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In 1949, Saint Anselm College was 60 years old and experiencing a post-World War II increase in student enrollments.
In 1951, Ruth Bagley and Margaret Amsbury asked the college if it would offer professional nursing courses and establish a degree program at Saint Anselm for graduate registered nurses. Since there was a pressing need for nurses, particularly for those with advanced educational preparation to serve in teaching, supervisory, and public health positions, the college decided to establish a program that would lead to a bachelor of science in nursing.
The administration at first felt some trepidation in admitting females to the all-male college.
In 1952, the college inaugurated the degree program and Ruth Bagley became chairman of the Department of Nursing Education.
With up to 60 credits allowed in advanced standing, a registered nurse who became a full-time student could complete the degree requirements in two years.
Shortly after the college established the program for registered nurses, Saint Anselm also decided to establish a basic (generic) four-year degree program. The New Hampshire State Board of Nursing Education and Nurse Registration approved the basic baccalaureate program in nursing in April of 1953 and full approval came in July of 1957. Under Ruth Bagley's visionary leadership and with the continuing support of the Benedictine community, the Department of Nursing earned and would continue to command national recognition as a program with high academic and clinical standards. In 1948, Mercy Hospital merged with the city's first hospital for African Americans, Frederick Douglass Memorial Hospital and School for Nurses (founded in 1895 by the University of Pennsylvania's first black medical school graduate, Dr.
Mercy Douglass School of Nursing alumni pose after being recognized by the Barbara Bates Center for the Study of the History of Nursing.- PHOTO BY I.
Twenty-five alumni from the historic Mercy Douglass School of Nursing were honored for their contributions to health care. Located in West Philadelphia, Mercy Douglas Hospital was one of more than 100 historically Black health care institutions which existed during the era of segregation. Officials from the Barbara Bates Center for the Study of the History of Nursing and the University School of Nursing hosted an afternoon tea on April 23 to honor some the Mercy Douglas alumni for their service and contributions in shaping the nation's health. I've had the privilege to learn from a Mercy-Douglass graduate, who was my clinical instructor.
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Nurses have played an important role throughout history, and many of made substantial impacts in how healthcare is administered. By requesting information, I authorize Rasmussen College to contact me by email, phone or text message at the number provided. Please Note: Your story idea may be featured on the Rasmussen College News Beat or on one of our social networks. Information about our graduation rates, median debt of students who completed the program, and other important information.
Rasmussen College is a regionally accredited college authorized to operate as a postsecondary educational institution by the Illinois Board of Higher Education. While many may think of a nurse as someone who takes care of hospitalized patients, nurses also fill a wide variety of positions in health care in many varied settings, working both collaboratively and independently with other health care professionals.
Most people think of the nursing profession as beginning with the work of Florence Nightingale, an upper class British woman who captured the public imagination when she led a group of female nurses to the Crimea in October of 1854 to deliver nursing service to British soldiers. Throughout history most sick care took place in the home and was the responsibility of family, friends, and neighbors with knowledge of healing practices. The outbreak of the Civil War created an immediate need for capable nurses to care for the enormous number of sick and wounded. These early nurse education programs were, in reality, little more than apprenticeship programs that used student nurses for their labor.
As the number of nurses grew in the late nineteenth century, nursing took on the rudimentary characteristics of a profession.
Despite the many difficulties within the profession, nursing continued to grow as an occupational field and became recognized as an essential health care service by the early twentieth century. The special skills possessed by nurses were easily transferred to different fields of health care.
During the 1920s and 1930s, hospitals continued to expand adding more and more patient beds and delivering care that was rapidly becoming more complex.
When the United States entered World War II, nurses duplicated the excellent work they had performed in World War I, taking critical positions in the armed services and insuring that the military received appropriate care.
At the same time, internal debates within the profession over the type of work in which nurses should engage and the proper way to educate a nurse divided nurses into different camps. Despite disagreements among nurses about the appropriate type and place of nursing educational programs, the profession itself flourished in the late twentieth century. Historically, the nursing profession has consistently demonstrated its ability to adapt to changing and varied health care needs.
