Browsing by Subject "Hospital nursing"
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Item Interview with A. Marilyn Sime(University of Minnesota, 2010-04-15) Tobbell, Dominique A.; Sime, A. MarilynA. Marilyn Sime begins by discussing her background, including her education. She discusses her experiences as a baccalaureate student at the University of Minnesota; working as a nurse at the University Hospital in the late 1950s; working as a nurse in Minot, ND, in the 1950s; her experiences as an instructor at the University of Minnesota; teaching in the baccalaureate program; and her doctoral research. She compares her responsibilities at the different places she worked, particularly Minot and the University Hospital. She describes nursing curriculum changes in the 1960s; technologies she interacted with in the critical care unit; how physicians treated nurses; the efforts of the School of Nursing to secure funding for building Unit F; the concern in the 1960s over the shortage of health care workers; challenge exams for RNs in the 1970s; the Boston University School of Nursing; the rural nursing program at the University of Minnesota; and the Block Nurse Program at the University of Minnesota. She discusses team nursing; faculty organization issues and discontent with Edna Fritz’s leadership; the effects of the School of Nursing being part of the College of Medical Sciences in the 1960s and the changes with the reorganization of the health sciences in the School of Nursing becoming more autonomous in 1970; and relations between the health science units and their faculty after the reorganization. She talks about the practical nursing program; changes in the graduate nursing curriculum and the development of doctoral program; funding; issues of gender; the women’s health movement; the development of the nurse midwifery program; the public health nursing program; the relationship between the University Hospital and the School of Nursing; the Minnesota Nursing Association, the American Nursing Association, and the National League of Nursing; and nurse practitioners. She remembers Katherine Densford, Edna Fritz, Isabel Harris, Irene Ramey, and Lyle French.Item Interview with Barbara Leonard(University of Minnesota, 2011-10-20) Tobbell, Dominique A.; Leonard, BarbaraDr. Barbara Leonard begins her interview by discussing her education and her interest in public health nursing. In particular, she describes her early experiences with vaccination and her clinical rotations in college. She then reflects on her work toward a master’s degree in public health at the University of Minnesota, including her coursework, mentors, the creation of the Public Health Nurse Practitioner Program, and the changes to and restructuring of nursing programs in the School of Public Health. She also discusses the following: the impact of the Rajender Consent Decree, relations between the School of Public Health and the School of Nursing; curriculum reform within the School of Nursing; the positioning of nursing programs within the School of Public Health; the favorable economic position of the health sciences in the 1960s and 1970s; and knowledge and skills-based competition among healthcare professionals. The interview then turns toward the following topics: Lee Stauffer as dean of the School of Public Health; transitions in the scope of public health regarding prevention and healthcare delivery; relations among divisions within the School of Public Health; the leadership of Alma Sparrow; her pursuit of a Ph.D. in Healthcare Administration; and her interests in maternal and child health and particularly children with chronic disease.Item Interview with Dianne Bartels(University of Minnesota, 2013-06-21) Tobbell, Dominique A.; Bartels, DianneDr. Dianne Bartels begins her interview by describing her interest in healthcare and her experiences in nursing school and as a nurse at University of Minnesota Hospital. In relation to her work as a nurse at University Hospital, she reviews medical technologies, relations among different members of the staff, Florence Julian and Marie Manthey’s leadership, the development of primary nursing, and the relations between nursing staff at the Hospital and the School of Nursing. Dr. Bartels then discusses all of the following topics in relation to her career in nursing: her time at Mary Crest College in Davenport, IA and the University of Washington; her return to Minnesota as associate director at Methodist Hospital in St. Louis Park; concerns about nursing shortages; her experiences as associate director at University of Minnesota Hospital; the push for a doctoral program in the School of Nursing; the emergence of Diagnosis-Related Groups; issues around nursing unions; the emergence of HIV-AIDS; abortion services at University Hospital; and the effects of budget constraints on the creation of new programs. In