Tobbell Dominique A
University of Minnesota, Minneapolis, MN 55455, USA.
Nurs Hist Rev. 2014;22:37-60. doi: 10.1891/1062-8061.22.37.
The 1950s and 1960s were decades of change for the American nursing profession. A new generation of nurse educators sought to create greater professional autonomy for the nurse by introducing new models of education that emphasized science-based learning over technical skills and bedside care, and creating new clinical roles for the nurse, based on advanced graduate education. They confronted resistance from an older generation of nurses who feared becoming "second-class citizens" in increasingly academic nursing schools, and from academic health care institutions all too comfortable with the gendered hierarchy on which the traditional model of nursing education and practice was predicated. Using the University of Minnesota and University of California-Los Angeles (UCLA) as case studies, and based on institutional records and more than 40 oral histories with nursing and medical faculty, this article describes the generational conflicts this new cadre of nurse educators confronted within schools of nursing, and the institutional politics they struggled with as they sought to secure greater institutional status for the schools among the universities' other health science units.
20世纪50年代和60年代是美国护理行业发生变革的几十年。新一代的护理教育工作者试图通过引入新的教育模式来为护士创造更大的职业自主权，这些教育模式强调基于科学的学习而非技术技能和床边护理，并基于高等研究生教育为护士创造新的临床角色。他们面临着老一辈护士的抵制，这些老一辈护士担心在日益学术化的护理学校中成为“二等公民”，同时也面临着学术医疗保健机构的抵制，这些机构对传统护理教育和实践模式所基于的性别等级制度感到非常满意。本文以明尼苏达大学和加利福尼亚大学洛杉矶分校（UCLA）为案例研究，基于机构记录以及对护理和医学教员的40多次口述历史，描述了这一新一批护理教育工作者在护理学校内部所面临的代际冲突，以及他们在努力为这些学校在大学的其他健康科学单位中争取更高机构地位时所遭遇的机构政治。
