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Question 1
A
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
35%
(medium)
Question Stats:
69% (03:01) correct
31%
(02:59) wrong
based on 583
sessions
History
Date
Time
Result
Not Attempted Yet
Question 2
C
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
15%
(low)
Question Stats:
74% (00:59) correct 26%
(01:05) wrong
based on 643
sessions
History
Date
Time
Result
Not Attempted Yet
Question 3
C
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
35%
(medium)
Question Stats:
66% (00:58) correct 34%
(00:58) wrong
based on 631
sessions
History
Date
Time
Result
Not Attempted Yet
Question 4
E
Be sure to select an answer first to save it in the Error Log before revealing the correct answer (OA)!
Difficulty:
35%
(medium)
Question Stats:
67% (00:56) correct 33%
(01:02) wrong
based on 626
sessions
History
Date
Time
Result
Not Attempted Yet
According to Susan Reverby's Ordered to Care, the most salient fact about the occupation of nursing has been its traditional conceptualization by both the public and medical professionals as women's work, a judgment that has had a dramatic impact both on the nature of the tasks nurses perform and on the status of the profession. Reverby demonstrates how this ideology of nursing grew, not out of a belief in women's rights but from eighteenth- and nineteenth-century understandings of womanly character and duty.
Before 1870, nursing took place either in the home, where women nursed their loved ones as part of their familial obligations, or in hospitals, which were custodial institutions for the poor. Despite the differences in the settings, women in each of these roles were assumed to be "naturals" for the job, so hospital nurses were paid wages whose meagerness suggested money's irrelevance to the true character of nursing.
Even after 1870, when scientific and medical advances hastened the development of nursing as skilled paid labor, the ideology concerning nursing changed very little. True, leaders in nursing education advocated professionalism: being a woman was necessary, but not sufficient, for nursing. They envisioned the establishment of strict training schools, controlled by women, to teach the elements of health care that were no longer attended to by the rapidly specializing physician. They were pleased to be aided in their efforts by hospital administrators and doctors, who understood that the movement to upgrade and standardize nursing education would support their own plans for reforming medicine.
But the goals of the three groups, Reverby argues, were radically divergent. Hospital administrators realized that training schools attached to their own institutions could become sources of cheap and malleable labor. Doctors saw nursing education as a way of improving care in the hospital, but they opposed any move to bolster nurses' control of their own labor or to improve their scientific skills, arguing that nurses should remain submissive and nurturing. As hospital exigencies quickly came to dominate the decision-making process in the training schools, nursing educators lost control over admission standards, the quality of education, and the labor of students on the wards.
Before 1870, nursing took place either in the home, where women nursed their loved ones as part of their familial obligations, or in hospitals, which were custodial institutions for the poor. Despite the differences in the settings, women in each of these roles were assumed to be "naturals" for the job, so hospital nurses were paid wages whose meagerness suggested money's irrelevance to the true character of nursing.
Even after 1870, when scientific and medical advances hastened the development of nursing as skilled paid labor, the ideology concerning nursing changed very little. True, leaders in nursing education advocated professionalism: being a woman was necessary, but not sufficient, for nursing. They envisioned the establishment of strict training schools, controlled by women, to teach the elements of health care that were no longer attended to by the rapidly specializing physician. They were pleased to be aided in their efforts by hospital administrators and doctors, who understood that the movement to upgrade and standardize nursing education would support their own plans for reforming medicine.
But the goals of the three groups, Reverby argues, were radically divergent. Hospital administrators realized that training schools attached to their own institutions could become sources of cheap and malleable labor. Doctors saw nursing education as a way of improving care in the hospital, but they opposed any move to bolster nurses' control of their own labor or to improve their scientific skills, arguing that nurses should remain submissive and nurturing. As hospital exigencies quickly came to dominate the decision-making process in the training schools, nursing educators lost control over admission standards, the quality of education, and the labor of students on the wards.
1. The information in the passage suggests that Susan Reverby would be most likely to DISAGREE with which of the following statements about nursing education?
A. Nursing education in the nineteenth century dramatically changed the ideology of nursing.
B. Nursing education did not significantly affect the professional relationship between nurses and doctors.
C. Hospital exigencies limited the autonomy of nurses in relation to doctors.
D. Hospital administrators hoped that standardized nursing education would promote their own goals.
E. Prior to 1870, there was no formal education for nurses because women were assumed to be naturally capable of the work.
A. Nursing education in the nineteenth century dramatically changed the ideology of nursing.
B. Nursing education did not significantly affect the professional relationship between nurses and doctors.
C. Hospital exigencies limited the autonomy of nurses in relation to doctors.
D. Hospital administrators hoped that standardized nursing education would promote their own goals.
E. Prior to 1870, there was no formal education for nurses because women were assumed to be naturally capable of the work.
2. Which of the following best states the central idea of the passage?
A. The ideology of nursing as a profession has been informed by a commitment to women's rights.
B. Conflicts between leaders in nursing education and hospital administrators prevented the professionalization of nursing.
C. Traditional ideas about women's work hindered the evolution of the ideology of nursing.
D. Doctors did not recognize nurses as professionals because the nursing school curriculum was too general.
E. Scientific and medical advances of the late nineteenth century had little effect on the practice of nursing.
A. The ideology of nursing as a profession has been informed by a commitment to women's rights.
B. Conflicts between leaders in nursing education and hospital administrators prevented the professionalization of nursing.
