Chautauqua School of Nursing - Yearbook (Jamestown, NY)

Text from Pages 1 - 70 of the 1912 volume:

fa 1 , 5,-'f im I 1 l OUR -METHOD OF TEACHING TRAINED N UR S I N G CONSISTS OF MEDICAL NURSING -' Fevers, Diseases of ,Various Systems The Sick-room: QMai1agement and Care C' Remedial Baths, Enemas, Douches Catheterism - ' ' Symptoms: Pulse, Temperature, Res- g piration mg Administration of -Medicines, Applica- Z tions, Use of Hypodermic 1 ' Accidents and Emergencies .9 EOBSTETRICAL NURs1NG,, ' n - M A gq Child, Nursing ' . ILECTURESI CZ Infiniaiggeeding and the -Modification . , A 41 SURGICAL NURSING Qi YQ Disinfection and Disinfectants . . H . Anesthetization C5 Bandaging , A -il-i1--limmi A Dietetics and Invalid Feeding . Materia Medica: Action of Drugs and Dosage , V Massage and Medical Gymnastics A Anatomy and Physiology Nursing Ethics I Directions for Study, . U Study-help Questions Examinations, Corrected with Notations D by the Faculty v Q . D4 . I E Physicians' Letters ' STUDY ' Personal Letters A f IP-1 Students' Questions Answered . A V ' D ' CZ Illustrations, Charts, Diagrams ' Marginal Notations F Definition of Terms I Instruments, Apparatus, Supplies r Bedside Storiesof Actual Cases U gi Special Directions for Home Practice 'Q Making Charts and Records D Bandages: Making, Applying Z Preparation of Foods s. Making Chemical Solutions O Urinary and Other Tests mi 2lc.3E .9 Procedures of the Sick-room S Bed-making 4 Giving Baths . ff Application of Remedies Use of Instruments and Apparatus Q Cleansing I n s t r u m e n t s , Apparatus, S A Supplies Q Di, Disinfecting Instruments, Utensils, Cloth- ' A V . I ling, Dressings, I-Iands, Patient, Nurse METHOD OF TRAINING, IN DIAGRAM. l gi l E J ix ,i 1 li I l p GENERAL OFFICES AND ADMINISTRATION BUILDING The building is composed entirely of steel, concrete, fire-proof brick, and terra-cotta. Not one piece of Wood enters into its construction. The doors and other usual woodwork, furniture and office equipment shown in the Various views are also made of steel. The building,Which without doubt is as indestructible an edifice as has yet been erected, was made fire-proof solely in order to safeguard and perpetuate the records of the institution. MAIN ENTRANCE IIXERRA-GOTTA AND BRONZE sun nm iwtiigiiysmuniin dj it Nnrrstnnuu ip 'Incorporated Under the Laws of the State of New York' it CYRUS JONES, . . JOHN M. BROOKS, M. D. President Principal of Instruction ' . E. WALTO'N SPRING, L' WILLIAMS. BAILEY, Vice-President I Secretary -I ' I THE C. S4 Ng MOTTO: I . I WILLU conquers, while I 'rngyutfailg . Those whose desires .are strong enough to stimulate Q' deep thought and study at home are the ones to 'whom Providence opens the widest doors of opportunity JAMESTOWN, NEW YORK I. II III IV V. VI. VII. VIII. IX. X. XI. XII. XIII. XIV. XV. XVI. XVII. I CONTENTS A I PAGE METHOD OF TRAINING, IN DIAGRAM. .. . ........................Ins1deoffrontcover INTRODUCTION . ................ . ............ 3 THE SPIRIT oP OUR WORK. ............. 5 WHAT .THE CHAUTAUQUA SCHOOL OE NURSING HAS DONE ........ I ........... 6-7 How WE TRAIN . I. A General Outline of the Method ..... . . . 8 II. A Story of the Course. . .' ........ .... . 13 THE STUDY MATERIAL What it is and How it was Prepared .' ...... ' ..... 11 How oUR STUDENTS GET PRACTICE ...... 17 THE EXPERIENCED NURSE .............. zo TI-IE HOSPITAL TRAINING SCHOOL GRAD- y UATE ................... ....... ..... 2 0 PREPARATION FOR HOSPITAL TRAINING 21 ,EDUCATION THROUGH CORRESPONDENCE 23 COMMENDATION By Students, Physicians, and Medical Journals. .26 QUESTIONS AND ANSWERS .............. .,.29 TUITION AND ENROLLMENT Terms, Qualifications, Time Required, Certifi- I cate of Graduation .......... , ................ 33 ,THE LECTURES IN DETAIL .... .sv SUMMARY ................................... 53 COMMENT BY MEDICAL JOURNALS ..... . . .56 Copyright 1911 By The Chautauqua School of Nursing Elite Mtnsutauguaiufinuul Q it Nursiuim lfgfl Vol. XI ANNUAL ANNOUNCEMENT 1912 THE existence of The Chautauqua School of Nursing is due to the rapidly growing demand on the part of thousands of women for a sound, scientific, and practical training in nursing which can be acquired in a relatively brief time, in their own homes without interfering with their present vocation, and without the arduous and rigorous .labor of a three years' course in a hospital. r ' A ' The rapid' growth of our school proves that we have ade- quately satistied this demand. From an enrollment cy' less than two hundred the first year, the classes have steadily grown until the total enrollment has passed 12,000, while last year's class exceeded 52000. This growth is explained, first, by the fact that between the fields occupied on the one hand by the untaught ' 'practical ' ' nurse and on the other by the hospital trained nurse Qwhose fee is prohibitive to over 85 per cent. of those who need skilled nursingj, there exists the largest field of usefulness now open to Women. Few realize that the total number of nurses grad- uated from the hospitals of the country 'falls far short of the demand for skilled assistants in the sick-room. As a matter of fact, not over ten per cent. of the nurses now engaged in practice are graduates from training schoolsg while on the other hand, a very large percentage of ' 'practical- nurses fail to reach the highest standard of excellence because of lack of training under expert guidance and acquaintance with the latest results of medical research. ' 3 l l THE GHAUTAUQUA , 1 Second, the growth has been the result of the cordial recep- . tion given to our graduates by the medical profession, which ,- has recognizedthe value of a trained -nurse assistant who has l 4' imbibed our fundamental idea: The nurse is an expert helper, - not a physician. . s ,al la Third, the growth has been aided by the strong and cordial oi editorial commendation in the most conservative realm of pro- fessional magazines-the medical journals-to many of whose editors our complete course has been submitted for review. ' if Andfourth, the complete Chautauqua course has attained I its present high standing because it represents an expenditure . tl of many thousands of dollars and years of unsparing effort 11 in the gathering, arrangement, and classification of material in order to .produce the most effective method of training by s correspondence. f The method of The Chautauqua School of 'Nursing is not t I an experiment, but the perfected results attained by ten years' I study of practically every standard text-book on medical, i surgical, and obstetrical nursingg a g l supplemented by a careful selection therefrom of the 2 material necessary for all the practical needs of the sick- room, and the elimination of all unnecessary details, improved by a corps of able physicians who constantly - supervise every lesson that the student receives, . modified by the experiences of the largest body of profes- sional nurses ever educated under a single methodg and, i A adapted particularly to the needs of those who are preparing to nurse, not in hospitals particularly, but 'in the home. 4 x sa - -- -....--...!l ,...., SCHOOL OF NURSING I n THE SPIRIT or OUR WORK r se of this school is to 'ui ambitious women THE P11 P0 , , eq P , through correspondence training, for a vocation promising large independence and adequate returns, and to give nurses already in practice the best modern methods with the assurance of commensurate increase in their remuneration. 0 The school holds out no unwarranted inducements. The spirit of our work is exemplified in the unique statement at the top of page 35. We seek as students only those 'whom we can help. For this reason every enrollment is accepted with the provisions that the student may receive her money back at the end of two months she is dissatisfied with her course of training. We give our best eforts to the individual requirements of every student. From her first association with the school, the student finds her work adequately and carefully guided, and that she is not left for even a day without a definite plan for study and prac- ' ' ' ' learl settin tice. From the first lecture she has directions c y g forth not only what to study, but how to study most eifectivelyg and, if shehas had no experience in nursing, the directions will enable her to master every step through our intensely interesting system for home practice of nursing methods. Ten years' work, with more than 12,000 students, has given us a confidence in the effectiveness of our trainlng methods that is absolute. The success of our work is not open to ques- tiong the prospective student need consider only whether she will undertake what so many others have accomplished. y Every day sees more students and graduates of the school enter upon their work as nursesg every mail brings word of success, either from the graduate herself, from patient, or from physician. Every monthis list of graduates records the estab- lishment of Chautauqua nurses in villages and towns which had previously had no competent professional nurseg every month's record of enrollments contains the names of many who realize the opening for a Chautauqua nurse in their village, town, or city, and who intend to be the ones to meet the demand. 