesigning their undergraduate curriculums. Although the process of curricular change is a complicated one, it is also one that can generate faculty excitement, growth, and engagement. This article describes the process used to bring together the entire faculty and other stakeholders in a unique way to create a new undergraduate nursing curriculum that looks to the future and taps university and faculty strengths. The trajectory of the process and important points within that trajectory are discussed. Key products of the process, which served as articulating steps in building the final product, are also considered and how the framework translates into course work. Faculty engagement at each step resulted in a curriculum owned and endorsed by all constituents, a curriculum that breaks down the "silos" that exist not only among courses and clinical experiences but also between the undergraduate educational experience and the more complicated and contingent one of clinical practice.

I examine the history of the East Harlem Nursing and Health Service in New York City from its beginnings as a demonstration project in 1922 to its closing in 1941. I explore the less tangible goals, needs, and ambitions of the many different constituents that paid for, delivered, and received health care services. I place these goals, needs, and ambitions as critically important drivers of ultimate success or failure. The East Harlem Nursing and Health Service gained international fame among public health leaders for its innovative and independent nursing practice and teaching. However, it ultimately failed because its commitment was to a particular disciplinary mission that did not meet the needs of the constituent communities it served. From 1928 to 1941, the service focused more on the educational advancement of public health nursing and less on addressing the real health care needs of those in East Harlem.

This work posits how medical history might be conceptualized if nurses and nursing history was used as the analytical lens. Nursing is seen not as a separate part or subsection of medical history, but rather one that is deeply embedded in the relationships and social order of clinical practice. Nursing is an analytical category in and of itself. By approaching nursing as such a category, we enlarge "new notions of historical significance" to encompass personal, political, public, and private activities that constitute medical experiences.

This article explores the interconnected personal and professional lives of all seventeen graduates of the Latter-day Saints Nurses Training School class of 1919 over almost six decades of their lives. It places the experiences of these women at the nexus of ideas about women, work, family, and religion, and considers work that took place not just within hospitals and health care agencies but also within families, and families' particular patterns of wage work and unremunerated housework, care work, and that on farms or small businesses. These graduates actually moved rather easily and intermittently back and forth between domestic and market economies; their paid nursing work was integrated into, rather than separate from, their work as wives and mothers. Their life stories show how these women actively embraced the gendered meaning of nursing for how it privileged both their professional work and their commitment to Mormon traditions.

This essay explores the meaning of history for a practice profession. It argues that our clinical backgrounds suggest particular kinds of historical questions that colleagues with different backgrounds would not think to ask. This essay poses three possible questions as examples. What if we place the day after day work of caring for the sick - that which is nursing - at the center of an institution's history? What if we were to embrace a sense of nurses and nursing work as truly diverse and different? What if we were to analytically engage the reluctance of the large number of nurses to formally embrace feminism? This essay acknowledges that these are not the only possible questions and, in the end, they most likely will not even be the important ones. But this essay does argue that we, who are both clinicians and historians, need to more seriously consider the implications of our questions for disciplinary practice and research. It argues, in the end, that the meaning of history to a practice profession lies in our questions: questions that are different than those raised by other methods, and questions that may escape notice in the press of daily practice and research.

Historians of nursing can inform and provide perspective and context to the discipline and to policy makers. This article provides several examples of the interplay of history and health policy debates across time and place. From issues of the nursing workforce to discussions about the skill level needed to safely care for patients and the issues of practice boundaries, history provides evidence for shaping our understanding of and engagement with health policy. History offers a way to understand the present and think about the future. It illustrates a critical perspective for both action and advocacy.