A discourse analysis comparing Danish textbooks for nursing and medical students between 1870 and 1956
FREDERIKSEN K. Nursing Inquiry 2010; 17: 151–164 A discourse analysis comparing Danish textbooks for nursing and medical students between 1870 and 1956 Based on a discourse analysis inspired by the French philosopher Michel Foucault’s late work, the article compares Danish textbooks for nurses and d...
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| Published in | Nursing inquiry Vol. 17; no. 2; pp. 151 - 164 |
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| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Oxford, UK
Blackwell Publishing Ltd
01.06.2010
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| Subjects | |
| Online Access | Get full text |
| ISSN | 1320-7881 1440-1800 1440-1800 |
| DOI | 10.1111/j.1440-1800.2010.00487.x |
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| Abstract | FREDERIKSEN K. Nursing Inquiry 2010; 17: 151–164
A discourse analysis comparing Danish textbooks for nursing and medical students between 1870 and 1956
Based on a discourse analysis inspired by the French philosopher Michel Foucault’s late work, the article compares Danish textbooks for nurses and doctors between 1870 and 1956. With the concept of a figure of thought, it is suggested that the discourses of knowledge addressed to nurses were constructed in a pattern in which intertwined arguments formed the figure of orderliness. These arguments were based on knowledge, the patient’s needs, the doctor’s needs and moral principles, including the needs of the profession and ethical–esthetic principles, whereas the pattern of the discourses of knowledge addressed to the doctor was based on knowledge of diseases reflecting a figure of scientific order. These patterns did not change throughout the period. In the textbooks for nurses, the nurse’s relation to self was an explicit subject, whereas the doctor’s relation to self was not part of the textbooks addressed to doctors. In light of Foucault’s late work, it is suggested that the discourses of knowledge contribute to maintaining the prevailing order in the society; it would be of interest to investigate whether the identified pattern has changed since 1956 and whether it has influenced other areas of nursing education and practice. |
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| AbstractList | Based on a discourse analysis inspired by the French philosopher Michel Foucault's late work, the article compares Danish textbooks for nurses and doctors between 1870 and 1956. With the concept of a figure of thought, it is suggested that the discourses of knowledge addressed to nurses were constructed in a pattern in which intertwined arguments formed the figure of orderliness. These arguments were based on knowledge, the patient's needs, the doctor's needs and moral principles, including the needs of the profession and ethical-esthetic principles, whereas the pattern of the discourses of knowledge addressed to the doctor was based on knowledge of diseases reflecting a figure of scientific order. These patterns did not change throughout the period. In the textbooks for nurses, the nurse's relation to self was an explicit subject, whereas the doctor's relation to self was not part of the textbooks addressed to doctors. In light of Foucault's late work, it is suggested that the discourses of knowledge contribute to maintaining the prevailing order in the society; it would be of interest to investigate whether the identified pattern has changed since 1956 and whether it has influenced other areas of nursing education and practice.Based on a discourse analysis inspired by the French philosopher Michel Foucault's late work, the article compares Danish textbooks for nurses and doctors between 1870 and 1956. With the concept of a figure of thought, it is suggested that the discourses of knowledge addressed to nurses were constructed in a pattern in which intertwined arguments formed the figure of orderliness. These arguments were based on knowledge, the patient's needs, the doctor's needs and moral