5 . ::, 'fP1E 'GHAU1-FAUAQUAE LL. WHAT THE ECHAUTAUQUA scHo0L OF E NURSING HAS DONE I I. It has solved the problem 'of a vocation for thousands of women. ' IK It has- brought to the practical nurse E a. the latest methods in trained nursing, I lb. a simple and practical summary of the best research in the iield of medicine so far as it bears on her profession g c. an increase in remuneration through in- crease in efiiciency. III. It has brought expert helpers to physicians whose treatment has been hampered by lack of properly trained nurses. IV. It has given the hospital trained nurse ea. an opportunity to review her studies in the light of modern discoveries, and so to avoid the most dangerous pitfall- rutsg , i b. the conception of nursing from the home viewpoint as distinguished ' from the institutiona1. V. It has brought to the wife, mother, and sister a knowledge that has enabled them to care for the sick in their own households, and, of equal importance, to care for those in health. This knowledge of the ounce of prevention has not only saved the lives but increased the health of thousands, and result- ed in sturdier, healthier, brainier children. ARE YOU ONE WE CAN HELP? 6 - t I 'I I - sf 5.4 an , , I pg , I Iii SCHOGL OF NURSING I I I WHAT THE CHAUTAUQUA SCHOGL OF Q NURSING HAS DONE I I I VI. It has provided a great number of women, with I others dependent upon them, a means of i livelihood and a remuneration such as they could have obtained in no other way. I VII. It has given a 'field of greater usefulness and greater remuneration to a large number whose. best efforts could not otherwise bring more than a merely nominal return. VIII. It has given more congenial occupation even though the previous vocation had been quite as remunerative. . I IX. It has given hundreds of small communities an I ' expert, trained, reliable nurse. t I I I I I I I X. It has given matrons in educational institutions I I I and sisters of charity a knowledge not to be ' ' t because of I f estimated in dollars and cen s, its value to the large, number of pupils entrusted to their care. , XI. It has enabled many women in middle life I ' eminently fitted for this vocation, to realize . . . . ph I I their ambition, who otherwise would ave I I I 1 been debarred from the training by the age I I I limit of 35 ixed by the hospitals. I XII. It has not only prepared many women for the I I I demands to be made later upon them as wife I and mother, but has proved the support I Cin many cases the only oney of the entire family when accident or death deprived it of the support of the husband or father. ARE YoU ONE WE CAN HELP? I I I 7 I I I I I I I I I I I I The Basic Principle n THE QHAUTAUQUA HOW WE TRAIN I. A General Outline of the Method THE CHAUTAUQUA SCHOOL OF NURSING carries on its work under a charter from the State of New York, which authorizes the institution to train persons in the art or profession of nursing, by mail or otherwise, and to grant certincates to persons thus educated, instructed, and trained. Our course of training and method of instruction are based upon the principle that the 'value of the nurse 's services, both to the physician and to the patient, depends as much upon her mastery cy' the theory as it does upon the practice of her profession. Practice is secured through the large number of exercises required of our students during their course and through experience at the bed- side .underl the physician's direction. Moreover, many, if not most, nursing procedures can be practiced better upon a person in health thanupon one in sickness. But, granted the value of practical ability, the actual knowledge upon which-the nurse must take her own initiative when necessity arises, can be ac- quired only through persistent study. Without this knowledge her practice will often be 'insufficient to meet the innumerable emergencies constantly arising in here work. With, then, a mastery of technique supplemented by a sound body of theory the graduate of The Chautauqua School of Nursing is prepared to take her place as an able assistant under the direction of the physician. l THE METHOD TINCLUDES ,First--A series of clearly printed Qnot mimeographed or type- writtenj lectures in which every possible aid is given by diagrams, charts, and illustrations. These lectures and other printed matter, together with all papers, reviews, examinations, etc., become the property of the student who thus possesses, in convenient formifor reference, an inval- uable library of technical knowledge and practical infor- mation, which is always available. Q 8 CZ Sec Th For Fifi is 4 ani ins ab: Wh fic: mo in the we to ex' a u su ou Co de scHooL or NURSING Second-Accompanying each lecture is a detailed ' 'study-help ' ' which directs the attention of the student to the point of special importance in every paragraph. These study-helps are in the nature of reviews, aiding the student to grasp and fix the gist of the lectures, and to ,prepare her for examination. I X Third-Bedside practice in the student's home. Fourth-Practical directions for use by the student in simpler cases of nursing Qfor charity or small remunerationj in .order to gain confidence and experience. Fifth -Certain features which are not possessed by any other correspondence school, i. e., we require only a small portion of the entire fee to be paid in adfvanceg and furthermore, any student who feels hersey' 'dissatisfied with the course after two months' study may withdraw and receive back all the money she has paid. Each lecture possesses a distinct value in what it omits. It is oftentimes based upon literally a whole library of text-books, and contains every vital and essential point that has any bear- ing on the subject treatedg but, everything is omitted not absolutely essential. Discussion of various theoriesg knowledge which only the doctor requiresg unnecessarily exhaustive classi- ficationsg needlessly minute details of anatomy and physiologyg --these have no place in our practical lectures. It is not for a moment to be inferred, however, that we encourage our students in superficiality. On the contrary, we believe the best nurse is the one who continues to be the student, and for this reason we urge further study of special topics, which study we are glad to direct, and for which service no tuition fee is required. Our experience has taught us that the medical practitioner Wants a competent assistant in charge of the patient and not a con- sulting physician. The nurse, therefore, is furnished, through our lectures, with sufficient medical knowledge to enable her to cooperate intelligently with the physician. And we have demonstrated, as hundreds of physicians have. certified, that our 9 . THE LECTURES Selection' A of Material Simplicity of Pre- sentation Adapted to Brief Study y Periods The Pioneer School is-'ij MU QUA .es course exactly meets the requirement of the medical profession, and that it can be acquired Qbecause it deals only in essentialsj Within the relatively brief time required. The principal objects that We had in mind in the preparation and arrangement of our lectures were to present the material in the simplest possible languageg to present the simple and familiar before -the complex and unusualg and to join the theory with the practice so closely that the student should 'rind herself after each lecture a decided step nearer her goal. Again and again our students, in speaking of this aspect of the course have remarked on its absorbing and increasing interest. r y ' ' The more I study the course the more I am impressed with its prac- tical value. -Mrs. Missouri A. Hill, Fort Robinson, N eb. ' ' The lectures are written in a clear, concise, comprehensive manner, systematically arranged, each one seeming to be a complement to the pre- ceding lecturef'-Mrs. A. N. Way, Portland, Mich. ' ' The work soon proved so fascinating that every moment at my dis- posal was delightfully spent in its studyf'-Sister M. Ebba, Convent of Sarwta Maria in Ripa, St. Louis, Mo. p Every aspect of the subject of every lecture is treated in a separate paragraph. The object .of this subdivision is to enable the student to take advantage of every portion, large or small, of her spare time for purposes of study. Those who cannot devote all theirtime to study will readily appreciate the benefit derived through this plan of subdivision. The central idea of almost every paragraph is emphasized by a brief state- ment printed in bold faced type in the margin. The Chautauqua School of Nursing is the pioneer in its Held, and it cannot be too strongly emphasized that its course, based upon the experience of thousands Whom it has trained for private nursing, contains the most valuable collection of sick- room procedures that has ever been included in any one single course. T 10 fn., scHooL or NURSING :D THE STUDY MATERIAL What lt 1S and Hovv lt was Prepared S was stated ln the lntroductlon the sources of our study materlal are threefold first text books second our students third our faculty TEXT BOOKS In our use of the term text book We mean to include all prlnted material Practically all the standard llterature including text books and articles havlng any bear l d f nursln has mg on the theoretical or the practlca S1 e o g been searched ln order to form an absolutely thorough and authoritative foundation The last decade has Wltnessed what IS virtually a revo an fields of med1c1ne and surgery and natu lution in m y rally the profession of nursing has had to adapt itself in order f h to kee abreast of recent dlscoverles A great deal o t e P new material IS to be found only in learned volumes very h f ost otten printed 1n some foreign language out of reac o m students, but, through our course, brought directly to our pupils. OUR STUDENTS-Without our students the present Chautau- qua course in nursing would never have attained its high standard of thoroughness and effectiveness. After We had . . . I prepared our original course We soon discovered, throug 1 the questions which were put to us by our students, that there were hundreds of hitherto unconsidered problems due to the lack of appliances in the average homeg to the fact that exigencies were constantly arising WhlCh never arise ' ' ' ' ' ' ' bl nd exi- in connection with institutional nursing, pro ems a encies which had never been treated in Works on nursing. 8 To solve these problems and to prepare our students to meet these requirements became then our chief aim and duty. A Many physicians aided us with their advice, experiments A ' ctor -resultsg but by our own faculty brought many satisfa y .- Y Y! Z 4 f YL, - - ir' -Y---- .- , , . fr A ' ' Hi, n, -' f 1 . A-4 - ' its 5? ---- L-.,.- -.t. f . . of , - F, , , ' ,K 1 , , ,A g I O O Q 0 0 5 I' - O A. ' i ' 9 ' 3 9 - U I 9 9 ' n ni- , O T U l O I U I I Q Q 9 ' . 0 o 0 u ,o ' ' 9 O U I O . . O O I ' I O O O ' ' Q 9 O I O I A l O . Q A A c o o C 1 0 0 4 D . O . p11 s M57-i Q- t Q s J .THE,QI:1AUTAUQUA . F 'l by soliciting thesaid of our students and graduates we found that a great many of them had had these very problems to face and swerevery glad' to tell us the way in which they had solved them. The best of these solutions and expedients have now been incorporated into our course, thus making it the epitome of practical experience of thousands of women under every condition of private nursing-a mass of practical material not to be found ,in text-books nor infact anywhere outside of our course. r Again, our students have taught us how best to teach.. They have been of ,invaluable service in suggesting to us many improvements in the arrangement of the course, the forder of the lessons, the method of presentation, the de- velopment of the study-helps, reviews, examinations, etc. And just as we have incorporated the suggestions of our students in our lessons on the practical side of private nursing, so our course presents the material in the light of the experience of several thousand -women who were or are being trained under. our direction. It will be apparent that no other institution has been able to avail itself 'of a like source of information. . a t a OUR FACULTY-Our faculty has spared no pains to select and collate they material which goes to make up our course. Their particular work, however, has-been not only to take the best that the text-book contains, but to eliminate every- thing not absolutely necessary for the training of a pro- fessional nurse. But the chief contribution of our faculty lies in this: they have not merely prepared a series of lectures and questions, leaving the student thereafter in the hands of inexperienced clerks. 