That's the way the college began in 1889 and the way it would probably remain, or so it seemed. Their vision and energy led to the development of a baccalaureate nursing program which has prepared over 2,500 nurses.
Miss Bagley was then the director of nursing at the Elliot Hospital in Manchester, and Amsbury held the same position at the Veterans' Administration Hospital, also in Manchester. However, since the nursing students would be day students rather than in residence on campus, the decision to break with tradition was a little less daunting.
She was only 31 when she took this challenging and pioneering assignment at a salary of $3,600 per year. Full-time students were charged $225 per semester for tuition, while part-time students were billed at a rate of $15 per semester hour. Many of the Mercy Douglass School of Nursing alumni were instrumental to civil rights efforts in desegregating health care. After graduating from the Mercy Douglass School of Nursing, many of the alumni in attendance left their mark on health care institutions, education and the armed forces. We believe that not too many people, particularly young people, realize that we had a segregated health care system," said Jean C. Before the end of the 19th century, the majority of nursing duties fell to those individuals without any education or medical training at all. Fill out the form and we will be in touch shortly to get your questions answered so you can better understand how Rasmussen College can help you achieve your goals.
Fill out the form and we will be in touch shortly so you can better understand how Rasmussen College can help you achieve your goals. Whelan, PhD, RN?Professional nursing holds a unique place in the American health care system.

For example, most Americans are familiar with home care nurses who provide a plethora of nursing and health care services to patients in their homes.
Upon her return to England, Nightingale successfully established nurse education programs in a number of British hospitals. In the United States, family-centered sickness care remained traditional until the nineteenth century. In that year, three nurse educational programs—the New York Training School at Bellevue Hospital, the Connecticut Training School at the State Hospital (later renamed New Haven Hospital) and the Boston Training School at Massachusetts General Hospital—began operations. Despite their significant shortcomings, however, they proved very popular with both hospitals and students and created a pattern of hospital-based nurse education that persisted until the mid-twentieth century.
In the 1890s, nurses organized two major professional associations: the American Society of Superintendents of Training Schools for Nurses, later renamed the National League of Nursing Education, and the Associated Alumnae of the United States, later renamed the American Nurses Association.
Reflecting the social and legal status of African Americans at the time, American professional nursing maintained strict racial segregation until the mid-twentieth century. In the early part of the twentieth century, hospitals employed only a few graduate nurses, mainly in supervisory positions.
Nurses fanned out into diverse fields delivering services to many people outside of hospitals. About 23,000 American nurses served in the military, delivering care to the armed forces both in the United States and at the war front,.
For example, nurses were educated to administer anesthesia during surgery, leading to the specialty field of nurse anesthetists.
Nurses were the most essential ingredient in insuring that patients received competent care delivered in a safe manner.
About 78,000 nurses served in World War II, their contributions acknowledged as essential to victory. Some educators and other health care analysts promoted removing nursing education from its base within hospital training schools and placing it in institutions of higher education. Community college programs did graduate many new nurses and often at a lower cost than traditional diploma programs. In the mid-twentieth century nursing abandoned its objectionable system of racial and gender segregation, opening up equal educational, professional, and employment opportunities to all nurses. Significant federal financial support for educating nurses, which became available beginning in the 1960s, permitted the revamping and modernizing of many nursing educational programs. It remains an exceedingly popular and highly respected profession that attracts large numbers of new recruits to its ranks. But in the late 1940s, there was a need for more nurses, and a number of studies had recommended placing the preparation of professional nurses in the mainstream of higher education (rather than in hospital-based programs). Many of them have gone on to assume leadership roles in nursing service, education, administration, and research. However, that same year the college began to offer courses for student nurses from a local nursing diploma program. The first was the increasing desire of local young women to enter a collegiate nursing program. As of 2000, the program is accredited by the Commission on Collegiate Nursing Education (CCNE). Many nurses today might not be aware that hospitals were segregated through the late 1960-70's. Whelan, adjunct associate professor of nursing and assistant director of the Barbara Bates Center. It was their courage and desire to serve that made an impact in the medical field, and the early men and women who acted as nurses paved the way for the modern day nursing profession.