relation to her work at the Center for Bioethics (the Center for Biomedical Ethics at its inception in 1985), Dr. Bartels covers the following topics: the creation and funding of the Center; Dr. Paul Quie’s leadership; the responsibilities and functions of the Center; the placement of the Center in the AHC rather than the Medical School; major bioethical issues the Center faced; her own leadership within the Center; Art Caplan as director of the Center; Jeffrey Kahn as director of the Center; her doctoral research; and ethical issues in genetics and genetic counseling. She concludes with a reflection on the expansion of the Center for Bioethics.Item Interview with Eva Kloempken(University of Minnesota, 2010-11-01) Tobbell, Dominique A.; Kloempken, EvaEva Kloempken discusses some of her experiences as a student at the UMN, including descriptions of some of the faculty and her anatomy class. She describes some of her experiences as a nurse, including relations between nurses and doctors, living in dorms at the Northern Pacific Beneficial Association Hospital, some technologies she used, and nursing uniforms. She also discusses why she became a nurse and the changes in nursing that took place during her career.Item Interview with Ida Martinson(University of Minnesota, 2010-07-07) Tobbell, Dominique A.; Martinson, IdaIda Martinson begins by discussing her background, including her education and why she became a nurse. She discusses working at St. Luke’s Hospital as a diploma student, working with Christian Family Service Center, studying tuberculosis nursing in Japan as part of the University of Minnesota Student Project for Amity among Nations, going to the University of Illinois for her Ph.D., working in the University of Minnesota School of Nursing as faculty, and going to the University of California, San Francisco. She describes relations between nurses and physicians; the medical technologies she interacted with at St. Luke’s Hospital; and having a joint faculty appointment in the Department of Physiology and in the School of Nursing at the University of Minnesota. Other topics discussed include relations between diploma and baccalaureate nurses; interactions between the School of Nursing and other health sciences schools at the University of Minnesota; interactions with insurance companies; her research in Asia; the building of Unit F; regional planning and nursing workforce in the 1970s; and the Midwest Nursing Research Group. Martinson describes her research, including her doctoral research, doing research in Taiwan, and the Home Care for the Dying Child Project. She discusses doing clinical work when she was a baccalaureate student; School of Nursing curriculum revisions; concern over the shortage of health care workers in the 1960s; the federal Nurse Scientist Program; the School of Nursing’s efforts to develop a nursing doctoral program during the 1970s and early 1980s; the reorganization of the health sciences in 1970; public health nursing; sabbaticals; working with the Human Subjects Research Committee; her work in China; nurse practitioners; the Nurse Midwifery Program; the Program for Human Sexuality and attending a Sexual Attitude Reassessment; efforts by the health sciences faculty to establish a health sciences bargaining unit; the development of the 4 Block Nurse Program; and a nursing exchange program with China. She talks about the faculty at the University of Minnesota while she was a student, Katherine Densford, and other School of Nursing deans.Item Interview with John P. Delaney(University of Minnesota, 2012-03-27) Tobbell, Dominique A.; Delaney, John P.Dr. John Delaney begins by describing his education at Notre Dame and the University of Minnesota. He discusses his perception Harold S. Diehl as Dean of the Medical School, C. Walton Lillehei’s surgical innovations, and Dr. Owen Wangensteen’s tenure as chief of surgery during Delaney’s time in the medical school. He also describes University Hospital administrator Ray Amberg and his assistant Gertrude Gilman. He discusses the changing fee system in hospitals in the mid 1960s. Delaney describes the cardiac program at the University of Minnesota in the 1950s and 1960s. He discusses his early research interest in bleeding from the stomach and his clinical specialization in gastrointestinal surgery. He describes changes in the Department of Surgery when John Najarian took over for Owen Wangensteen as chief. He recounts his experiences with Robert Howard as dean of the medical colleges, particularly his role in the faculty practice plan. He also discusses surgical nurses and the increasing emphasis on patient satisfaction with hospital care to receive full reimbursement for services. Delaney discusses the reorganization of the health sciences at the University of Minnesota, town/gown issues with Twin Cities practitioners, and competing medical school plans