'Just the reverse: they con- tinue to keep in close touch with the student. from the be- ginning to the end of her course, aiding her in every possible way to master the subject in theory and in practice, answer- ing every special question to which she seeks an answerg and giving the physician's viewpoint on problems of nurs- ing during, and even after, the completion of her study. 12 P .' -sf- O H1 71 J P-1 cn FJ O Hi Pd 'Cl srcrrssmd sr LN OFFICE OF THE PRESIDENT E-. , F FFFF ,,.'F-,.A ,-,E-,E,,, E - I r I: dw' OFFICE OF THE PRINCIPAL SCHOoLoF NURSING, How wr TRAIN II. i A Story of the Course - THIS section explains in detail how we teach nursing by cor- respondence. The student applies for a scholarship and receives an enrollment blank on which she answers questions designed to give the faculty such personal information as may enable them to appreciate her particular needs, and wherever necessary, to adapt the course to her individual requirements. In this way, from the very outset, instructor and student are brought into personal touch, which is continued throughout the entire training. The enrollment blank, filled out in proper form as prescribed, and accompanied by the enrollment fee, is sent to the school, whereupon a scholarship is issued to the student. The same day 's mail that brings the enrollment blank carries back to the student her enrollment certifdcate. A separate parcel contains 'a durable and adjustable cover, in which the student will tile the lectures as received. The binder contains the introductory lecture with the study-help outline, directions how to study, the Brst of a series of letters prepared by the Prin- cipal, on Nursing from the Physician's Viewpoint, and, if neces- sary, a personal letter from the Secretary. E The student reads the entire lecture to gain a general know- ledge of its contents. The real study begins with the second reading, when she studies the lecture, paragraph by paragraph, until she. has its main points well in mind. The study-helps are used in connection with every paragraph. The lectures are so prepared that the studentmay put her instruction at once into practice, and by continually referring to her lecture and the illustrations, make certain that the knowledge is her own and that she has acquired the ability to perform the procedures ,as described. n T v E '13 Enrollment THE LECTURES Method of Study Examinations Studyfhelps Guides to Study THE CHAUTAUQUAA, After this study and practice and with the aid of the study- helps the student is prepared for the examination paper, which she receives with the next lecture. This written review she for- wards to the school for criticism and grading. ' b Our study-helps are prepared for each lecture and are unique in correspondence work. For the high efficiency of these helps we are again under obligation to our students for their many practical suggestions. r i The study-helps give at a glance the basic points of the lec- ture and indicate the methods by which the study of each subject and each procedure is to be undertaken. They assist the student to get the gist of every paragraphhand so insure definiteness, care, and accuracy in study. This aid is invaluable to every student and particularly to those who have not recently engaged in desnitee study. Through their aid the student acquires in a very short time, an ability to study, and a conndence which is a source of continued inspiration from lecture to lecture. ' No intelligent student who follows the directions laid down in these study-helps can possibly fail. The study-help compels the student to study and to study in the best way, and insists, as the living teacher with a large class cannot, upon an answer to every question. The following page from one of the study-helps gives some idea of the nature and value of this one feature. . From these questions it is evident that the mental answers must be accurate and definite and must receive the student 's most careful consideration. 14 -V-r , i , W . Y, , , SCHOOL OF NURSING L g. . i . II -g....... y TYPHOID FEVER i How isil Ityphoid fever communicated from the sick to the We - What are the characteristic symptoms of the lst, Qd, 3d and 4th Weeks? I , Study chiefly the paragraph Characteristic Temperature? ' Describe the typhoid eruption. ' To what is internal hemorrhage due? By what sym toms is it indicated? When is the hemorrhage most liable to .occur P r State the most serious complication of typhoid-from what ' caused-time in the course of the disease it usually occurs-symptoms. . ' y Note the details of . Cal care of the room, its temperature, exclusion of flies, etc., Cbj the bed. During what period is the patient kept in bed? How are bed-sores Cal to be avoided, Cbj treated if present? Review this subject in the lecture on The Sick-Room. The nurse is to give enemas, when prescribed, very gently. What is the reason for this precaution? V How are the excreta to be disposed of? Study especially the paragraphs relating to disinfection of the patient, utensils, the nurse 's hands, clothing, etc. How may tympanites be relieved? Study the paragraphs relating to milk as a diet in typhoid fever. Notice what is said concerning the use of water and ice. What must be guarded against concerning feeding in con- Valescence P Give reason. is Who gives directions as to the administration of solid food? What measures may be prescribed to reduce the temperature? Note the treatment in case of internal hemorrhage and a perforation. What about the diet when there are nausea and vomiting? Retention of urine when patient is delirious. or in coma? Read carefully the notes on typhoid nursing. . 0 Notedseven important points to bear in mind in nursing this i lsease. This is not an examination and answers are not to be sent to the school. li SPECINIEN PAGE OF QUESTIONS FROM A STUDY-HELP. 1,6 Helpful Talks from the Phys1cian's Viewpoint The Examination Questions Bedside Stories from the Diary of a Nurse s in, ix- p T - s - a pri:-IE Gi-IAUTAU-QUA ,Z Under this title is included a series of letters prepared by Dr. Brooks, the Principal of our Faculty. This series is the result of a prominent physicianis experience with nurses and patients, covering a long period of years, and discusses the innumerable problems of the sick-room in a plain, frank, helpful manner. They are not lectures, but personal talks with the student on nursing from the viewpoint of the physician. s This series of letters gives our Principal of Instruction the opportunity to place before the student every improvement in nursing methods, with theories and discoveries as they are described in current medical literature and in new medical works. In this way the student is kept in touch' with theadvances in medical, surgical, and obstetrical nursing. With each lecture the student receives a review paper con- taining examination questions on the preceding lecture. a The student sends her answers to the Faculty with any questions she may desire to ask on any part of the Work. Every review is carefully examined and graded and the standing entered on ,our records, the corrected papers being promptly returned to the student with a certificate 'of examination and percentage. The studentis ,questions are answered in a personal letter, and whenever necessary she is given special directions by means of which she may increase the effectiveness of her study. The Bedside Stories from the Diary of a Nurse are recountals of actual experiences of our graduates in the sick-room. They tell of cases nursed under the most varying conditions, sometimes in the homes of the poor, where conveniences and, in some instances, even the common necessities were not at hand, of cases where needful articles and appliances had to be impro- vised and difficulties overcome by the ingenuity and resource- fulness of the nurse, of emergencies that had to be met during the absence of the physician, and so on. No text-book instruc- tion could be so valuable to the student or practicing nurse as these case histories in story form, amplified by the addition of compgete analyses of the details recorded on the nurse's daily recor . 16 s s l as !! J sci:-iooL OF NURSING L, As all nurses may expect to meet similar conditions, at times in' their work, the helpfulness of these Stories will at once be realized. The following titles of a few indicate in a general way their drift and purpose: t My First Case. a Saving a Child by Artificial Respiration. A Trying Ordeal with a Typhoid Case. My First 'Experience with Physicians. Twins, and Forty Degrees Below Zero. In fact, these stories set forth in the language of the nurse every experience of the sick-room. They are intimate and personal and, as such, encouraging and inspiring to the student-nurse. She learns through these stories what a nurse has done in practically every affection, ailment, sickness, and disease. The personal equation of patient and nurse, of nurse and physician, of physician and patient, is largely dwelt upon. The student receives a collection of these stories at regular intervals, one at a time, each collection containing two or more narratives. . M HOW OUR STUDENTS GET PRACTICE WHAT appears to the student or young graduate to be her most important problem is how to find the opportunity for putting into practice the knowledge she has gained from her studies. This phase of the work has received our closest atten- tion from the outset, and the experiences in this regard of our student-nurses and graduates have added greatly to our ability to assist our students. We find that our students, both before and after graduation, have little or no difficulty in getting practice. This is of 'two kinds: that necessary for experience and confidence and which the student is willing sometimes to accept without any or with small financial returnsg and second, practice in the professional senseg that is, a steady practice at fair remuneration. - ' y 17 Practice at Home THE GHAUTAUQUA It K . The first practical experience of the student is gained in her own' home or among her own friends. Here she can practice virtually