principles, including the needs of the profession and ethical-esthetic principles, whereas the pattern of the discourses of knowledge addressed to the doctor was based on knowledge of diseases reflecting a figure of scientific order. These patterns did not change throughout the period. In the textbooks for nurses, the nurse's relation to self was an explicit subject, whereas the doctor's relation to self was not part of the textbooks addressed to doctors. In light of Foucault's late work, it is suggested that the discourses of knowledge contribute to maintaining the prevailing order in the society; it would be of interest to investigate whether the identified pattern has changed since 1956 and whether it has influenced other areas of nursing education and practice. Research comparing discourses of knowledge represented within nursing and medical textbooks published in Denmark between 1870 and 1956. Foucault-based discourse analysis was used to explore the context within which textbooks were written for each profession, and the influences of doctors and nurse leaders over patterns of knowledge in nursing textbooks are considered. [(BNI unique abstract)] 52 references Based on a discourse analysis inspired by the French philosopher Michel Foucault's late work, the article compares Danish textbooks for nurses and doctors between 1870 and 1956. With the concept of a figure of thought, it is suggested that the discourses of knowledge addressed to nurses were constructed in a pattern in which intertwined arguments formed the figure of orderliness. These arguments were based on knowledge, the patient's needs, the doctor's needs and moral principles, including the needs of the profession and ethical-esthetic principles, whereas the pattern of the discourses of knowledge addressed to the doctor was based on knowledge of diseases reflecting a figure of scientific order. These patterns did not change throughout the period. In the textbooks for nurses, the nurse's relation to self was an explicit subject, whereas the doctor's relation to self was not part of the textbooks addressed to doctors. In light of Foucault's late work, it is suggested that the discourses of knowledge contribute to maintaining the prevailing order in the society; it would be of interest to investigate whether the identified pattern has changed since 1956 and whether it has influenced other areas of nursing education and practice. FREDERIKSEN K. Nursing Inquiry 2010; 17: 151–164 A discourse analysis comparing Danish textbooks for nursing and medical students between 1870 and 1956 Based on a discourse analysis inspired by the French philosopher Michel Foucault’s late work, the article compares Danish textbooks for nurses and doctors between 1870 and 1956. With the concept of a figure of thought, it is suggested that the discourses of knowledge addressed to nurses were constructed in a pattern in which intertwined arguments formed the figure of orderliness. These arguments were based on knowledge, the patient’s needs, the doctor’s needs and moral principles, including the needs of the profession and ethical–esthetic principles, whereas the pattern of the discourses of knowledge addressed to the doctor was based on knowledge of diseases reflecting a figure of scientific order. These patterns did not change throughout the period. In the textbooks for nurses, the nurse’s relation to self was an explicit subject, whereas the doctor’s relation to self was not part of the textbooks addressed to doctors. In light of Foucault’s late work, it is suggested that the discourses of knowledge contribute to maintaining the prevailing order in the society; it would be of interest to investigate whether the identified pattern has changed since 1956 and whether it has influenced other areas of nursing education and practice. |
| Author | Frederiksen, Kirsten |
