Not for God Queen or Country

Much has been written about volunteers who offer nursing aid during times of conflict or natural disaster both before and since Florence Nightingale's high profile mission in the Crimean war. Adventure and travel, religious conviction, national pride and a desire to care for the wounded are cited as motivators. Military nursing is now well established, the lack of immediate threat of war or invasion removes any perception of necessity to volunteer and the secularisation of health care minimises the presence of religion as a factor. Furthermore women can travel and seek adventure without further justification than the pleasure of doing so. This research grew out of curiosity to understand in what ways nurses, who volunteered for humanitarian work at the close of the 20th century, were similar to those who did so 100 years earlier. Following ethical approval oral histories were recorded with 7 nurses, who happen to be female, who worked for Médecins Sans Frontières during the 1990s and early 2000s. Médecins Sans Frontières was chosen as it espouses a strongly secular and international philosophy. Their histories illuminate the ways in which they came to work for Médecins Sans Frontières, locating their experiences within their life story and identity as nurses and women. Drawing on extracts from the oral history accounts, this paper will explore the extent to which motivations have remained constant over time, and the way in which their ordinary and extraordinary experiences coexist

Narratives in health and social care: truths in context; truths in contest?

This paper offers a brief consideration of how narrative, in the form of people’s own stories, potentially figures in health and social care provision as part of the impulse towards patient-centred care. The rise of the epistemological legitimacy of patients’ stories is sketched here. The paper draws upon relevant literature and original writing to consider the ways in which stories can mislead as well as illuminate the process of making individual treatment care plans

Rebel Nurses of the Rising: Ireland, Easter 1916

The nursing of the ‘rebels’ and the role of nurses in the Easter Rising of 1916 have received little attention until recently, even within Ireland itself. There is now a growing analysis, in particular a reaffirmation of the significant role played by women in the Rising, culminating in publications commemorating the centenary of this event. This paper offers a critical review of what is known about nursing within rebel strongholds in Dublin during this time. Findings suggest there is evidence of some qualified nurses involved in rebel (rather than civilian and military) positions, including accounts of the extent of their role and the injuries managed. However, the majority of the immediate nursing care available to the rebels was given by members of the Irish Citizen’s Army and the women’s organisation Cumman na mBan, both of whom were trained in first aid and were wearing Red Cross insignia. Accounts of the week suggest that the status and treatment of qualified nurses and first aid workers offering care was not consistent. Although the Easter Rising was just one week of conflict confined to Ireland, its timing during WW1 and Ireland’s contested status as a part of Great Britain in rebellion against the established order raise a number of issues for discussion. These include the use and status of the Red Cross emblem in such circumstances and the management of humanitarian aid in a heavily populated urban setting. Through a focus on the humanitarian management of the conflict from a rebel perspective this paper offers an alternative perspective on the nursing response to this historical event. In doing so a parallel, alternative view may be seen which illustrates the need to explore multiple narratives

The Good Nurse: Discourse and power in nursing and nurse education 1945 -1955

Nursing and nurse education within Britain are influenced by the legacy of the development of hospital based adult general nursing in the 19th Century. Discourses that emerged at that time identify nurses as ‘good women’: respectable, hardworking, loyal and obedient. Currently, nurse education is criticised for being less able to produce nurses who are fit to undertake their role than in the past. Taking the concept that discourse exerts a powerful influence on the way people behave, this thesis asserts that the 19th Century legacy is important and seeks to establish the discourses that shaped nurse education. The period 1945 -1955 is chosen as sufficiently distanced from early developments, but recent enough to be in living memory and prior to the relocation of British nursing from a hospital base into Higher Education. Six overlapping discourses are identified though the literature. An interpretative approach is then taken to data collected in three stages: a life story 1932 -1973, semi-structured interviews with nurses who commenced their training 1945 -55 and documentary analysis of nursing journals for the same period. The ‘good nurse’ is explored through discourses around the ‘right kind of girl’, the tension between vocation and profession and the transition from woman to nurse. Despite significant change of direction in educational theory and policy in the period 1945 -55 the thesis suggests that the power of the discourse meant that little changed in the practice of nursing or the conduct of nurse education. Furthermore, it is argued that whilst discourses have changed and contemporary nursing is establishing its place in Higher Education as an applied academic discipline, the current discourses embracing caring, reflection and emotional labour are equally gendered and controlling. Now, as then, this discourse is not imposed by outside forces, but is generated and controlled from within the profession. It therefore concludes that the pervasive influence of discourses surrounding the ‘good nurse’ and related discourses about control and care must be given full recognition when attempting to change nursing or to influence its policy and educational developments

Humanitarian nursing with Médecins Sans Frontières: The dream job

Aim: This original oral history research explores the motivation for and experience of humanitarian nursing. In doing so it demonstrates nursing’s role in relief work and offers a unique record of such remarkable nursing contributions in the late 20th and early 21st century. The formation of modern nursing is often associated with times of conflict, such as the Crimea and other wars, where nurses were drawn to offer their services: this research adds to our understanding of the continuing attraction of such work and its place in nursing history and practice. Methods: Following ethical approval oral histories were recorded with 7 nurses, who worked for Médecins Sans Frontières during this period. Analysis used the Listening Guide, a feminist approach employing four related readings of the data. Results: The histories locate their extraordinary experiences within their life story and identity as nurses: Escapism and moral outrage, combined with a love of travel and thirst for adventure, influenced their decision to becoming a Médecins Sans Frontières nurse. Once on a mission their narrative captures the contrast between the ordinary and the extraordinary: familiar routine experiences side by side with mortal danger. Returning to normal life required resilience and a reappraisal of their life story in order to locate their experiences and find meaning and peace in their post-mission world. An overarching theme of ‘dreams’ includes romance, nightmares and impossible dreams. Conclusion: At a time of debate and challenge regarding the role and identity of nursing within society, this research records and analyses the oral histories of nurses working with Médecins Sans Frontières at this time

‘A productive and happy collaboration’: maximising impact through project design

This case study describes a highly collaborative project created to develop an online self-assessment tool that offers students the opportunity to plan their preparedness to enter the work place named the Preparation for Placement Assessment Tool. The aim of the project was to develop an artefact that aidsall students to think about and prepare for placements, and more broadly to be work-ready. It also aims to help disabled students to identify and manage their individual needs. Working in collaboration with students is offered as an effective strategy for improving project outcomes and managing the tensions for academics of balancing research, teaching, learning and scholarly activities.This paper discusses the project background, design and delivery, which includes the engagement of a diverse mix of students, and the practice research methodologies used. Discussion focuses on the project’s impact, particularly on the students involved. Four key factors: student power, methodology, the use of funding and slow burn are identified as significant for success