History of Nursing Education Evolution Mildred Montag

doi:10.1016/j.teln.2017.05.006

Teaching and Learning in Nursing

Volume 12, Issue 4, October 2017, Pages 295-297

https://doi.org/10.1016/j.teln.2017.05.006 Get rights and content

Abstract

Mildred Montag, doctor of philosophy, is renowned for her influence on nursing education. Her evolutionary steps to address a nursing shortage moved nursing students into a decisive curriculum model and out of hospital-based programs. Her doctoral dissertation proposed that creating a 2-year program to prepare technical nurses would address the nursing shortage occurring at that time. The goal was to provide a workforce to assist the professional nurse who she envisioned as having a baccalaureate degree. The implications of Dr. Montag's work for our current generation of nurses still centers around the dilemma she notes in 1963. How will nurses and health care centers provide “top of license” performance, and who will provide direct care to our patients? This article strives to find an answer in the work of Mildred Montag's doctoral dissertation “The Education of Nursing Technicians.”

Section snippets

Dissertation

In 1948, Dr. Montag decided to complete her doctoral studies at Columbia University Teachers College and left Adelphi College. It was Dr. Montag's doctoral dissertation that changed the way we educate nurses in the United States. It was in “her doctoral dissertation that she proposed creating a two-year program to prepare technical nurses to assist the professional nurse whom she envisioned as having a baccalaureate degree” (Klainberg, 2010, p. 35). The rationale for Dr. Montag's work was the

Ideas in Action

The implications of Dr. Montag's work for our current generation of nurses still centers around the dilemma she notes in 1963. “The question of who shall give nursing care to patients must be answered in the patients' best interests” (Montag, 1963, p. 103). The current discussion in health care centers on “top of license” performance and the delegation of many of the direct care tasks to ancillary unlicensed staff. Dr. Montag in her 1963 article in The American Journal of Nursing states, “The

Conclusion

To transform our health care system, we need to transform how we educate our largest health care provider—the nurse. We need to ensure that nurses can practice to the full extent of their education and improve their opportunities to critically think effectively. Create opportunities for nurses to assume leadership positions and to serve as full partners in the health care redesign and improvement efforts. We need to improve data collection for workforce planning and policy making. Mildred

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Interprofessional education: state and federal policy considerations in the tale of two professions
2022, Shaping Nursing Healthcare Policy: A View from the Inside
There have been concerns regarding eroding numbers of traditional, physician-led primary care practices. Alternative practice models, ideally ones where interprofessional practice is the norm, must be supported by necessary changes in health policy. Integrated APRN/clinical pharmacist care models are a logical, if inadequately studied, answer to primary care shortages. The Framework for Action on Interprofessional Education and Collaborative Practice provides policymakers with ideas on how to implement interprofessional education and collaborative practice within their current context. The progressive evolution of nursing and pharmacy disciplines in a health policy context makes a good case study to examine interprofessional education and practice for several reasons. Further, we must adopt public and private payment models that recognize interprofessional team-based care including clinical pharmacists working in collaborative practice with nurses, physicians, and other providers. Collaborative practice happens when multiple health workers from different professional backgrounds work together with patients, families, careers, and communities to deliver the highest quality of care. Major changes in the roles of nurses and pharmacists have occurred over the past six decades driven by changes in state and federal policies related to education, scope of practice, and reimbursement. The professions of nursing and pharmacy have extremely long and deep roots in the United States and around the world. Both professions have evolved significantly as they strive to meet societal needs for the care these professionals provide, both in their unique disciplinary roles and as part of interprofessional patient care teams.
Examining nursing student academic outcomes: A forty-year systematic review and meta-analysis
2021, Nurse Education Today
Citation Excerpt :
The purpose of academic nursing education is to ensure adequate care and health advances worldwide, meeting the needs of the population, in the light of equity and sustainability of healthcare (Harker, 2017; World Health Organization, 2006, 2016).
To synthesize the definitions of nursing students' academic outcomes and provide a quantitative synthesis of their associated and predictive factors.
Systematic review and meta-analysis.
Four scientific databases were searched until January 2020.
Observational studies describing undergraduate nursing students' academic outcomes were included. Studies were analytically synthesized and meta-analyses were performed utilizing the Odds Ratio or Cohen's d as effect sizes.
Eighteen studies, published from 1979 to 2018, were included in the review, nine were meta-analyzed. Studies involved 10,024 undergraduate nursing students and were mostly retrospective cohort (55.6%). Students were mostly female (75.4%) with a mean age ranging from 21.3 to 27.0 years. Meta-analysis revealed that being female (OR = 1.65, 95% CI = 1.26 to 2.12), having attended a Classical, Scientific or Academic high school (OR = 1.30, 95% IC = 1.16 to 1.46), and having reported higher final grades at the upper-secondary high school (Cohen's d = 0.42, 95% CI = 0.18 to 0.65) was significantly associated with student's ability to graduate within the regular duration of the program. Sensitivity analyses confirmed meta-analytic results and meta-analyses heterogeneity depended on study design. Contrasting and limited evidence were found for other investigated factors, and for academic outcomes different from graduation within the regular duration of the program.
Despite meta-analytic results, gender and upper-secondary school would be unethical students' entry selection criteria. Final upper-secondary school grades should be considered for this scope and purpose. Conflicting and limited evidence found for other factors, such as students' background, suggested the influence of local contexts on the phenomenon and its investigation. Investigating the role of modifiable individual variables, such as empathy and critical thinking, could contribute to the open debate about students' entry selection strategies. An improvement in methodological quality of future studies is recommended and expected.

: Education Evolution the Successful Nurse of the Future

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Teaching and Learning in Nursing

Abstract

Section snippets

Dissertation

Ideas in Action

Conclusion

References (11)

The intersection of the history of associate degree nursing and "BSN in 10": Three visible paths

Teaching and Learning in Nursing

History Adelphi university college of nursing and public health. We are building on 70 years of success

Educating nurses

Nursing in today's world

The future of nursing focus on education (Institute of Medicine of the National Academies no. 0–309–15824-9)

Cited by (2)

Interprofessional education: state and federal policy considerations in the tale of two professions

Examining nursing student academic outcomes: A forty-year systematic review and meta-analysis