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| References | Bensaude-Vincent B. 2007. College chemistry: How a textbook can reveal the values embedded in chemistry. Endeavour 31: 140-4. Foucault M. 1984b. The use of pleasure. The history of sexuality 2: 1-52. London: Penguin Books. Funding I and F Rydgaard, eds. 194446. Lærebog og Haandbog i Sygepleje. Kjøbenhavn: Nyt Nordisk Arnold Busck. Rosenbech B. 1990. Kvindekøn: Den moderne kvindeligheds historie 1880-1980. København: Gyldendal. Deleuze G. 1988. Foucault. Cambridge: University Press. Buus N. 2005. Nursing scholars appropriating new methods: The use of discourse analysis in scholarly nursing journals 1996-2003. Nursing Inquiry 12: 27-33. Salzwedel P. 1910. Haandbog for Sygeplejersker. Til Brug for Sygeplejeskoler og til selvundervisning. København: Dansk Sygeplejeraad. Funding I and F Rydgaard, eds. 194142. Lærebog og Haandbog i Sygepleje. Kjøbenhavn: Nyt Nordisk Arnold Busck. Meyer L. 1914. Lærebog i Fødselshjælpen. Fødselens og Barselssengens Patologi. Svangerskabets Patologi. For Læger og Studerende. Bind II. Kjøbenhavn: Gyldendalske Boghandel - Nordisk Forlag. Rafferty A-M. 1995. Art, science and social science in nursing: Occupational origins and disciplinary identity. Nursing Inquiry 2: 141-8. Thomas RK. 2007. Recurring errors among recent history of psychology textbooks. American Journal of Psycology 120: 477-95. Foucault M. 1976. Viljen til viden. Seksualitetens historie 1. Frederiksberg: Det lille Forlag. Funding I and F Rydgaard, eds. 193334. Lærebog og Haandbog i Sygepleje. Kjøbenhavn: Nyt Nordisk Arnold Busck. Iacobæus H and A Kiær. 1908. Haandbog for Sygeplejersker. København og Kristiania: Gyldendalske Boghandel Nordisk Forlag. Darbyshire C and VEM Fleming. 2008. Mobilizing Foucault: History, subjectivity and autonomous learners in nurse education. Nursing Inquiry 15: 263-9. Martinsen K. 2003a. Disciplin og frihetspraksis. Diakoninyt 2003: 14-21. Petersen E. 1989. Fra kald til fag - Kampen om statsautorisation. København: Dansk Sygeplejeråd. Stadfelt A and E Ingerslev. 1889. Læren om Fødslens og Barselssengens Patologi, for Læger og Studerende. Kjøbenhavn: CA Reitzels Forlag. Iacobæus H and A Kiær. 1904. Haandbog for Sygeplejersker. København og Kristiania: Gyldendalske Boghandel Nordisk Forlag. Faber K, PF Holst and K Petrén. 1927. Lærebog i intern Medicin bind I-IV. København: Gyldendalske Boghandel Nordisk Forlag. Buus N. 2002. Da sygeplejersker fik deres plads i psykiatrien. Sygeplejersken 35: 18-34. Faber K, PF Holst and K Petrén. 1915. Lærebog i intern Medicin bind I-IV. København: Gyldendalske Boghandel Nordisk Forlag. Stuyt PMJ, PF De Vries Robbé and JWM Van Der Meer. 2003. Why don't medical textbooks teach? The lack of logic in the differential diagnosis. Netherlands Journal of Medicine 61: 383-7. Ayello EA and G Meaney. 2003. Replicating a survey of pressure ulcer content in nursing textbooks. Journal of WOCN 30: 266-71. Wingender NB. 1999. Firkløveret og ildsjælene. Dansk Sygeplejeråd historie 1899-1999. Bind 1. København: Dansk Sygeplejeråd. Iacobæus H and A Kiær. 1899. Teori for Sygeplejersker. Kjøbenhavn: JH Schultz' Universitetstrykkeri. Rafferty AM. 1996. The politics of nursing knowledge. London: Routledge. Rasmussen AF. 1891. Haandbog for Sygeplejersker. København: IH Schubothes Boghandel. Carter S and M Michael. 2003. Signifying accross time and space: A case study of biomedical educational texts. Sociology of Health & Illness 25: 232-59. Iacobæus H and A Kiær. 1925. Haandbog for Sygeplejersker. København og Kristiania: Gyldendalske Boghandel Nordisk Forlag. Munck C and F Rydgaard, eds. 1930. Lærebog og Haandbog i Sygepleje. Kjøbenhavn: Nyt Nordisk Arnold Busck. Funding I and F Rydgaard, eds. 195052. Lærebog og Haandbog i Sygepleje. Kjøbenhavn: Nyt Nordisk Arnold Busck. Schmidt LH and JE Kristensen. 1986. Lys, luft og renlighed - Den moderne socialhygiejnes fødsel. København: Akademisk Forlag. Foucault M. 2001. Talens forfatning: Nietzsche Genealogien Historien. København: Hans Reitzel. Munck C and F Rydgaard, eds. 192627. Lærebog og Haandbog i Sygepleje. Kjøbenhavn: Nyt Nordisk Arnold Busck. 2002; 35 2007; 120 1976 1899 1910 2008; 15 2008 1952 2007 1930 1996 2006 1950 2003 2003b 1991 2007; 31 1995; 2 2003; 30 1915 1914 1957 1999 2003a; 2003 1908 2001 1891 1990 192627 1984a 2003; 25 193334 1986 194446 1983 1980 1984b; 2 195052 2003; 61 1927 194142 1904 1926 1925 2005; 12 1989 1988 1889 |