in Saint Paul and at Saint Thomas. He also discusses his later focus on surgical oncology and working with B.J. Kennedy and Seymour Levitt. Finally, he describes the ALG scandal.Item Interview with Katherine Lillehei(University of Minnesota, 2010-10-27) Tobbell, Dominique A.; Lillehei, KatherineKatherine Lillehei begins by describing her background, including her education and why she went into nursing. She discusses her experiences as a nursing student at the University of Minnesota, working at the General Hospital, working at the University Hospital, and as a private duty nurse. She describes the relationship between nurses and physicians; the heart/lung machine; the Society of Thoracic Surgeons Lillehei lectures; the experiences of wives of surgeons; the elimination of the practical nursing degree program at the University of Minnesota School of Nursing; and commuting back and forth to New York City while her husband worked at the New York Hospital. She discusses her husband, C. Walton Lillehei, touching on topics such as his experiences with cancer and the atmosphere in the Department of Surgery while he was there. She talks about Richard Varco, Owen Wangensteen, Earl Bakken, Maurice Vischer, Katherine Densford, Ellen Fahy, and other School of Nursing Deans.Item Interview with Mitzi Duxbury(University of Minnesota, 2010-11-04) Tobbell, Dominique A.; Duxbury, MitziMitzi Duxbury begins by describing her background, including her education and why she went into nursing. She discusses her experiences as a nursing diploma student; working at Cook County Hospital as a diploma student; and working as a nurse at Fort Riley Hospital in Kansas and at the Washington, D.C. General Hospital. She also describes her experiences as a baccalaureate student at the University of Wisconsin, working at the March of Dimes; and as assistant dean for graduate students at the University of Minnesota. She describes her graduate work; relations between nurses and doctors in the different hospitals in which she worked; the techniques and technologies she worked with as a nurse; developing contracts with North Dakota University for the UMN School of Nursing; the building of Unit F; lobbying for the School of Nursing budget at the state Legislature; and working with the World Health Organization. She discusses midwifery as a nursing specialty; nursing autonomy; the efforts to establish a Ph.D. program in nursing at the University of Minnesota School of Nursing; faculty research and funding; and the Committee for Long Range Planning for the School of Nursing. She also discusses how gender affected her career, and the health care systems of different countries. She talks about Irene Ramey, Ellen Fahey, Lyle French, and other School of Nursing faculty.Item Interview with Ruth Stryker-Gordon(University of Minnesota, 2010-12-03) Tobbell, Dominique A.; Stryker-Gordon, RuthRuth Stryker-Gordon begins by discussing her background and why she went into nursing. She describes her experiences as a nursing student at the UMN, as a tuberculosis field nurse with the Minnesota State Health Department and doing TB screening in rural Minnesota. She also discusses her experiences as a school nurse, as a pediatric nurse, as assistant director of nursing at St. Barnabas and introducing ward clerks; working at the Sister Kenny Institute; getting her MA in education; and serving on the Board of Licensure for Nursing Home Administrators. She discusses Katherine Densford; Sister Elizabeth Kenny; her husband, Kenneth Gordon; Lee Stauffer; Edith Leyasmeyer; Robert Kane; Owen Wangensteen; Richard Varco; nurses that worked on Indian Reservations (Bureau of Indian Affairs nurses); male nurses; women of color nurses; women faculty in the School of Public Health; recruiting minority students; and faculty of color. She describes iron lungs; living in Powell Hall as a nursing student; the introduction of penicillin; relations between nurses and physicians; interactions between the Sister Kenny Institute and the UMN Medical School; the Shyamala Rajender Decree and pay discrepancies between male and female faculty; and relations between divisions of the School of Public Health. She discusses changes in nursing in the 1960s; faculty in the School of Public Health at the UMN; developing curriculum in nursing home administration; the Kellogg Centers for long-term care administrative education; the School of Public Health division of Hospital and Health Care Administration, its Independent Study Program, and its Masters in Hospital Administration program; the Public Health Nursing program; nursing homes; and funding and space issues in the School of Public Health.Item Interview with Ruth Weise(University of Minnesota, 2010-07-28) Tobbell, Dominique A.; Weise, RuthRuth Weise starts with describing her background, including her education and why she went into nursing. She discusses her