As members of the largest health care profession, the nation’s 3.1 million nurses work in diverse settings and fields and are frontline providers of health care services.
School nurses have a long history of providing health services to school children from kindergarten through high school. These schools were organized around a specific set of ideas about how nurses should be educated, developed by Nightingale often referred to as the “Nightingale Principles.” Actually, while Nightingale’s work was ground-breaking in that she confirmed that a corps of educated women, informed about health and the ways to promote it, could improve the care of patients based on a set of particular principles, she was the not the first to put these principles into action.
Sick care delivered by other than family and close acquaintances was generally limited to epidemics and plagues that periodically swept through towns and cities.
The commendable service rendered by Civil War nurses provided a rationale for future experiments in setting up training programs for nursing. These three programs, all based on ideas advanced by Florence Nightingale, are generally acknowledged to be the forerunners of organized, professional nurse education in the United States. And, while many disparaged the exploitive nature of the nurse education system, the presence of trained nurses with their emphasis on cleanliness, orderliness and close observation of patients successfully transformed hospitals into scientific institutions of caring. Other major organizations, such as the National Association of Colored Graduate Nurses and the National Organization for Public Health Nursing formed in the early twentieth century.
African American individuals wanting to become nurses had to train in a separate educational system and faced a divided employment field in which white and black nurses did not participate equally. They relied instead on student nurses for the majority of the bedside care provided to patients.
For example, Lillian Wald founded the Henry Street Settlement House in 1893, which provided nursing and other social services to impoverished populations on the Lower East Side of New York City. The success of military nurses in providing essential care during the war insured their participation in succeeding conflicts. By the early twentieth century it was quite common to find nurse anesthetists delivering anesthesia in many of the nation’s hospitals. Hospitals continued to rely heavily on student nurses for patient care, but a trend emerged in which hospitals hired more nurses who had completed their education and graduated. By 1960, approximately 172 college-based nursing education programs awarded Bachelors of Science in Nursing degrees. But, as the needs of late-twentieth-century patients became increasingly more complex, research studies indicated that being treated by nurses prepared at the baccalaureate level improved patient outcomes.
Beginning in the 1960s, new types of nurses, who specialized in different hospital settings such as intensive care units, and nurse practitioners who were trained to deliver a variety of primary care services began to appear on the health care scene.
Significantly, increased funding for nursing research permitted nursing to develop a sounder scientific basis for its practice.
There is little doubt that nursing will continue to maintain its status as an extremely important profession, serving the health needs of the nation.
The nurses graduating from hospital programs such as Mercy Douglas, Grady Hospital School of Nursing Atlanta,GA, Howard University, Washington DC, etc. In 1919 the hospital moved to a larger structure, formerly an Episcopal Divinity School at 50th Street and Woodlawn Avenue, and operated there until 1948.

Would you like to share a personal success story about overcoming an obstacle while earning your degree? While most nurses work in acute-care settings such as hospitals, nurses’ expertise and skills extend well beyond hospital walls. Nurses play a major role in delivering care to those residing in long-term-care facilities such as nursing homes. By the beginning of the nineteenth century, however, urbanization and industrialization changed the way in which—and in many cases the place in which—sick individuals received care.
One such program was initiated in Pennsylvania where the Women’s Hospital of Philadelphia offered a six months nurse training course, which graduated its first class in 1869. The school was either affiliated with or owned by a hospital that provided the students with the clinical experience considered necessary for the education of a nurse. Further, the popularity of the schools, as evidenced by their high student admission rates and the large numbers of nurses they graduated, testified to the profession’s appeal as an excellent occupation in which to carve out a career. State nurses associations also organized and were instrumental in passing state nurse registration acts which regulated and provided a licensing system for nursing practice. Most nurses, once they graduated from their educational program, entered the field of private duty nursing.
