History of nursing Wikipedia.

.org Prior to the foundation of modern nursing, nuns and the military often provided nursing-like services.[1] he religious and military roots of modern nursing remain in evidence today in many countries, for e!ample in the "nited #ingdom, senior female nurses are kno$n as sisters. %urses e!ecute the &'rders& of other health care professionals in addition to (eing responsi(le for their o$n practice. he )rimean War $as a significant development in nursing history, $hen *nglish nurse +lorence %ightingale, laid the foundations of professional nursing $ith the principles summarised in the (ook Notes on Nursing. 'ther important nurses in the development of the profession include, -ary .eacole, $ho also $orked as a nurse in the )rimea/ 0gnes *li1a(eth 2ones and 3inda 4ichards, $ho esta(lished 5uality nursing schools in the ".0 and 2apan, and 3inda 4ichards $ho $as officially 0merica6s first professionally trained nurse, graduating in 1789 from the New England Hospital for Women and Children in :oston. %e$ ;ealand $as the first country to regulate nurses nationally, $ith adoption of the %urses 4egistration 0ct on the 1< .eptem(er 1=>1. ?t $as here in %e$ ;ealand that *llen @ougherty (ecame the first registered nurse. %orth )arolina $as the first state in the "nited .tates to pass a nursing license la$ in 1=>9.[<] ?n the 1==>s nurses (ecame a(le to prescri(e medications, order diagnostic and pathology tests and refer patients to other health professionals as needed. 4eference Potter A Perrys B<>>=C %urses in the "nited .tates 0rmy actually started during the 4evolutionary War $hen a general suggested to Deorge Washington that the he needed female nurses &to attend the sick and o(ey the matron6s orders. ?n 2uly 188E, a plan $as su(mitted to the .econd )ontinental )ongress that provided one nurse for every ten patients and provided that a matron (e allotted to every hundred sick or $ounded&. %urses have e!perienced difficulty $ith the hierarchy in medicine that has resulted in an impression that nurses6 primary purpose is to follo$ the direction of physicians.[9] his tendency is certainly not o(served in %ightingale6s Notes on Nursing, $here the physicians are mentioned relatively infre5uently, and often in critical tones Fparticularly relating to (edside manner.[G] ?n the early 1=>>s, the autonomous, nursing-controlled, %ightingale era schools came to an end schools (ecame controlled (y hospitals, and formal &(ook learning& $as discouraged. Hospitals and physicians sa$ $omen in nursing as a source of free or ine!pensive la(or. *!ploitation $as not uncommon (y nurseHs employers, physicians and educational providers. %ursing practice $as controlled (y medicine.[E] he modern era has seen the development of nursing degrees and nursing has numerous Iournals to (roaden the kno$ledge (ase of the profession. %urses are often in key management roles $ithin health services and hold research posts at universities.

1. ^ +lorence %ightingale B17<>1=1>C 2. ^ "%)- J %ursing hen and %o$ 4etrieved 2uly <>>= 3. ^ 4adcliffe, -ark B<>>>C. &@octors and nurses, ne$ game, same result&. British Medical Journal 320 B1>7EC,
1>7E.doi,1>.119KL(mI.9<>.8<G1.1>7E. P-) 1118=K8.P-?@ 1>8KG9=<. 4etrieved 1G 0ugust <>>8.

4. ^ %ightingale, +lorence B17K>C %otes on %ursing +ull te!t online 4etrieved 1G 0ugust <>>8

5. ^ )hin, P. 3. B<>>7C. ?ntegrated theory and kno$ledge development in nursing B8th ed.C. .t. 3ouis, -',
-os(y.
Writing a Research Paper - How to Document Your Sources

What is Plagiarism?
Many people think of plagiarism as copying another's work, or borrowing someone else's original ideas. But terms like "copying" and "borrowing" can disguise the seriousness of the offense:

According to the Merriam-Webster Online Dictionary, to "plagiarize" means

to steal and pass off (the ideas or words of another) as one's own to use (another's production) without crediting the source to commit literary theft to present as new and original an idea or product derived from an existing source.

In other words, plagiarism is an act of fraud. It involves both stealing someone else's work and lying about it afterward.

But can words and ideas really be stolen?

According to U.S. law, the answer is yes. The expression of original ideas is considered intellectual property, and is protected by copyright laws, just like original inventions. Almost all forms of expression fall under copyright protection as long as they are recorded in some way (such as a book or a computer file).