all the procedures used in nursing. For instance, expert- ness in bed-making for the sick can be gained with a voluntary patient in health, ability to 'take temperature, to read the pulse, to measure and administer medicines, to change the cloth- ing of a helpless patient, to prepare food for the invalid- ability in these and a very large number of other duties of the nurse is acquired at the student's leisure and convenience and under such conditions that she can go over the various procedures again and again until she has absolutely mastered them. Then, when a student trainedlunder our method goes into the sick-room she finds there is nothing with which she is not as a rule thor- oughly familiar. If the case is unfamiliar or if it demands knowledge out of the ordinary, there is the physician to advise her, and with her preparation she is in a position to carry out her instructions. ' i I This is the way one student became prohcient by practice at home: T ' ' 'My mother was my patient sometimes and I used to put her in bed and pretend she was sick, taking her temperature and pulse, and making out the report just as 'if the ph sician were to call and see it. In this way I also learned how to make tlie bed with a patient in it. - At times m mother would be a helpless patient and I would move her just as thougfi she were really sick. Then again both my mother and my son became my patients in an accident and I would bandage them from head to feet. ' ' Again, in this connection the family-physician or some other physician interested in her welfare is usually ready to offer advice to the young student, and as she progresses in her studies will gladly avail himself of her services and guide her practice in occa- sional charity cases which physicians are sometimes called upon to look after. If she proves herself prohcient it will not be long before he will recommend her on suitable cases with remunera- tion. Simple cases of convalescence, old age, the milder fevers, and the like, can almost always be secured at modest fees, and the physician gladly recommends women of some training to care ' 18' ' is ,. a s A - C: p scHooL OE NURSING for' such cases. All this applies to the student-nurse before graduation. Such experiences as this under the supervision of a practicing physician is superior to any other training the nurse can receive for private nursing. . Furthermore, there are opportunities for the- ministrations of the student-nurse in her home and among her friends in nursing the simpler ailments in which the services of the experienced nurse are not generally sought. Every one of our students can get this preliminary practice in the various aspects of nursing described and illustrated in-our courses, so that by the time she receives our certificate of gradua- tion, she may have acquired confidence in her ability,' based upon actual experience, and in a great many ,cases have established friendly relations in many homes and with their various physicians. After that, as our graduates have testified, success is merely a question of faithfulness in the performance of her duty as expert assistant in the sick-room. W To assist the graduate in, gaining practice we take up the matter by correspondence with the physician she recommends, advising him fully of the ground she has covered in her studies and her Htness to undertake the care of patients. This plan in conjunction with the plan previously described, soon places the nurse in a fair way to gain a lucrative practice. As Arthur W. Yale, M. D., said in a recent article, Every physician is only too thankful to Write in his address book the name of a nurse upon Whom he can thoroughly rely. f f-AX .L mm unsg . f c -'iw up--' it 1 t.t 1 if .H A -ca isj if' iill 5 ',. '! ,Q X y ,. .muu nip ,ii ,ap 'MUN , 1 . .lil t ' .Y - g . Wg 19 The Hospital Training School Graduate ,THE GHAUTAUQUA ,-Z THE EXPERIENCED NURSE THE United States census reports show that there are over a hundred thousand professional nurses who have received no institutional training. For most of these hospital training is out of the question because of the age limit, and yet the need of a knowledge of the best methods in modern nursing, dietetics, asepsis, etc., is coming to be more and more recognized. Our course has constantly kept in mind this great body of practical nurses. From the beginning nearly one-half the enroll- ments have come from these nurses of experience, who found in this plan of correspondence study the opportunity to acquire greater efficiency and knowledge without interrupting their work. They recognized the value of this training in giving them a more dignified standing with the doctor. They found that their pre- vious experience in the sick-room was the best preparation for the course, and the course in turn corrected, amended, and improved whatever was short of the best in theirpast procedures and gave them the method of the trained nurse. No small advantage derived by these nurses from this course is the increased remuneration they are able to command, both through increaseof their weekly salary and the larger call for their services. The graduate nurse who had to work too hard in the hospital to study adequately and who feels herself not fully prepared to meet the exigencies and special requirements of nursing under the conditions she will encounter in private homes, finds in this course the thorough training in the theory of nursing that she failed to receive in the hospital. The large number of expedients required by the varied conditions of private nursing Qthe need for which is not encountered in the hospital but which are taught by this schoolj, of themselves well repay her for taking the course. In addition, the survey of new and improved methods which are constantly added to the course as they are perfected by medi- cal research, places her decidedly in advance of the non-studious and non-progressive nurse. These are the reasons which lead hospital graduates to pursue this course as post-graduate study. 20 rs.-iii - ' f e .., I. I + , T A ,xy SCHOCL OFNURSINC5 T yi, PREPARATION FOR HOSPITAL TRAINING 0NE of the most valuable applications 'of this course' is as special preparation for hospital training. The number of young women who have thus prepared themselves before enter- ing hospitals has been so large that this may be considered a most important phase of our work. One great hardship in hospital training is the necessity for the student to receive instruction after the hard work of the day. A writer in The Trained Nurse and Hospital Review recently stated that the custom of holding classes and lectures at night defeats its own ends. The pupils are tired and often sleepy and are not in proper condition, either mentally or physically, to receive and retain impressions. Long hours and hard work are not conducive to receptiveness, and every effort should be made to remedy this practice. ' ' An editorial in The American Journal of Nursing states that ,Uwe have never known ag hospital that had nurses enough to properly care for the patients and still have time and strength and enthusiasm left for the strictly theoretical side of the training. I A student recently wrote: ' 'The Chautauqua lectures have proved of more benefit to me than the lectures I received in con- nection with the training school. y I A hospital graduate nurse of seven years' experience, who completed the Chautauqua course, wrote: I soon realized I was learning more theoretically than I had previously learned in my two years' study at the hospital. I Another hospital graduate wrote: I learned and remem- bered much more of what I learned from the Chautauqua course than I did from my whole two years ' study in the training school. A graduate of the Chautauqua school, who entered a large hos- pital 'in' New York City, wrote that after she had been there three days' she was placed in charge of a ward, She stated: They said I was able to do it, if you know anything of what a proba- tioner's life usually is, you will see what the course did for me. ' ' m 21 Eur Mlfiauiirauunylunaioirlluunuul Q1 mf Nnraiinim C23 STUDIES IN GENERAL NURSINQ HYPODERMIC MEDICATION Treatment by medicine injected under the skin Qsubcutaneously5 is known as hypodermic medication. This method of ad- ministering remedies is easily understood and carried out. If the needle' is sharp and the injection is given slowly it is almost painless. A To Give a Hypodermic Injection 1. Withdraw the Wire from the needle lfFig. 85. Al- ways keep this wire in the needle when the syringe is not in use. 2. Sterilize the - Syringe.-Draw the barrel full of pure alcohol several times QF ig. 95. ' . 3. Sterilize the Needle.-Place it in a large spoon con- taining a small quantity of water. Hold the spoon over an alcohol lamp, gas-jet, or other small flame until the water has boiled for a minute QFig. 105. Leave the needle in the spoon fand the water5 while you proceed with the next steps. fSee the large spoon in Figure 11.5 4. Sterilize the Water.--Thelnext step is sterilizing the water for the solution. Place the amount required Cusually a small half-teaspoonful5 in the spoon and bring it to a boil over the flame fFig. 115. - ' - 5. Make the Solution.-Drop the hypodermic tablet into this boiled water and if the tablet does not readily dissolve stir the solution with the end of the syringe barrel fwhich has pre- viously been sterilized in alcohol5. Care must be taken that every part of the tablet is dissolved QFig. 125. Use only SPECIMEN PAGE FROM A LECTURE CREDUCEI? oNE-HALF5 A collection of specimen 'pages will gladly be sent upon request. 