Replication of Wald’s work in other parts of the country led to the growth of the field of public health nursing, opening up new employment opportunities for nurses and expanding the type of services provided  by nurses. By the 1920s, in some parts of the country, nurse-midwives delivered babies, in many cases to the most impoverished populations. These nurses, initially called “general duty nurses” but later referred to as “staff nurses,” assumed greater and greater importance in insuring that the nation’s hospitals operated efficiently. While the modern intensive health care system that emerged after the war demanded larger numbers of nurses to handle the increasingly complex and technical care needs of patients, there seemed to be fewer young women (the major population from which nursing drew its recruits) willing to choose nursing as a career.
These experts believed baccalaureate educated nurses would be better prepared to care for the complex needs of late-twentieth-century patients and would be able to take on more advanced roles in the delivery of health care. Nurse researchers today carry out cutting-edge studies that shed light on the ways and means of solving many health care problems and improving nursing services.
Through much of its existence this institution was largely funded by the community it served, until its closing in 1973. Bureau of Labor and Statistics, employment of licensed practical nurses is expected to grow 22 percent from 2010 to 2020, and registered nurses at  26 percent in the same timeframe. Working independently and with other health care professionals, nurses promote the health of individuals, families, and communities.
Workers with job-related health concerns often seek out nurses employed by business and industry. Hospitals began to proliferate to serve those who were without the resources to provide their own care, and as hospitals increased in numbers so did the demand for caregivers who would be able to deliver thoughtful care to the patients in them. Similar courses, such as that offered by the New England Hospital for Women and Children were begun in other locales. The successful passage of nurse registration acts, considered a significant legislative accomplishment at a time when women held little political power, also provided nurses with their modern legal title, registered professional nurses (RN). Nursing’s image took on an heroic cast during the war, but the reality for most nurses, was that the work was incredibly demanding with few financial rewards and poor working conditions. Proponents of the traditional hospital-based diploma programs disagreed, arguing that nurses trained in hospital programs excelled at delivering bedside care, the major area in which nurses worked. In 1953, Saint Anselm College established a four-year nursing program for high school graduates- the first in New Hampshire.
Millions of Americans turn to nurses for delivery of primary health care services, health care education.
Early nineteenth-century hospitals were built mainly in more populated sections of the country, generally in large cities.
While in the program students carried out the majority of patient care activities offered in the hospital, receiving only a modicum of classroom education in the form of lectures on patient care and related subjects. Better oversight of nursing educational programs by state licensing boards as well as the increasingly complex demands of patient care led the schools to increase the amount of theoretical instruction and decrease the amount of direct work performed by students.
As institutions became the more normative site for delivery of sick care, private duty nurses moved with their patients into the hospital, delivering care to hospitalized individuals who could afford to pay for their own nurse.
Before the debate was settled one way or the other, a new nurse educational program centered in two-year community colleges emerged.
Expectant mothers often prefer nurse midwives as their health care providers during pregnancy and childbirth. At the end of the educational program, students received a diploma and were eligible to seek work as a trained nurse. But for nurses, private duty often did not provide regular and dependable employment; nurses were hired on an ad hoc basis by patients and were oftentimes without a regular source of income. Severe shortages of nurses characterized the immediate post war period, threatening the delivery of health services to the public. Community-college-based programs (also known as Associate Degree programs) seemed to offer the best of both worlds.
And each day, in operating rooms across the country, nurse anesthetists insure that patients undergoing surgery receive safe anesthesia care. The cost of private duty was also quite high, limiting the number of patients employing private duty nurses. Education took place in institutions of higher education, and the demands of patient care did not intrude on the learning process as often occurred in diploma programs. Today, schools of nursing compete for the brightest applicants, and nursing is highly regarded as an excellent career choice for both women and men. But, in other institutions, nursing care was more variable, ranging from good in some hospitals, to haphazard and poor in others.
It was not until the mid-twentieth century that hospitals hired nurses as regular staff on a permanent basis, providing full professional nursing services to all hospitalized patients.
Graduates of community college programs seemed well suited to assume employment as hospital bedside nurses.
Further, the ability of community college programs to graduate large numbers of nurses offered potential respite from repeated nurse shortages.

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