All of the following are considered plagiarism:

turning in someone else's work as your own copying words or ideas from someone else without giving credit failing to put a quotation in quotation marks giving incorrect information about the source of a quotation changing words but copying the sentence structure of a source without giving credit copying so many words or ideas from a source that it makes up the majority of your work, whether you give credit or not (see our section on "fair use" rules)

Most cases of plagiarism can be avoided, however, by citing sources. Simply acknowledging that certain material has been borrowed, and providing your audience with the information necessary to

find that source, is usually enough to prevent plagiarism. See our section on citation for more information on how to cite sources properly.

Quoting, Paraphrasing, and Summarizing

Summary: This handout is intended to help you become more comfortable with the uses of and distinctions among quotations, paraphrases, and summaries. This handout compares and contrasts the three terms, gives some pointers, and includes a short excerpt that you can use to practice these skills. Contributors:Dana Lynn Driscoll, Allen Last Edited: "#$$%$"%$& #'($)($* ri!ee

This handout is intended to help you become more comfortable with the uses of and distinctions among quotations, paraphrases, and summaries. This handout compares and contrasts the three terms, gives some pointers, and includes a short excerpt that you can use to practice these skills.
What are the differences among quoting, paraphrasing, and summarizing?

These three ways of incorporating other writers+ work into your own writing differ according to the closeness of your writing to the source writing. uotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author. Paraphrasing involves putting a passage from source material into your own words. A paraphrase must also be attributed to the original source. ,araphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly. Summari!ing involves putting the main idea-s. into your own words, including only the main point-s.. /nce again, it is necessary to attribute summari!ed ideas to the original source. 0ummaries are significantly shorter than the original and take a broad overview of the source material.
Why use quotations, paraphrases, and summaries?

1uotations, paraphrases, and summaries serve many purposes. 2ou might use them to . . .

,rovide support for claims or add credibility to your writing 3efer to work that leads up to the work you are now doing 4ive examples of several points of view on a sub5ect 6all attention to a position that you wish to agree or disagree with

7ighlight a particularly striking phrase, sentence, or passage by quoting the original Distance yourself from the original by quoting it in order to cue readers that the words are not your own 8xpand the breadth or depth of your writing

9riters frequently intertwine summaries, paraphrases, and quotations. As part of a summary of an article, a chapter, or a book, a writer might include paraphrases of various key points blended with quotations of striking or suggestive phrases as in the following example(
In his famous and influential work the Interpretation of Dreams, Sigmund Freud argues that dreams are the "royal road to the unconscious" (page #), expressing in coded imagery the dreamer's unfulfilled wishes through a process known as the "dream work" (page #)! "ccording to Freud, actual #ut unaccepta#le desires are censored internally and su#$ected to coding through layers of condensation and displacement #efore emerging in a kind of re#us pu%%le in the dream itself (page #)!

How to use quotations, paraphrases, and summaries

:t might be helpful to follow these steps(

3ead the entire text, noting the key points and main ideas. 0ummari!e in your own words what the single main idea of the essay is. ,araphrase important supporting points that come up in the essay. 6onsider any words, phrases, or brief passages that you believe should be quoted directly.

There are several ways to integrate quotations into your text. /ften, a short quotation works well when integrated into a sentence. Longer quotations can stand alone. 3emember that quoting should be done only sparingly; be sure that you have a good reason to include a direct quotation when you decide to do so. 2ou+ll find guidelines for citing sources and punctuating citations at our documentation guide pages. P"R"PHR"S#$% ,araphrasing is one way to use a text in your own writing without directly quoting source material. Anytime you are taking information from a source that is not your own, you need to specify where you got that information.

A paraphrase is...

2our own rendition of essential information and ideas expressed by someone else, presented in a new form. /ne legitimate way -when accompanied by accurate documentation. to borrow from a source. A more detailed restatement than a summary, which focuses concisely on a single main idea.

Paraphrasing is a valuable s ill because...

:t is better than quoting information from an undistinguished passage. :t helps you control the temptation to quote too much. The mental process required for successful paraphrasing helps you to grasp the full meaning of the original.