22 - -. - -... A , sci-1o.OL or ,NURSING g EDUCATION THROUGH CORRE- SPONDENCE ' WE do not claim that our instruction can ever supersede the Work- of the hospital training school, or that our students are at once- able to enter the profession on equal footing with the nurse of hospital training, who has spent three years in prepara- tion. But, for the great majority of Women who have the require- ments to make successful nurses, it is not a question Whether three years hospital training are better than our correspondence course, but Whether a Woman of average intelligence Who can- not get or does not desire hospital training can yet prepare herself adequately for a life-Work by a correspondence course especially designed to meet the theoretical and practical demands of private nursing. i r According to the latest census statistics, nine' out of every ten nurses are not hospital trainedg and if The Chautauqua School of Nursing did no more than to bring to this great number f+-over 100,000-the latest results of modern medical, surgical, and nursing research, it would have fulfilled its function and justified its right to be. . t But' our home-study method has done moreg it has given thousands of ambitious Women who desired to become nurses an equipment and training of the very highest order which they could not have obtained in any other Way. -f By our correspondence plan a great many students begin to have some income after a few months of study, and by the time they graduate have generally established a reliable practice. Then, in the next year or two, because of the special preparation they have received for private nursing, they are thoroughly established in their community. The Chautauqua School of Nursing correspondence method brings the essential elements of hospital training to the pupil, and there is an advantage in this method not to be .overlooked --each pupil is in a class by herself. She may study her lesson for as long or as short a time as she may Wish. She can come up for examination on each ,lesson whenever she pleases. There is 23 - A Plain Statement g THE? or-IAUTAUQUA no one to disturb her in the preparation of her lessons, nor any fear or timidity at examination caused by the presence of a large class. Our correspondence method insures a thoroughness of study which authorities concede can never be insisted upon in the classroom. We attain a high standard because every student is asked to study every sentenced and every paragraph until she has mastered it. In the classroom examination a student may fail because of nervousness or because she happens to forget for the moment the answers to particular questions. And on the other hand, a student oftentimes will pass satisfactory exam- inations because she has been fortunate enough to be asked ques- tions to which she has happened to know the right answers. There is no ' 'luck in our correspondence method, nor can the student delude herself. A student in the correspondence method knows that she knows or knows that shedoesn't know, and that is the foundation of all knowledge. The correspondence study department of the University of Chicago states that the method of well-selected questions and carefully written answers is the best possible way of gauging the student 's progress and correcting faulty habits of work. il' 'F 'l' In correspondence teaching, if the questions are properly framed, every lesson is a satisfactory test, for hurry and carelessness, and bad judgment are sure to leave their mark. Hence, the correspondence student, who knows her work will be tested, is more likely to form careful and thoughtful reading habits than the student in the college classf' As we have already stated, there is a certain kind of hospital training that cannot be gained through correspondence, but it is well to bear in mind that it requires three years to get this experience, so that we have no hesitation in saying that, in the same period Qabout one year of studylwith us, and two years after graduationl, those whom we train acquire an experience which, for the purposes to which they are going to put it--private nursing-is quite as valuable, and they are earning agood living all the time. 24, .5 Q SCHOOL OF NURSIIXTG Q Furthermore, while a great deal of the hospital experience r is full of interest and, 'for the hospital nurse, invaluable, it is in 1 no sense necessary for the great majority of nurses. It is fas- cinating for a nurse to be present day after day to witness the M expert and difficult operations of great surgeons, and there is much to be learned in this way. But, as a matter of fact, this knowledge is not necessary to the success of theinurse in private , practice. v In the large hospitals the student has the advantage of seeing in operation the best appliances used in general, obstetrical, and surgical nursing. But in the very nature of things the average l 3 home does not have these when they are most needed, and in most cases cannot have them at-all. It is therefore necessary l l ' that the private nurse be able to improvise the best possible' sub- A 1 Q stitutes upon brief notice. Hence, our course, including the experience of thousands of nurses, makes her acquainted with I 1 i a large number of practical and inexpensive devices, the con- i U Q O O if struction, use, and arrangement of which she can practice in her 1 l ' own home and so prepare herself for the emergency which is i sure to come. i i How our correspondence work prepares our student for 3 the practical work of the sick-roomg how she acquires that 5 practice, and how easily she finds the opportunity for the f remunerative practice of her profession, has been explained t elsewhere. 1 i It thus appears: V ' q First, a student would have to study a very great number of i text-books in order to acquire the information supplied in our COUTS6. f.. ,ip Second, even if she could get all these text-books, it would take years of study to master them. i Third, home study for the adult compels and inspires greater interest, and consequently leads to ,more deinite results, than study in class. ' A - ' 25 1 i E. 2 i APPROVAL : BY Graduates 5 Physicians c THE O1-IAUTMJQUA .fl Fourth, it is next to impossible for a student studying by herself and without guidance to select from any text-book the material of which she standsmost in need. Fifth, in studying by oneis self innumerable difficulties present themselves which cannot be overcome without help. Sixth, the very few best text-books on nursing are written for the benefit of the hospital trained nurse and are therefore only partially applicable to the student who is preparing to nurse in the home. , ' Seventh, it is universal experience that not one person in one hundred has the capacity for self-training. The other ninety- nine need to be shown how to study, need definite assignments of lessons, and require reviews, examinations, criticism, and inspira- tion. r COMMENDATION THE approval which has been bestowed upon our school comes from many sources. First, from our students and grad- uates, whose satisfaction is our highest commendation and the greatest source of gratihcation and inspiration. A few brief statements from our students appear in various parts of this book. The final test of all training in nursing is the satisfaction of the physician. The larger part of the nurse's work is to act as expert assistant to the- physician. This function we impress more strongly than any other upon our students. A recent editorial in The New York M eclieal Times states .that the requirement for the great majority of cases is for an intelligent woman who knows the fundamentals of nursing and who follows faithfully the instructions of the doctor. To .please the physician is the goal of every nurseg and the encomiums received from the medical profession all over the United States, testifying to the value of the Chautauqua course in nursing and to the efhciency of the Chautauqua nurse, are the verdict of approval from the strictest and most conservative Qas far as testi- monials are concernedj of professions. 26. pits . :jj sciziooi. or NURSING is The leading medical journals today look carefully into the standing of every advertiser, so that the appearance of any ad- vertisements in these journals may be considered equivalent to the endorsement of at least the business integrity of an adver- tiser. But these journals are doubly careful to exclude advertise- ments that are likelyto mislead the physician, upon whom they must rely for supportg for there is nothing on which the profes- sion so prides itself, and justly, as on its ethics. Hence, the advertising of any medicine, or method, not strictly ethical, is impossible at any price in medical journals of repute. An edi- torial on any proprietary medicine, method of treatment or opera- tion, or method of study, is the most vital notice for good or ill that a medical journal can take. A word may make or 'marg and-The Chautauol-ua School pf Nursing has received Ifayerable editorial comment -from the I best medical- journals of America... a comment based in certain instances on a personal knowledge of the faculty and staff,Hand ingevgy instance on a thorough knowledge of the entire course. Reviews of our work fromlmedical journals have been pub- lished in a separate booklet. Westlake Private Hospital J. A. WESTLAKE, M. D. S -eeorar -. urgica , e ica , a erm y. - A . ' , 4 a Elmlra, N. Y. fMr. W. S. Bailey, Secretary Chautauqua School of N ursfing, Jamestown, N. Y. ' a Dear Sirzf-During the past two years I. have made a rule that all the young women entering my hospita in training must take The Chau- tauqua School of Nursing course of lectures. ' It affords me great pleasure to say that all of the young women who graduate from amy hospital with your diploma have no trouble in securing work at once ln this city. Their proficiency has. become known to the surgeons bringing cases ere for operations. .This IS manifested by the results due to the thorough knowledge of aseptic methods they ob- tain from the lectures given in your very complete course. a , A Very truly yours, CSignedD J. A. WESTLAKE, M. D. T 27 T Medical Journals BOARD OF HEALTH Village of White Plains. , . H. E. Schmid, M. D., President, I Chief of White Plains Hospital. P I White Plains, N. Y. Mfr. William S. Bailey, r , Secretary Chautauqua School of N ursing, Jamestown, N. Y. Dear Mr. Baileyz. t It gives me great pleasure to reply to your letter of October 20th, just received. I consider your Work, The Chautauqua School of Nursing, a most excellent Work. The manner in which your lectures are gotten up is greatly to be praised. They cannot fail to be of the greatest assistance to teachers ofnurses, for they contain just enough on any of the subjects for the pupils of training schools for nurses. I am glad to acknowledge that they have been and are of infinite assistance to me in our training school connected with the White Plains hospital. If in any Way I can be of service to you and your institution I shall gladly do anything in my power. Yours very sincerely, g H. ERNEST SCHMID. FOREST LAWN SAN ITARIUM Willard G. Lent, M. D. - ' Wellsboro, Pa. Mr. W. S. Bailey, Sec'y, J amestown, N. Y. ' My dear Sir:-It gives me great pleasure to say that during the past four years We have been using the lectures as prepared by the Faculty of The Chautaucgia School of Nursing in teaching our student muses, and that this met od has given us the very best results. The instruction IS clear,comprehensive and concise and the system of examinations serves to fix lt ln the student's mind. Yom' instruction, coupled -With our facili- tles for the application at the bedside, makes an ideal combination, and leaves nothing to be desired. . , ' Sincerely yours, I 55 Pearl Street. W, G, LENT, ' 28 OFFICERS' OF THE CHAUTAUQUA SCHOOL OF NURSING l INSTRUCTORS REVISING STUDENTS, REVIEWS A CORNER OF THE REFERENCE LIBRARY V1 , ,':-aL73l8mi-g'QQ'? 