Nursing

“But the [hospital] work load continued to become both heavier and more complex, while administrations remained reluctant to commit hospital resources to the educational program. Further, hopes that more science could be added to the curriculum, or scientific methods used to evaluate procedures, were not fulfilled (Reverby, 157). . . . But once the methods and tools of the efficiency experts were introduced, they could be used, not to upgrade nursing, but to subdivide and increase the work. Once again, as in the nineteenth century, the benefit from a seemingly positive structural nursing reform accrued primarily to the hospitals (158).