experiences as a student at the University of Minnesota, working as a staff nurse, teaching operating room nursing, why she left the University of Minnesota, and her work at St. Barnabus Hospital. She describes working with iron lungs, surgeons’ treatment of nurses, working in the operating room and with different technologies, and the Area Health Education Centers program. She discusses the relationship between diploma and degree nurses at the University of Minnesota; curriculum changes in the 1940s and 1950s; changes in the School of Nursing between the 1950s and 1970s; the move in nursing to working with communities; the relationship of the University of Minnesota School of Nursing to other nursing programs in the region; the closing of nursing diploma schools, changes in the School of Nursing after the reorganization of the health sciences in 1970; the perceived shortage of health care professionals in the 1950s through 1970s; public health nursing; and the move to have nursing faculty with Ph.D.s and what it was like to not have a Ph.D. in this context. She remembers Katherine Densford, Isabel Harris, Edna Fritz, Irene Ramey, and Ellen Fahey.Item Interview with Sandra Edwardson(University of Minnesota, 2012-05-30) Tobbell, Dominique A.; Edwardson, SandraSandra Edwardson begins by describing her upbringing and education in Minnesota, followed by her pursuit of a graduate degree in nursing, and her reasons for entering the nursing field, particularly maternal and child nursing. She then discusses nursing shortages, working as a nurse for the Indian Health Service in Mississippi during the Civil Rights era, and contrasts the treatment of Native Americans in Mississippi and Minnesota. Edwardson goes on to describe moving back to Minnesota where she taught at Saint Olaf College for a number of years and then decided to pursue her Ph.D. at the University of Minnesota in Hospital and Healthcare Administration. As part of her recollections surrounding her experience as a Ph.D. student, she describes the environment for women, her work with Dr. Vernon Weckworth as her advisor, and her dissertation research on Homecare for the Dying Child. She then covers the following topics: becoming an instructor in the Independent Study Program, becoming an assistant professor in the School of Nursing, the creation of a doctoral program in nursing at the University and doctoral education in nursing at large, teaching in the Nursing Administration program, working with the Institutional Review Board, and obtaining both research and building funding. She discusses the deanships of Inez Hinzvark and Ellen Fahy, her experience as assistant dean under Fahy, conflicting attitudes regarding nursing philosophies within the School of Nursing, regional planning for nursing, retrenchment and planning strategies at the University, the creation of the Master of Nursing degree at the University of Minnesota, the creation of the National Institute for Nursing Research, the transfer of the public health nursing program from the School of Public Health to the School of Nursing, her transition to interim dean and later to dean, the Rajender Consent Decree, and then her move from associate to full professor. She goes on to describe the tenures of some of the vice presidents of the Academic Health Center and particularly Frank Cerra’s creation of the Dean’s Council, collaboration within the health sciences, community research projects, the recruitment of minority students, the creation of a nurse practitioner program in the School of Nursing, the relationship between the School of Nursing and the University hospitals, the development of the Doctor of Nursing Practice degree, and her relationship with the Regents, the University president, and the State Legislature.Item Interview with Theresa "Tess" Sullivan(University of Minnesota, 2010-10-07) Tobbell, Dominique A.; Sullivan, TheresaTheresa Sullivan begins by describing her education and her decision to become a nurse. She discusses her experiences as a student at the University of Minnesota School of Nursing during 1940s, her clinical experience, and working as a nurse at the University Hospital in the 1940s. She discusses World War II; changes in nursing and medical practice since the 1940s; nurses’ relationships with interns; how physicians and surgeons treated nurses; diploma nurses; the atmosphere around the Medical School in the 1950s; the Medical School faculty’s relationship with their students; the position and power of the Medical School within the health sciences and the University more broadly; attitudes of local medical community toward the Medical School; and the relationship between the Medical School and the state legislature. She talks about her husband, Dr. Albert Sullivan; Earl Bakken and the development of the pacemaker; Walton C. and Katherine Lillehei; John Najarian; and Katherine Densford.