1 1 2 N 4- Q print- of Sei valua expel CCH0 f '3 The a ' 'Dof ,........ l I I accom under maste course Ho 1 1 Atlan studie I before 15 alone COUIS1 I been : SCWA --.i I I , I ylence more: lraini P - me s ,- C -1-fmt X W c U J sciaoor, OF NURSING th e QUESTICNSC AND ANSWERS IN our experience of many years we have found that certain questions are asked again and again. Many of these are printed here, with concise answers, in the hope that they will be of service to prospective students. The answers are the more valuable because many of them are written out of the actual experience of our students. y I I I ' 'H ow long does the completegcourse require? ' a - I This depends entirely upon the time the student can devote to study. The average is from eight to twelve months. ','Doe.s'- the 'school require cornloletiong of the course gwithinga ' given tirne? , ' y . . . , It does not. We encourage our students to complete the course in accordance With the regular schedule, but never insist nor urge that they undertake more study within a given period than they can conveniently master. There need, therefore, be no fear of inability to complete the course. . t y y How early in the course p mag the student who has ,never practiced nursing expect to derive some incorne?,' . In answer we quote the statement of Mrs. Clealand Rowse, Atlanta, Ga. . I was offered work at S15 a week when I had studied only six weeks.' ' ' ' 4 A tMiss Ruby Locke, Mexico, Mo., writes, I had earned 35240 before I received my diploma. ' ' ' ' V Miss Mary J. Eals, of Carroll, Manitoba, Canada, Wrote,' 'Two cases alone more than paid my tuition fee and this before I had Hnished my course.' ' I ' g , Mrs. Eva Marsh, Nevada City, Cal., states: ' 'During the time I have been studying I have earned 33218. ' ' I proportion cy' your students hare had no experience in t nursing? ' ' r . ' Approximately .60 per cent. have had no previous -training or expe- 22161106111 nursing. This proportion is ivncreaslng and must continue to increase year by year as the number of practical nurses Cthose with no training ut experiencel becomes less. I I v '1 as THE QHAUTAUQUA L: 99 What is the average earning cy' a Cnautauqua nurse ? - Reports made to the school by 4,000 practicing Chautauqua nurses show that 75 per cent. of our graduates earn 815, 318, 820, and'825 a week. The remaining Q5 per cent., the most of whom are beginners, earn S10 and S12 a week. The rate is determined by the Aprohciency- of the individual and the fee which prevails in her locality. ' H ow do your students get their first ca-ses ? ' Mrs. Ellen C. Gallup, a Chautauqua nurse of Colorado Springs, Colo., Writes, ' 'T here are always charity cases where a studenttnurse may practice under a physician 's supervision, and simple cases which do not demand the highest professional knowledge. There are also serious cases in need of a nurse where limited means prevent the em loyment of a 33 or S4 a day nurse. To such cases the earnest, faithfjul nurse is most gladly welcomed, and for the sake of experience, she can well afford to do service for smaller wages than the experienced graduate. pH ow do you aid your nurses to secure engagements ? When the student is suflicientl advanced we write such physicians as she wishes in her behalf, asking their interest in seeming suitable cases for beginning her work. The following is from a letter recently received: ' 'I am very busy, and am glad to tell you that I have the hearty support of the physicians to whom you wrote. ' ' . I s a woman in rniddle life too old to rnalce a success cy' the course ? The age of thirty-five per cent. of our graduates is between 35 and' 60 years. Of the total number of graduates at this Writing, 302 were more than 50 years old when they enrolled, while 21 had passed their 60th birthday. Of the enrollments received during the two months pgeceding the publication of this year book, fourteen were from students tween 50 and 60. t fp' What education is- needed to study-the course?' ' In so far, as their mastery is concerned, these lectures are within reach of the woman not accustomed to serious study. The experience of a large number of students Whose educational opportunities have been limlted enables us to say that an intelligent woman whocan read, write, and comprehend -the English language can successfully complete the course. It IS not a quesitlon. of a knowledge of arithmetic, or geography, or history, but ofodetermlnatlon and common sense. As the student who fears .her educatlonal quallfications insufficient has the opportunity of decldlng the ctlestlon without expense if she is unsuccessful at the end of two 1I10I1tlfS, t e question of education should not stand in the way of at ICEPSQ. 3 tflal- Speulllti and penmanship are not considered in deter- mining percentages a though mlsspelled words are corrected for the benefit o the student. I - -2.-:ti Seam. QF NURSING ' 'Are there any extra expengs in addfitfion to the tuition fee ?' ' . n There are none, the -sehool supplying all study material. This, of course, does not include uniform or nurses' supplies. The school pays the postage on the return of all examination papers after correction. Do need to bu an, books ?,' ' a y None, except that.we advise the student to purchase a medical dic- tionary, price 81. This is not required, as a glossary accompanies each lecture. Our course is the epitome of a library of hundreds of text-books. 'What is the 'interfval between the lectures ?' ' A - . T ,Lecturesare usually sent at regular intervals of one week, which may be modified from time to time at the request of the student. ' fDo I need to undertake 2 rep aratora study of text-books before I 'begrInn'in- the-bourse ? i ' n ' v l No text-books of any nature are required- before or during the course with our method.of instruction. Our printed lectures are complete in themselves, containing all necessary illustrations, charts, and diagrams. 'FI -am a busy nurse. How can I stud-y your course? r T The person who determines to systematically utilize her spare moments every day will End in a very short time that there are vast possibilities at her command if she will but use these brief intervals by s, eingready for them when they come. a t Miss. Sarah E. Sims, of Allegheny, Pa., who was a ' 'busy nurse' ' with three years? hospital experience, Writes: During my course the patient I had in charge required constant attention, but utilized the spare moments that will offer themselves to any one if- she will only grasp them. The lectures Were made so plain and clear that it was simply a -fpleas1u'e to study them. ' ' e ' 'Is it necessary for me to secure hosziital eccperiencep after ' raduatfin 9 'T ' s A Q I T Somefof our graduates often through our assistance, enter hospitals or sanitariums for brief periods of experience, especially in surgical cases. .But these are exce tions. At the beginning of their study, student- s P 'nurses often feel that such experience will be necessary, but as thelr Work T ' ' t luable of all advances under our dlrectlon and as they secure thatpmos va ' 1 practical training, .personal instruction by the physician in bedside prac- tice, this supposed need is forgotten in the equal value of bedside experi- pp ence in private practice. 'Q r 31 f J. . ' 4 -- .4a.s.,....a.-. . my ts THE GHAUTAUQUA Lg HILI begin the course and am not able to keep up to Q our standard, what will he wth-e result ? , I I I If We find that the student is not meeting our requirements in her examination papers, we give her special instruction. With such individ- ual help the student sel om falls to lmprove in her work. But if after such special aid we find her still deficient, we ask her to Withdraw and pay her back all the money she has paid m. i' What will occur if I am unable to make a monthly payment when due ?' ' , When so advised by the student we willingly hold the study material until she finds it convenient to remit the amount due. We also urge the student to complete the study of any lectures upon which she may not have completed the examinations. Such examination papers will be corrected and returned irrespective of the delay in remit- ting. No student ever loses her' scholarship in our school because of delay in her monthly payments. What must I do to Ieceirze-my money at the end of two 'months I wish to discontinue the course ? A We require the student merely to notify the Secretary of her decision within two months after enrollment, and to state the cause of her dissatisfaction. f' Can a woman with other clutiesistutly the-coursf without inter- fering with her present work ? y The reater part of our student body is composed of such busy women. gb meet their need for a training which can be gained While attending to their daily duties, whatever their nature, is the aim and purpose of our course. How this is accomplished has been told by these students in their own words. We shall be glad to send a booklet of their interesting experiences. ' Each lecture has been prepared for the deEnite use of even ten minute periods as told on page 10. ' , s , ' How TO ENRoLL I With this Year Book we send an a plication blank, which the student Ells in and sends with her enrollment fee to the Secretary of the School. With the receipt that the Secretary sends for this payment is forwarded the first lecture and all the material necessary to egin the comse. FL, ssc1:1ooL,oF NURSING TUITION ANDT ENROLLMENT Terms, Qualifications, Time Required, Certificate of Graduation THE COMPLETE COURSE. The tuition for the entire course of training is 375, payable upon enrollment. If the student Wishes to pay the tuition in monthly payments, I S15 may be paid upon enrollment, and the remainder in fifteen monthly payments of S5 each, total 390. . If the student wishes to enroll for General Medical Nursing only, the scholarship Will include the series of twenty-six lectures on General Nursing given on pages 441-417. The ' tuition for this course is 350, payable upon enrollment. Or EB15 may be paid upon enrollment, and the remainder in nine monthly payments of 1335 each, total 3360. If the student Wishes to enroll for Obstetrical and Surgical Nursing only, the scholarship will include eight lectures on Scientific Sick-room .Methods CLectures Nos. 1, 2, 3, 41, 6, 16, 19 and 21 on pages 41-475, followed by twenty lec- tures on Obstetrical and Surgical Nursing fpages 47-515. The tuition for this course is 350, payable upon enrollment. Or 815 may be sent upon enrollment, the remainder of the tuition to be paid in nine monthly payments of 35 each, total EB60. ' M- QUALIFICATIONS FOR ENROLLMENT y Enrollment in these courses is not limited by arbitrary age and educational requirements. Many young Women at nine- teen are intellectually and physically more fully developed than others who are several years older, while the active Woman in ' 33 Time Required a THE GHAUTAU'QUA 1 ig?