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Zeeb Road, Ann Arbor, Mictiigan 48106 8618871 Woodfill, Marlene M ossberger THE ROLE OF THE NURSE IN THE SCHOOL SETTING: AN HISTORICAL VIEW AS REFLECTED IN THE LITERATURE FROM 1902 THROUGH 1982 The Ohio State University Ph.D. 1986 University Microfilms I nte r n ât10Q nI 300 N. zeeb Road, Ann Arbor, Ml 48105 Copyright 1986 by Woodfill, Marlene Mossberger All Rights Reserved THE ROLE OF THE NURSE IN THE SCHOOL SETTING: AN HISTORICAL VIEW AS REFLECTED IN THE LITERATURE FROM 1902 THROUGH 1982 DISSERTATION Presented in Partial Fulfillment of the Requirement for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University by Marlene Mossberger Woodfill, R.N., B.S.E., M.A. ***** The Ohio State University 1986 Reading Committee: Approved By Dr. Mary K. Beyrer Dr. Jeanne A. Clement Dr. Robert Kaplan / Adviser School of Health, Physical Education, and Recreation Copyright by Marlene Mossberger Woodfill 1986 ACKNOWLEDGEMENTS Sincere gratitude in expressed to m y advisor. Dr. Mary K. Beyrer, for her enthusiastic support of this study from its inception, for her valuable guidance, and for the time and effort she spent on my behalf during the course of the study. Special thanks also go to Dr. Jeanne Clement and Dr. Robert Kaplan for serving on the reading committee. Finally, I wish to express love and appreciation to my husband, Charles, for his support and encouragement. 11 VITA 1952.............. Diploma, Methodist Hospital School of Nursing, Peoria, Illinois 1968 B.S.E., The Ohio State University, Columbus, Ohio 1973.............. M.A., The Ohio State University, Columbus, Ohio iii TABLE OF CONTENTS ACKNOWLKGEMKNTS...................................... ii VITA ............................................. iii PROLOGUE............................................ vi CHAPTER I. INTRODOCTION TO THE S T U D Y ................ 1 Statement of Problem .................. 2 Research Questions .................... 3 Rationale............................... 4 Limitations and Delimitations. 11 Definitions of Terms .................. 12 Glossary of Abbreviations.............. 14 Summary................................. 15 II. PROCEDURES OF THE STUDY .................. 16 Selecting the Problem.................. 17 Formulating Research Questions........ 18 Collecting the Data.................... 19 Criticizing the Data Sources.......... 23 Interpreting and Reporting Findings. 25 Summary................................. 28 III. ANALYSIS OF THE DATA SOURCES.............. 29 Classification of Study D a t a .......... 29 Qusmtitative Analysis of Articles in Periodical Literature.............. 32 Summary................................. 35 IV. HISTORICAL FOUNDATIONS OF SCHOOL NURSING. 38 Visiting Nurse Heritage................ 38 The Legacy of Florence Nightingale . 41 The First School Nurses................ 48 The Rise of School Nursing in America. 49 Summary................................. 59 XV V. PROFESSIONAL PREPARATION OF THE SCHOOL NORSE................................... 60 The Early Years......................... 61 The Twenties and Thirties.............. 78 The Midcentury Years ................... 94 Recent Years ........................... 109 SummsLry................................. 121 VI. SERVICE FUNCTIONS AND RESPONSIBILITIES OF THE SCHOOL NORSE..................... 122 The Early Years......................... 123 The Twenties and Thirties.............. 127 The Midcentury Years ................... 137 Recent Years ........................... 148 Summary................................. 170 VII. THE TEACHING ROLE OF THE SCHOOL NORSE . 171 The Early Years......................... 172 The Twenties and Thirties.............. 177 The Midcentury Y e a r s ................... 184 Recent Years ........................... 191 Summary................................. 201 VIII. INTERPERSONAL RELATIONSHIPS OF THE SCHOOL NURSE ........................... 203 The Early Years......................... 204 The Twenties and Thirties.............. 210 The Midcentury Sears ................... 218 Recent Years ........................... 229 Summary................................. 244 IX. SUMMARY, CONCLUSIONS, RECOMMENDATIONS . 245 Summary of Findings..................... 249 Conclusions............................. 251 Recommendations......................... 252 Summary................................. 253 EPILOGUE......................................... 254 BIBLIOGRAPHY..................................... 258 PROLOGUE The school nurse has it in her power not only to remedy the existing conditions which are menaces to right living but also has the opportunity to open up new avenues of social service. Her work is not alone with those who have defects or disease hut very largely with those who are well. Her duty will become more the supervision of the life habits of the well; therefore much more teaching of the laws of health will be observed and the result to humanity can be better imagined than described.^ School nursing has come a long way since Lina Rogers first went into the schools of New York City in 1902. It has emerged, evolved, and expanded from the simple, practical skills of communicable disease control and promotion of cleanliness to a complexity of roles and responsibilities. Today the functions of the school nurse range from health counseling, health instruction, and health services on an individual or small group basis through the broader aspects of community health and preventive health care. But, at the same time, the role of the nurse in the school is plagued with confusion and controversy. What is school nursing? What is the role of the nurse in the school iLina Rogers Struthers, “The School Nurse and Her Work,“ in Essentials of Educational Hygiene, ed. Louis W. Rapeer (New York: C!harles Scribner’s Sons, 1919), p. 216. v i health program? What should be the preparation of the nurse for work in the school setting? What unique contribution does the nurse make to the school health team? What is the common role expectation of the nurse in the school? Sound thinking about the present, and future, role of the nurse in the school, requires a critical analysis of the past. Traditions, ideas, and events of yesteryear can explain, in part, current practices, problems, and perplexities. Moreover, experiences of the past can provide direction for the future. Using data derived from the literature, this study endeavors to record a reliable, unbiased narrative tracing the role of the nurse in the school from 1902 throu^ 1982. Since only a fraction of school nursing history may be recorded in the literature, the intent is not to chronicle a definitive history of school nursing but to document and describe forces and factors that were influential in shaping the role of the school nurse. Sources are quoted frequently to elicit a sense of the past, to preserve the author’s message, and to allow individuals to speak for themselves. Looking back t h r o u ^ the decades of this century can provide a basis for understanding the role of the nurse in the school setting, as well as lend support to the belief that a primary function of the school nurse is education for health, not just care of the sick. Perhaps the nurse in the vii school can use perspectives generated by the study to appraise recurring problems and issues with greater insist. Knowing what school nursing has been is a requisite for understanding what school nursing is and can be. No occupation can be intelligently followed or understood unless it is, at least to some extent, illumined by the l i ^ t of history interpreted from the human standpoint. The origin of our various activities, the spirit animating the founders of a profession, and the long struggle toward an ideal as revealed by a search into the past, — these vivify and ennoble the most prosaic labors, clarify their relation to all else that humanity is doing, and give workers an unfailing inspiration

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