Introduction
My experience of nursing significantly differs from that of nursing students a century ago. The training of nurses was conducted only at the Red Cross communities; now many special institutions allow you to get a nurse’s education. Special schools existed only in four communities, in the rest the training was conducted mostly practically; now the theory is also given no small importance.
Discussion
The future sisters were in the position of test subjects for a year, after which they were enrolled in the staff of hospitals; now they need to practice for a longer period. The term of study was four years and was completed mainly by students of a two-grade school, the general education level of which was insufficient; now a student of a medical institution must have a full school education (Jolley, 2020). Purely medical subjects, except anatomy and physiology, pharmacognosy, and pharmacy, which were part of the second-year curriculum, have been taught in recent years. Now, throughout the entire medical educational program, the greatest attention is paid to the study of subjects related to medicine.
Past practices influenced contemporary nursing education and practice. This is because the use of accumulated experience is an actual aspect, therefore a thorough study of domestic traditions is necessary. The history of the development of the system of training and retraining of secondary medical personnel should be considered in conjunction with the main stages of the socio-economic development of society in our country, the main trends in health policy, and medical education (Jolley, 2020).
Conclusion
Comparative historical and socio-hygienic analysis of the systems of training and retraining of nursing staff allows us to establish the main patterns and trends that provide a scientific basis for forecasting, developing training and retraining programs for nursing staff, as well as recommendations for their implementation.
Reference
Jolley, M. (2020). Nursing: Its hidden agendas. Routledge.