--lj, p p Q A w gp , r--J middle life can bring to her study a fund of experience and a ripeness and maturity of judgment which are an invaluable asset in nursing. Our experience proves that the age of enroll- ment depends upon the individual. We shall be glad to corres- pond with any one in doubt upon this point, advising her to the best of our ability, for we do not aim to enroll anyone in this institution who is not htted to realize its full benefits. r Inasmuch as the student who is dissatisfied withythe course within two months, may, by the terms of her contract, 'receive back all the money she has paid, the student who has any doubt in'these matters may undertake the course without any risk. We occasionally correspond with earnest women who realize their need for this instruction, but who fear either that they have passed the period for effective study, or that their educa- tional ability is insufhcient to meet the requirements of the course. After ten years' experience with thousands of nurses we can say to these women that a good common school edu- cation, supplemented by earnest and faithful endeavor, will enable them to master our course. And here again the stu- dent 'is amply protected by the two months' withdrawal clause previously mentioned. a - y The student of average ability and with a reasonable amount of leisure completes the- entire course in eight to twelve months. In cases, however, where students have had nothing to interfere with the studies, and have devoted themselves ex- clusively to them, the course has been completed in from six to seven months. The experienced nurse can finish the course in a still briefer period. i , t Should the work of the student be interrupted or should she for any reason fall behind in -her schedule, and extension of time will always be granted. f To the woman who is seeking a vocation we would suggest that her acquaintance with the residents of the town in which she is living is oftentimes her most valuable asset, and nowhere can this asset be better utilized than in the profession of nursing. 34 'PVC 'za-v-.a...' ' wr.--.-.-.6- '., E , , SCHOOL OFNURSIgNG - The success We have had in training over 12,000 students - leads us to make this unique offer: . - -1 A 'student who for any reason is dissatisfied ' with the course Within two months of trial 1 study may receive back all the money she has .paid Without 'deduction and Without delay. - 4- ' No other School of Correspondence makes such an ofer, CERTIFICATE The certificate of graduation granted by this school upon completion of the course certifies that the student has honor- ably' completed the course of study prescribed by this institution, and upon examination has given satisfactory evidence of her ability in Anatomy, Physiology, Materia Medica E and the Principles of General, Obstetrical, Gynecological and Surgical Nursing. E i This certificate is handsomely engraved, 16 X 20, inches in size, and is awarded the graduate Without additional charge. A, Vi ' y CSee 'inside of back covenl i THE CHAUTAUQUA NURSE'S PIN 'The pin which the graduate of this institution is entitled to Wear is of heavy gold and dark blue enamel, bearing the mono- gram of the school, C. S. N.,,' the monogram and border.be1ng in chased gold, with the field of the cross in blue. The pm IS pro- vided With a safety device, by which it is secured to the garment. It is furnishedpthe graduate at a nominal cost of 352.25 to 34. 35 I-,gp THE CHAUTAEQUA Ili: ru l e 'rom , We RY I- '15E?:iJiiE:s? 550-5' NUDAZE ll c My First Surgical Case The following is an account of an abdominal operation performed in a private house, or rather the story of my share in the operation, which consisted in the preparation of the room and the patient, and the performance of other duties of the nurse on a surgical case. ' The surgeon who asked me to take the case told me it was in the country and that he Wanted me to go at once to pre- pare the patient and get the room ready to do the operation at nine o'clock the next morning. He gave me 'bichlorid tablets for the antiseptic solution and also directions for the hypodermic he wished administered. He told me I would not find many things to Work with but to do the best I could, encouraging me by saying, I know you will get along all right, which seemed to mean to me a part of ourmotto- I will get along all right, I had little time for thinking about it, for the stage left in about an hour, so I hurriedly packed two uniforms and aprons. Then the thought came, What might I need that I could not get at once in the country. I had my nurse's instrument- case with 'hypodermic syringe and needles, and I also had strychnin, morphin, a razor, green SPECIMEN PAGE FROM A HBEDSIDE STORY KREDUCED ONE-HALF, 36 h--..Y-,,,,,....,q,-..---- -.- ---- -1,-uuq..,U.-Y.. I ,,L.,.-3-rg .,. I , 1 M . rviwi, va D SECIZIOECLSDFT NURSING :Z THE LECTURES IN DETAIL GENERAL NURSING THE following outline of the courses, while by no means ex- haustive, gives the prospective student a clear idea of the sub- jects treated, the order of progression, and the sectional arrange- ment. This outline presents more clearly than any description could, the aim, the method, and the practicality of thecourse. The first lecture is in the nature of a general introduction to the course and sets before the student in a practical way the ideals to be striven for and the method by which they are attained. Then the course proceeds to give the student the most careful directions Cand problems based thereonj for the care of the- sick- room and of the patient that our experience in home-study methods has enabled our Faculty and special writers to devise. Subse- quent lectures give instruction in the wide range of duties required of the nurse in the various phases of nursing. This instruction, together with the introductory lectures on,respectively, Invalid Feeding, Anatomy and Physiology, completes the first two sec- tions of the studies in General Nursing. Each ofthe succeeding sections comprises Qaj A Study of Nursing Conditions and Require- ments in the Various Diseases, fbj The Study of Anatomy and Physiology, and fcj A lecture on Dietetics and Invalid Feeding. The last named gives the student a collection of recipes which are invaluable in view of the increasing emphasis that is being placed upon feeding in disease, and of the requirements laid upon the nurse for more knowledge of the preparation of food for the sick. These lectures are in charge of a leading American author- ity on practical dietetics, Alida F. Pattee. A study of The Diseases of Children is introduced in the fifth sectiong and the sixth and last sections include Medical Gymnastics and Massage, with the study of Materia Medica, and elaborate instruction for guidance in Emergencies and First Aid to the Injured. 37 m il THE CHAUTAU'QUA' I p The lectures on anatomy and physiology are the result of years of experience in educational work of this nature, giving the student a comprehensive and thoroughknowledge of the structure and functions of the organs of the body, but not burdening her with a mass of unnecessarily minute details. A great many racticing nurses with limited knowledge of these subjects have P . a moderate degree of success, but the medical profession is a unit . . . D . t be in declaring that the highest degree of proficiency canno attained without a knowledge of anatomy and physiology. Hence we have included these subjects in our course. Our method of presentation of these subjects has been made so attractive that our students soon End this feature one of the most interesting of the course. i - .The method by which the student follows the study of the course, the use of the study-helps, etc., has already been described. OBSTETRICAL AND SURGICAL NURSING A Continuation of the Confrse in General N fwrsfing g Beginning with a treatise upon the Anatomy of the Female Pelvis, the studies elucidate in clearly expressed and concise details the care of the prospective mother during pregnancy, and the preparation for labor. g Succeeding lectures give the most thorough instruction pos- sible in the aid required of the nurse in Normal and Abnormal Delivery, followed by the care of the mother immediately there- after and the Management of Ubstetrical Convalescence. It is to be borne in mind that this course does not aim to make midwives of our students, but to prepare them to assist the physician during labor. v There is possibly no problem which more frequently con f th 1 infant. Our elaborate treatise on Infant Feeding and the Modi fication of Milk is most complete on this vitally essential Subject. We venture to say that a complete mastery of this one lecture alone will more than repay the student for undertaking this course 38 i 'H' 'W ' 'T-. - ..- ,..Q.tQL......c.'.L...- -- fronts the obstetrical nurse than that of artiicial food or e I rg, iasciaoson OFNUigsiNca The instruction relativelto Asepsis is particularly complete. The importance of Surgical Cleanliness in obstetrics and surgery, and methods of sterilization are treated in full, and the minute instructions Qaccompanied by exercisesj for the preparation of the room, supplies, patient, and the nurse herself -give the student an absolute guarantee of success in this vital department of her work. The surgical lectures cover the practice of Surgical Nursing and Operative Procedures, so that when the nurse requires this knowledge in practice, she finds, as our students notinfrequently write us, little that is unfamiliar in the operating 'room or even in the various steps of the operation. Anesthesia, Bandaging and other subjects relating to surgery are treated with the most explicit instruction to the student. The latter part of this course embodies the latest and most effective -method of Care of the Surgical Patient After an Operation with especial directions in the treatment of complications. These lectures have been prepared by physicians of extended experience who have for years been engaged in hospital instruc- tion, and efvery nurse who accepts confinement or surgical cases will jind herself thoroughly equipped through these studies. t 39 :il THE or,-IAU TAUQUA oUR sEcT1oNAL STUDY PLAN Instead of giving the student a series of lectures running h h everal Weeks alldealing with the same subject until the t roug s , y work in that subject is completed, the course is so arranged that the student receives lectures on different subjects each Week tor at some other stated interval as may be arrangedj. 