| References_xml | – reference: Faber K, PF Holst and K Petrén. 1915. Lærebog i intern Medicin bind I-IV. København: Gyldendalske Boghandel Nordisk Forlag. – reference: Funding I and F Rydgaard, eds. 193334. Lærebog og Haandbog i Sygepleje. Kjøbenhavn: Nyt Nordisk Arnold Busck. – reference: Ayello EA and G Meaney. 2003. Replicating a survey of pressure ulcer content in nursing textbooks. Journal of WOCN 30: 266-71. – reference: Thomas RK. 2007. Recurring errors among recent history of psychology textbooks. American Journal of Psycology 120: 477-95. – reference: Darbyshire C and VEM Fleming. 2008. Mobilizing Foucault: History, subjectivity and autonomous learners in nurse education. Nursing Inquiry 15: 263-9. – reference: Foucault M. 2001. Talens forfatning: Nietzsche Genealogien Historien. København: Hans Reitzel. – reference: Iacobæus H and A Kiær. 1908. Haandbog for Sygeplejersker. København og Kristiania: Gyldendalske Boghandel Nordisk Forlag. – reference: Foucault M. 1984b. The use of pleasure. The history of sexuality 2: 1-52. London: Penguin Books. – reference: Funding I and F Rydgaard, eds. 195052. Lærebog og Haandbog i Sygepleje. Kjøbenhavn: Nyt Nordisk Arnold Busck. – reference: Rasmussen AF. 1891. Haandbog for Sygeplejersker. København: IH Schubothes Boghandel. – reference: Rafferty A-M. 1995. Art, science and social science in nursing: Occupational origins and disciplinary identity. Nursing Inquiry 2: 141-8. – reference: Martinsen K. 2003a. Disciplin og frihetspraksis. Diakoninyt 2003: 14-21. – reference: Rosenbech B. 1990. Kvindekøn: Den moderne kvindeligheds historie 1880-1980. København: Gyldendal. – reference: Funding I and F Rydgaard, eds. 194142. Lærebog og Haandbog i Sygepleje. Kjøbenhavn: Nyt Nordisk Arnold Busck. – reference: Stuyt PMJ, PF De Vries Robbé and JWM Van Der Meer. 2003. Why don't medical textbooks teach? The lack of logic in the differential diagnosis. Netherlands Journal of Medicine 61: 383-7. – reference: Iacobæus H and A Kiær. 1904. Haandbog for Sygeplejersker. København og Kristiania: Gyldendalske Boghandel Nordisk Forlag. – reference: Munck C and F Rydgaard, eds. 1930. Lærebog og Haandbog i Sygepleje. Kjøbenhavn: Nyt Nordisk Arnold Busck. – reference: Iacobæus H and A Kiær. 1899. Teori for Sygeplejersker. Kjøbenhavn: JH Schultz' Universitetstrykkeri. – reference: Stadfelt A and E Ingerslev. 1889. Læren om Fødslens og Barselssengens Patologi, for Læger og Studerende. Kjøbenhavn: CA Reitzels Forlag. – reference: Petersen E. 1989. Fra kald til fag - Kampen om statsautorisation. København: Dansk Sygeplejeråd. – reference: Rafferty AM. 1996. The politics of nursing knowledge. London: Routledge. – reference: Deleuze G. 1988. Foucault. Cambridge: University Press. – reference: Wingender NB. 1999. Firkløveret og ildsjælene. Dansk Sygeplejeråd historie 1899-1999. Bind 1. København: Dansk Sygeplejeråd. – reference: Salzwedel P. 1910. Haandbog for Sygeplejersker. Til Brug for Sygeplejeskoler og til selvundervisning. København: Dansk Sygeplejeraad. – reference: Buus N. 2002. Da sygeplejersker fik deres plads i psykiatrien. Sygeplejersken 35: 18-34. – reference: Iacobæus H and A Kiær. 1925. Haandbog for Sygeplejersker. København og Kristiania: Gyldendalske Boghandel Nordisk Forlag. – reference: Faber K, PF Holst and K Petrén. 1927. Lærebog i intern Medicin bind I-IV. København: Gyldendalske Boghandel Nordisk Forlag. – reference: Schmidt LH and JE Kristensen. 1986. Lys, luft og renlighed - Den moderne socialhygiejnes fødsel. København: Akademisk Forlag. – reference: Bensaude-Vincent B. 2007. College chemistry: How a textbook can reveal the values embedded in chemistry. Endeavour 31: 140-4. – reference: Carter S and M Michael. 