! "teps to #ffective Paraphrasing

$. ". <. 3eread the original passage until you understand its full meaning. 0et the original aside, and write your paraphrase on a note card. =ot down a few words below your paraphrase to remind you later how you envision using this material. At the top of the note card, write a key word or phrase to indicate the sub5ect of your paraphrase. 6heck your rendition with the original to make sure that your version accurately expresses all the essential information in a new form. ?se quotation marks to identify any unique term or phraseology you have borrowed exactly from the source. 3ecord the source -including the page. on your note card so that you can credit it easily if you decide to incorporate the material into your paper.

&. >. @.

Some examples to compare

$he original passage%

0tudents frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final AresearchB paper. ,robably only about $#C of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. Lester, =ames D. Writing Research Papers. "nd ed. -$)*@.( &@%&*.
A legitimate paraphrase%

:n research papers students often quote excessively, failing to keep quoted material down to a desirable level. 0ince the problem usually originates during note taking, it is essential to minimi!e the material recorded verbatim -Lester &@%&*..

An acceptable summary%

0tudents should take 5ust a few notes in direct quotation from sources to help minimi!e the amount of quoted material in a research paper -Lester &@% &*..
A plagiarized version%

0tudents often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. :n fact, probably only about $#C of the final copy should consist of directly quoted material. 0o it is important to limit the amount of source material copied while taking notes. A note about plagiarism( This example has been classed as plagiarism, in part, because of its failure to deploy any citation. ,lagiarism is a serious offense in the academic world. 7owever, we acknowledge that plagiarism is a difficult term to define; that its definition may be contextually sensitive; and that not all instances of plagiarism are created equalDthat is, there are varying Edegrees of egregiousnessF for different cases of plagiarism.

6opyright G$))>%"#$" by The 9riting Lab H The /9L at ,urdue and ,urdue ?niversity. All rights reserved. ?se of this site constitutes acceptance of our terms and conditions of fair use.

source(n)

cite (v) / citation (n) plagiarize (v) / plagiarism (n) quotation (n) / quote (v) paraphrase (n/v) summary (n) / summarize (v)

- A source is the place where you find information: books, maga ines, web sites, newspapers, documentaries! " #o cite a source is to gi$e information about the source to the reader. " A quotation must be e%actly the same as written in the original source, in &'uotation marks,( and must be credited to the original author. )uotations should be no longer than a few sentences. A paraphrase or summary is your own e%pression of how you understand a concept or idea. #he idea must be credited to the original author. A paraphrase is usually shorter than the original and co$ers a small part of the original author*s te%t +maybe a few sentences, a paragraph, or a few paragraphs., A summary e%plains the main ideas of the original, but does not need to include supporting details, therefore a summary is much shorter than the original +a few paragraphs becomes a sentence or two, a chapter become a paragraph!, The simplest directions on how to paraphrase and summarize that I could think of :

1. -ead and reread a passage from the source. 2. .nderstand it well. 3. /lose the source, close your eyes and think about the concept0idea. 4. 1rite to e%press the concept0idea as you understand it. 5. 2eep your collection of paraphrases and summaries in a notebook.

3. 4abel each paraphrase and summary with the name of the source, author and page 5 or where
you can find the information on a webpage.
Excerpts from: History of nursing Wikipedia.org 6rior to the foundation of modern nursing, nuns and the military often pro$ided nursing"like ser$ices. 7urses e%ecute the 8rders of other health care professionals in addition to being responsible for their own practice. 91: ;n the early 1<==s, the autonomous, nursing"controlled, 7ightingale era schools came to an end > schools became controlled by hospitals, and formal ?book learning? was discouraged. @ospitals and physicians saw women in nursing as a source of free or ine%pensi$e labor. A%ploitation was not uncommon by nurse*s employers, physicians and educational pro$iders.95: 7ursing had the same status in Breat Critain and continental Aurope before 1orld 1ar ;;. @ospital nursing schools in the .nited Dtates and /anada took the lead in applying 7ightingaleEs model to their training programmers. &Dtandards of classroom and on"the"Fob training had risen sharply in the 1GG=s and 1G<=s, and along with them the e%pectation of decorous and professional conduct( 93=:

3.

^ Hlorence 7ightingale +1G2=>1<1=,. 6.12

5. /olin Iones, The Charitable Imperative. Hospitals and Nursing in Ancien Regim and Revolutionary France . 6. G<>2=5. 3=. )uinn, Dhawna J. Agnes " &1arner and the 7ursing Disters of the Breat 1ar? p. 12<