Recently, schools of nursing have adopted the use of high-fidelity human patient simulators in laboratory settings to teach nursing. Although numerous articles document the benefits of teaching undergraduate nursing students in this way, little attention has been paid to the discourses and texts organizing this approach. This institutional ethnography uses the critical feminist sociology of Dorothy E. Smith to examine the literature and interviews with Practical and Bachelor of Science in Nursing students, and their faculty about this experience. The research shows how discourses rationalize and sustain certain processes at the expense of others. For example, ruling discourses such as biomedicine, efficiency, and the relational ontology are activated to construct the simulation lab as part of nursing and nursing education. The analysis also highlights the intended and unintended effects of these discourses on nursing education and discusses how emphasizing nursing knowledges can make the simulation lab a positive place for learning.
In 1996 the Silvia Home Foundation started a non-governmental education programme with an integrated day-care unit devoted to patients with dementia: Working chairwoman of the foundation is HM Queen Silvia of Sweden. This study aims to describe the trainees' changed outlook on elderly people with dementia during a year of special education. Data were collected by interviews, informal discussions and participant observations during the lessons. The investigation focused on two questions: the trainees' outlook on the patients and their outlook on the work with the patients. At the beginning of their education, the trainees looked at the patients from a staff's perspective. During their education, this was gradually toned down and they changed to a disease perspective, and eventually to a human dignity perspective. After initially seeing dementia patients as a homogeneous group, the trainees went on to see them as unique human beings. Their outlook on their work also changed, from being task-oriented to a more humanitarian approach.