Table of Contents 1
Cover
4
Foreword
5
Preface
7
PART 1: Lay Knowledge
1 Role of History
1.1. Lay knowledge
1.2. A difficult history for an ordinary experience
2 The Hospital as a Place to Talk
2.1. The origin of the hospital
2.2. The care environment
3 Care Before 1850
3.1. Maison staff
3.2. Sacred values in the period of lay knowledge
3.3. Nurses (enfermières)
3.4. Nurses and gardes-malades
3.5. City physicians
4 Practices and Knowledge
4.1. Domus or looking after property life
4.2. Hominem or looking after human life
4.3. Familia or looking after group life
4.4. Never enough time to do everything
5 A Return to Image: Minion Syndrome
5.1. Even more knowledge
5.2. The economically unnecessary provision of services
8
PART 2: Protodisciplinary Knowledge
6 From Hospital-School to School-Hospital
6.1. A non-religious form of training
6.2. Valérie de Gasparin and Florence Nightingale
7 The Advent of Medical Writing
7.1. The ERR process for practical knowledge
7.2. Nursing students and writing
8 Towards Higher Education
8.1. Women’s groups
8.2. Non-university higher education structures
8.3. Towards university schools and scientific research
8.4. Europe and the Hautes écoles spécialisées (HES)
9 A Return to Image: The Shaping of Knowledge
9.1. Duplication of reduced knowledge
9.2. The problematic identity of knowledge
9
PART 3: Scientific Knowledge
10 Nursing Sciences?
10.1. Profession first, discipline and science second!
10.2. Historical constants of the discipline
11 The Construction of the Discipline
11.1. The green knowledge theory
11.2. Compulsory basic knowledge
12 Identity and Discipline
12.1. Why health mediology?
12.2. The identity of our knowledge and health mediology
13 A Return to Image: “Where Do We Go Now”?
13.1. An intergenerational continuity of knowledge
13.2. Ordinary practices before advanced practices
10
Conclusion
11
References
12
Index
List of Illustrations 1 Chapter 2Figure 2.1. A lay hospital on Catholic soil in 1606. 2 Chapter 4Figure 4.1. In this picture of the Freiburg hospital in 1582, we can see clues t... 3 Chapter 10Figure 10.1. Chronology of the emergence of the four practical fields of occupat...Figure 10.2. Foundations of the care discipline. First foundation of knowledge o...Figure 10.3. Appearance of cultural systems (CS) in terms of knowledge in the mo...Figure 10.4. Three cultural groups have guided healthcare action since the end o...Figure 10.5. The three MEDs: in terms of knowledge, nurses draw from the environ...Figure 10.6. Conceptual references are developing. North American female metathe...Figure 10.7. Behind the concepts developed by the discipline, we can identify 14...Figure 10.8. Dynamic surface of knowledge arranged according to language traditi... 4 Chapter 11Figure 11.1. The different “floating” multicolored knowledge within the nursing ...Figure 11.2. Diagram of the construction of fundamental knowledge for a discipli...Figure 11.3. Green knowledge. Perspectives of a discipline gradually coming toge...Figure 11.4. Foundations of disciplinary knowledge carried by conceptualized
