Networks of identity: the potential of biographical studies for teaching nursing identity

New ways for nursing inspired by the works of Michel de Certeau

The focus of this article is the life and work of the French thinker Michel de Certeau, here presented as a philosopher of special interest for nursing. Although in some countries he is relatively unknown, international authors from scientific disciplines regard his texts as a fundamental source in the opening of new intellectual perspectives on current global problems. Some nurses have also considered his ideas as a useful aid for reflecting on their professional activities, and their most important research is cited. Over these pages, we also examine how Certeau's work can enrich nursing philosophy in regard to three specific issues: resistance practices in nursing in the face of pressure from health institutions; the social configuration of nursing knowledge; and the importance of the body in current nursing practice.

History as reflective practice: A model for integrating historical studies into nurse education

The role of history in developing professional identity in nursing is well known, and the discipline of nursing history research continues to flourish. Yet this work often struggles to find its way into undergraduate university nurse education courses. We put forward a model for "history as reflective practice" in which we suggest that historical studies can be used as a form of evidence to develop critical thinking and clinical reasoning, as well as situate nursing practice within its social and political context. In this model, we draw on historical scholarship related to the profession, practice and person, focusing on work which demonstrates nursing's contribution to broader systems of health care. Drawing on Lewenson and Lynaugh's 'history by stealth' approach, curriculum mapping and constructive alignment techniques are used to identify the moments in an existing programme where historical scholarship is relevant to an intended learning outcome. We then use an interdisciplinary team to develop learning activities and assessment tasks drawing on both primary and secondary sources that are then embedded within existing subjects. This model encourages students to consider history as a way of knowing and as a form of evidence within their reflective practice. Furthermore, it creates knowledge that continues to foster and acknowledge nurses', and nursing's, contribution to the development of human health.

Gather ye rosebuds while ye may: a College of Nursing History Project

Knowledge of nursing history is a stated competency in professional nursing education. The authors describe one college of nursing's oral history project designed to build a historical archive and document the career paths of our retired faculty. Practical details about the project and insights of participating students and faculty are shared. The stories of these expert nurses are living testimony to the exciting progress of our profession and nursing education over the last 60 years.

[Biographies as a possible path in the construction of a professional identity in the field of nursing]

The article analyzes the role of biographies in constructing a professional identity in the field of nursing and their use as a teaching tool in the history of the field at both undergraduate and graduate nursing courses. It surveys some biographies of women who contributed to the development of the field and who left a legacy that has inspired its providers. The conclusion is that biographies can play a role in nursing education, contributing to the construction of a professional identity by conveying the field's values.