C. Traditional ideas about women's work hindered the evolution of the ideology of nursing.
D. Doctors did not recognize nurses as professionals because the nursing school curriculum was too general.
E. Scientific and medical advances of the late nineteenth century had little effect on the practice of nursing.
3. According to the passage, the ideology of nursing has determined
A. the settings in which nursing actually occurs
B. twentieth-century notions of female character and duty
C. the status of the nursing profession
D. the goals of doctors and hospital administrators
E. the role of women in different branches of medicine
A. the settings in which nursing actually occurs
B. twentieth-century notions of female character and duty
C. the status of the nursing profession
D. the goals of doctors and hospital administrators
E. the role of women in different branches of medicine
4. The word "naturals" (see highlighted text) is used primarily in order to
A. suggest Susan Reverby's view of the appropriateness of women for the occupation of nursing
B. point to the irrelevance of women's rights for nurses
C. explain the interest of eighteenth- and nineteenth-century women in nursing as a profession
D. differentiate the role of women as nurses in the home from the role of women as nurses in hospitals
E. emphasize the importance for nursing ideology of eighteenth- and nineteenth-century notions of womanly character and duty
A. suggest Susan Reverby's view of the appropriateness of women for the occupation of nursing
B. point to the irrelevance of women's rights for nurses
C. explain the interest of eighteenth- and nineteenth-century women in nursing as a profession
D. differentiate the role of women as nurses in the home from the role of women as nurses in hospitals
E. emphasize the importance for nursing ideology of eighteenth- and nineteenth-century notions of womanly character and duty
09 Jan 2024, 09:38
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Explanation
1. The information in the passage suggests that Susan Reverby would be most likely to DISAGREE with which of the following statements about nursing education?
Difficulty Level: 650-700
A. This statement is disagreed by Susan Reverby because the passage suggests that the ideology of nursing, rooted in eighteenth- and nineteenth-century perceptions of womanly character and duty, did not dramatically change despite some changes in nursing education. The underlying view of nursing as women's work remained relatively constant. Keep it.
B. This is supported by the passage.
C. This statement is supported by the passage. The passage mentions that hospital exigencies quickly came to dominate the decision-making process in the training schools, resulting in a loss of control by nursing educators. Therefore, Reverby would likely agree with this statement.
D. This statement is supported by the passage. The passage indicates that hospital administrators were pleased to support the movement to upgrade and standardize nursing education, aligning with their goals, and seeing it as a source of cheap and malleable labor.
E. While the passage does mention that nursing took place in homes and hospitals before 1870 and that women were assumed to be "naturals" for the job, it does not explicitly address the absence of formal education during that period. The focus of the passage is more on the evolving nature of nursing education after 1870.
Answer: A
Difficulty Level: 650-700
A. This statement is disagreed by Susan Reverby because the passage suggests that the ideology of nursing, rooted in eighteenth- and nineteenth-century perceptions of womanly character and duty, did not dramatically change despite some changes in nursing education. The underlying view of nursing as women's work remained relatively constant. Keep it.
B. This is supported by the passage.
C. This statement is supported by the passage. The passage mentions that hospital exigencies quickly came to dominate the decision-making process in the training schools, resulting in a loss of control by nursing educators. Therefore, Reverby would likely agree with this statement.
D. This statement is supported by the passage. The passage indicates that hospital administrators were pleased to support the movement to upgrade and standardize nursing education, aligning with their goals, and seeing it as a source of cheap and malleable labor.
E. While the passage does mention that nursing took place in homes and hospitals before 1870 and that women were assumed to be "naturals" for the job, it does not explicitly address the absence of formal education during that period. The focus of the passage is more on the evolving nature of nursing education after 1870.
Answer: A
General Discussion
18 Sep 2023, 11:14
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1: C. Hospital exigencies limited the autonomy of nurses in relation to doctors.
The passage discusses how hospital exigencies (pressures and demands) led to nurses losing control over various aspects of their education and labor, which implies a limitation of autonomy in relation to doctors.
2: C. Traditional ideas about women's work hindered the evolution of the ideology of nursing.
The central idea of the passage is that traditional notions of nursing as women's work, rooted in eighteenth- and nineteenth-century understandings of womanly character and duty, had a significant impact on the ideology of nursing and its professional development.
3: C. the status of the nursing profession
The passage discusses how the ideology of nursing, shaped by traditional gender roles and beliefs, has had a dramatic impact on the status of the nursing profession.
4: A. suggest Susan Reverby's view of the appropriateness of women for the occupation of nursing
The word "naturals" in the passage is used to suggest Susan Reverby's view that women were considered naturally suitable for nursing due to traditional gender roles and beliefs. It highlights her perspective on the appropriateness of women for the nursing profession.
The passage discusses how hospital exigencies (pressures and demands) led to nurses losing control over various aspects of their education and labor, which implies a limitation of autonomy in relation to doctors.
2: C. Traditional ideas about women's work hindered the evolution of the ideology of nursing.
The central idea of the passage is that traditional notions of nursing as women's work, rooted in eighteenth- and nineteenth-century understandings of womanly character and duty, had a significant impact on the ideology of nursing and its professional development.
3: C. the status of the nursing profession
The passage discusses how the ideology of nursing, shaped by traditional gender roles and beliefs, has had a dramatic impact on the status of the nursing profession.
4: A. suggest Susan Reverby's view of the appropriateness of women for the occupation of nursing
The word "naturals" in the passage is used to suggest Susan Reverby's view that women were considered naturally suitable for nursing due to traditional gender roles and beliefs. It highlights her perspective on the appropriateness of women for the nursing profession.