2003. Signifying accross time and space: A case study of biomedical educational texts. Sociology of Health & Illness 25: 232-59. – reference: Buus N. 2005. Nursing scholars appropriating new methods: The use of discourse analysis in scholarly nursing journals 1996-2003. Nursing Inquiry 12: 27-33. – reference: Funding I and F Rydgaard, eds. 194446. Lærebog og Haandbog i Sygepleje. Kjøbenhavn: Nyt Nordisk Arnold Busck. – reference: Munck C and F Rydgaard, eds. 192627. Lærebog og Haandbog i Sygepleje. Kjøbenhavn: Nyt Nordisk Arnold Busck. – reference: Foucault M. 1976. Viljen til viden. Seksualitetens historie 1. Frederiksberg: Det lille Forlag. – reference: Meyer L. 1914. Lærebog i Fødselshjælpen. Fødselens og Barselssengens Patologi. Svangerskabets Patologi. For Læger og Studerende. Bind II. Kjøbenhavn: Gyldendalske Boghandel - Nordisk Forlag. – year: 194446 – year: 1899 – year: 1910 – year: 1908 – year: 1914 – start-page: 1 year: 1952 end-page: 109 – start-page: 208 year: 1983 end-page: 28 – volume: 25 start-page: 232 year: 2003 end-page: 59 article-title: Signifying accross time and space: A case study of biomedical educational texts publication-title: Sociology of Health & Illness – year: 2001 – year: 1989 – year: 1891 – year: 1889 – volume: 2 start-page: 1 year: 1984b end-page: 52 article-title: The use of pleasure publication-title: The history of sexuality – volume: 61 start-page: 383 year: 2003 end-page: 7 article-title: Why don’t medical textbooks teach? The lack of logic in the differential diagnosis publication-title: Netherlands Journal of Medicine – year: 1927 – start-page: 79 year: 2006 end-page: 103 – year: 1904 – year: 1990 – year: 193334 – start-page: 51 year: 2003b end-page: 85 – start-page: 87 year: 1991 end-page: 104 – year: 1986 – volume: 30 start-page: 266 year: 2003 end-page: 71 article-title: Replicating a survey of pressure ulcer content in nursing textbooks publication-title: Journal of WOCN – start-page: 1 year: 1926 end-page: 137 – year: 1930 – volume: 120 start-page: 477 year: 2007 end-page: 95 article-title: Recurring errors among recent history of psychology textbooks publication-title: American Journal of Psycology – volume: 12 start-page: 27 year: 2005 end-page: 33 article-title: Nursing scholars appropriating new methods: The use of discourse analysis in scholarly nursing journals 1996–2003 publication-title: Nursing Inquiry – year: 1976 – year: 192627 – volume: 15 start-page: 263 year: 2008 end-page: 9 article-title: Mobilizing Foucault: History, subjectivity and autonomous learners in nurse education publication-title: Nursing Inquiry – year: 2007 – year: 2003 – year: 194142 – start-page: 138 year: 2007 end-page: 53 – year: 1996 – start-page: 223 year: 1952 end-page: 388 – start-page: 2 year: 1926 end-page: 102 – year: 1925 – start-page: 381 year: 1984a end-page: 90 – year: 1957 – year: 1915 – volume: 31 start-page: 140 year: 2007 end-page: 4 article-title: College chemistry: How a textbook can reveal the values embedded in chemistry publication-title: Endeavour – year: 195052 – year: 1988 – start-page: 78 year: 1980 end-page: 108 – start-page: 81 year: 1950 end-page: 208 – volume: 2 start-page: 141 year: 1995 end-page: 8 article-title: Art, science and social science in nursing: Occupational origins and disciplinary identity publication-title: Nursing Inquiry – volume: 2003 start-page: 14 year: 2003a end-page: 21 article-title: Disciplin og frihetspraksis publication-title: Diakoninyt – start-page: 87 year: 2008 end-page: 103 – volume: 35 start-page: 18 year: 2002 end-page: 34 article-title: Da sygeplejersker fik deres plads i psykiatrien publication-title: Sygeplejersken – year: 1999 |
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| Snippet | FREDERIKSEN K. Nursing Inquiry 2010; 17: 151–164
A discourse analysis comparing Danish textbooks for nursing and medical students between 1870 and 1956
Based... Based on a discourse analysis inspired by the French philosopher Michel Foucault's late work, the article compares Danish textbooks for nurses and doctors... Research comparing discourses of knowledge represented within nursing and medical textbooks published in Denmark between 1870 and 1956. Foucault-based... |
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| Title | A discourse analysis comparing Danish textbooks for nursing and medical students between 1870 and 1956 |
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