1 L t t ke as an illustration the third section of the course e us ja on General Nursing. QSee page 43.5 It has three general aspects. ' t a THIRD SECTION , The first lecture Cdealing with General Nursingj is a ' complete description of the symptoms of fever with special directions for disinfection and for M d' 1 . .e . e lcgur . e nursing a typical fever case-typhoid. c Sing The next lecture introduces the student to the dif ferential symptoms of the principal fevers, with special directions for the nursing of each kind. The third lecture of the section is the second in the Anglioniyl and study of Anatomy and Physiology, and deals With 57519 ogy the structure and functions of the digestive organs Invalid The last lecture of this section presents ' 'Dietetics F d, and .Invalid Feeding with especial reference to ee- mg feeding in fevers, and numerous recipes. The advantages of this sectional plan are: First, monotony is avoided. Second, the student's interest is constantly stimulated by the change in the nature of the lectures. Third, she gets a view of the whole subject of nursing, from month to month Fourth, the Work of each section is complete as far as it goes thus enabling the student to apply her knowledge in practical work almost as soon as it is gained. 410 's --'- tvs -wwif.. .A,l1i..-J.: Q N SCHOOL OF NURSING The C. S. N. Course Abbreviated 'Outline V GENERAL NURSING FIRST SECTION Lecture No. 1. THE IDEAL NURSE. I QUALIFICATIONS. Personal Qualifications of the Successful I Nurse-Desirable' Traits-Training the Hand, the Eye, the Ear, the Voice. A NURSING. A Broader Ideal-Influence Upon the Patient-Atti- I tude Toward the Physician. I Lecture No. 2. THE NURSE ON DUTY. ' THE ,SICK-ROOM. Directions as to Location, Furnishings, i Ventilation, Temperature, and General Management. THE BED. Every Step for Bed-making and Changing the Bed- ding. Illustrated by Photo raphs. g THE PATIENT. Personal Attention-How to Give S nge Baths-Care of the Mouth, Hair, etc.-Moving the Heligless Patient with and Without Assistance-Means of Making the ' Patient Comfortable in Bed. Practical Exercises on each subject. BED-SORES. Causes-Symptoms-Prevention-Treatment. Lecture No. 3. sYMPToMs OF DISEASE. I ' THE PULSE. Normal Rate-Relation of Pulse-rate and Tem- ' perature-Characteristics-Various Kinds of Pulse-Counting . the Pulse-Practical Exercises. -BODILY TEMPERATURE. i Variations of Temperature in I Health-Using the Clinical Thermometer-Variations of Tem- perature in Disease. O RESPIRATION. Rate in Health-Counting Respiration. THEMTONGUE. Coatings, Color, Dryness, etc., and Their I eanlngs. p I NURSE 'S RECORD AND CLINICAL CHART. How to Keep Them-Entries to be Made--Practical Exercises. Lecture No. 4. WATER IN TREATMENT AND CATHETER- ISM. ENEMAS. Complete Instruction for Giving High, Low, Purga- ' tive, Sedative, Cold, Hot, N utritive. 41 vw g THE4 TAU'QUA 1 DOUCHES. Directions for Administering the Vaginal Douche. BATHS. Directions for Giving Fifteen Kinds of Baths for Treat- ment. , USE OF CATHETER. Methods to Relieve Retention of Urine- Care of Catheter-How to Catheterize-Precautions. Lecture' No. 5. DIETETICS AND 'INVALID FEEDING. A PRACTICAL INVALID COOKERY. General Rules of 'Ad- ministration-Evidences of Digestion--Essentials in Serving- The Tray-Formulae for Nutrltive Enemas.. I THE FIVE FOOD PRINCIPLES. ' Their Use in the Body. ' EGGS. Food Value-Composition-Test for Fresh Eggs- 'Temperature for Cooking-Recipes-Albuminous Drinks. . l,...M1-LL-s sEcoND SECTION E Lecture No. 6. p REMEDIES4 g MEDICATION BY THE MOUTH. How to Give Various Kinds of Medicines--Duties of the Nurse in Administering Medicines. PRESCRIPTIONS. How to Read--Signs and symbols Used in V Prescription Writing--Tables of Weight and easure-House- hold Measures-Metric System-Practical Exercises. - GIVING MEDICINES BY HYPODERMIC SYRINGE-. De- scription of Hyzpodermic Syringe and Needle-Hypodermic Dosage-Metho of Giving Hypodermic Injection-Eleven Steps Illustrated, including Sterilization of Needle, Preparation of Solution, and Preparation of Site. ' EXTERNAL APPLICATION, OF REMEDIES. 'Plasters-- Blisters--Cupping--Hot Applications-Poultices--Cold Ap- plications. r , INHSLED REMEDIES. Method of Inhalation-Administering xy en. . ' . p SUPPOSgITORIES, LOTIONS, ETC. USE OF ST OMACH-TUBE. Introducing the Tube-Washing the Stomach. A ' Lecture No. 7. DISINFECTION IN THE SICKEROOM. BACTERIA. Descri tion of 'Germs--Method of Growth--Bac-. teria that Cause Disease--Poisons Due to.-Bacteria-Mode of Infection-Diseases Caused by Parasites-Resistance to Infec- tious Diseases. V , o METHODS OF DISINFECTION. Directions for Disinfection by Various Methods- V Q3 h , ,. , , ,.- ... ...ww -.--.- v-...A-Q -fi:-.rnccl-:':14 ,I ,,L-.....,-...f-may--N., BK., . A. -3.3 ,L,.,,,.,,,.-s-2, - - K V s -x .- ,' Q, SCHOOL or NURSING HOW TO MAKE VARIOUS DISINFECTING SOLU including Bichloride of Mercury, Carbolic Acid, Frcgiriiy,-gill? Lime, Creolin, and others. I HOW THE NURSE DISINFECTS the Sick-room, Bedding Garments, Utensils, Excreta, etc.-Method of Making Papeli Sputum Cup-Fumigation-Disinfecting the Hands. LeCnureiA. FIRST PRINCIPLES OF ANATOMY AND PHYSI- OLOGY. Structure of the Body as Revealed by the Microscope. LLS OF THE BODY Cells Illustrated and D CE ' . - escribed. I THE BLOOD. Described as to Quantity, Composition, and Characteristics-Coagulation. THE CIRCULATORY SYSTEM. Description of the Heart, Arteries, and Veins. THE ARTERIAL SYSTEM. Location and Description of the Principal Arteries. THE VENOUS SYSTEM. Location and Description of the Prin- cipal Veins. - Lecture No. 8. DIETETICS AND INVALID FEEDING. ' MEAT. Methods of Cooking Meats for Invalids-Twenty-three Special Recipes for the Sick. FISH. - Food Value-Kinds-Preparing and Serving Fish. OYSTERS. General Rules for Cooking-Eleven Recipes. I ' THIRD SECTION 'O Lecture No. 9. FEVER NURSING-Typhoid Fever. TEMPERATURE. Elevated-Normal-Subnorrnal. SYMPTOMS. N ervous-Digestive-Of the Pulse-Of the Urine. FEVER NURSING. Treatment-Beginning, Rise, Height, and Decline of Fever-Care of the Patient-Ctiinical Chart-Diet- t Disinfection and Disinfectants. I TYPHOID FEVER. Causes-Symptoms-Characteristics of the Temperature with Specimen Temperature Charts-The Sick- room-Exclusion of F lies-The Bed-Avoidance of Bed-sores- Diet--Use of Water-Ice-Bathing to Reduce Temperature+ Disinfection--Complications-Typhoid Convalescence. D Lecture No. 10. FEVER NURSING. GENERAL FEVERS. Influenza-Yellow Fever-:Typhus Fewfer -Malarial Fever--Remittent Fever-Perniclous Malarlal Fever-Malta Fever--Relapsing Fever. V I 4:3 gl., QHASTAUQUA , ERUPTIVE FEVERS. Scarlet Fever-Measles-German Mea- ' sles--Chicken-Pox-Smallpox--Erysipelas. A , Causes and Sym toms, with S ecial Nursing Measures, such ' as General Eixvflanagement, Illemedies, Local Treatment and Applications, Diet, Treatment of Symptoms, Antitoxic Treat- ment, etc., as Required in each Case. . Lecture B. THE DIGESTIVE SYSTEM. Y it I ANATGMY OF THE DIGESTIVE ORGANS. The Mouth- f Stomach-Small Intestine-Large Intestine+Liver-Pancreas -Spleen. ' ' HOW THE BUDY IS NGURISHED. ' E ' h d THE- PROCESS OF ABS0RPTI0N,1n the Mouth, Stomac , an Small Intestine. 1 - ' , THE LYBIPHATIC SYSTEM. Its Anatomy and Physiology. ANIMAL HEAT. Production, Distribution, and Regulation of Heat in the Body-Normal Temperature. S N 11 DIETETICS AND INVALID FEEDING. Lecture o. . MILK. Composition of-Food Value-Purity of Milk-Pasteur p , , ization-Sterilization--Recipes. ' CEREALS. Food Value-fRequirements .for Cooking-Recipes. FRUITS-Food -Value--Directions for Serving. y t ' . Y I . FOURTH 'SECTION Lecture NO. 12. CONSTITUTIONAL DISEASES. DISEASES OF THE DIGESTIVE SYSTEM. Y ' CONSTITUTIGNAL DISEASES. Acute Rheumatism-MuS- ' cular Rheumatism-Gout--Diabetes .Mellitus-Arthritis De- formans-Syphilis-Gonorrheal Arthritis. ' DIGESTIVE SYSTEM. Acute Dyspe 'sia-Gastric Ulcer-4-Can- cer of the Stomache-Diarrhea--Dysentery-Appendicitis-- Jaundice-Gall-stones-Cirrhosis of the Liver-Peritonitis- Constipation. 1 ' I f Causes and Symptoms, with Special Nursing Measures, such as General Management, Remedies, Local Treatment and Appli- cations, Diet, Treatment of Symptoms, Antitoxic Treatment, etc., as Required in each Case. , ,Lecture No. 13. 'DISEASES OF THEY URINARYS SYSTEM. - DISEASES OF THE RESPIRATORY SYSTEM. URINARY SYSTEM. Acute Bright'S Disease--Chronic Bright 'S Disease-Uremia-Cystitis. t . ' I Mn- OFFICE OF THE SECRETARY OFFICE OF THE TREASURER scHooL or NURS,IN,Q-3' l-'-1 1-'--1 ? RESPIRATORY SYSTEM. Acute Nasal Catarrh-Acute Ton- ' sillitis-Follicular Tonsillitis-Hay Fever-Acute Pharyngitis -Acute Laryngitis-Bronchitis-Broncho-pneumonia-Pneu- monia--Pleurisy-Tuberculosis. - Causes and Symptoms, with Special Nursing Measures, such as General Management, Remedies, Local Treatment and Appli- cations, Diet, Treatment of Symptoms, Antitoxic Treatment, etc., as Required in each Case. ' A Lecture C. THE EXCRETORY SYSTEM. Excretion' by the Lungs, the Skin, and the Kidneys. Analysis of Urine. RESPIRATION. Anatomy of Organs and Process-Rate-Capao ity of the Lun s-Composition of Air. V c EXCRETION BYg THE SKIN. The Skin, and its Use-Perspira- tion. ' ' EXCRETION BY THE KIDNEYS. Anatomy of the Kidneys- Urine-its Specific Gravity, Quantity, Reaction, and Composi- , tion. Q ' . URINE ANALYSIS. Urine in Disease-Measurement-Prepara'- tion of Sample for Analysis--Using the Urinometer-Tests for Albumin-Test for Sugar QGlucoseD. ' Practical Exercises. p Lecture No. 14. BREADS AND SALADS. BREAD. The Theory of Bread-making-Recipes for Various . - Kinds of Breads. FATS. Digestion of Fat-When and Why Fat Foods are of Value. SALADS. Rules for Making-Attractively Serving. I ' U liiii--. B t FIFTH SECTION Lecture Nc. 15. DISEASES OF THE CIRCULATORY AND R NERVOUS sYsTEMs. L CIRCULATORY SYSTEM. Pericarditis-Endocarditis-Angina Pectoris--Arteriosclerosis-Ane1u'ysm. C e NERVOUS SYSTEM. Neuritis--Neuralgia--Sciatica-Cerehral I Meningitis--Spinal Meningitis-Cerebrospinal Meningitis- Cerebral Apoplexy-Migraine-Neurasthenia-Hysteria-Tet anus-Delirium Tremens-Cocainomania -- Morphinomanla -Epilepsy. Causes and Symptoms, with Special Nursing Measures, ,such as General Mana ement, Remedies, Local Treatment and Appli- I cations, Diet, Treatment of Symptoms, Antitoxic Treatment, etc., as Required in each Case. n M D '45 T1-313 erase TAUIQUA ...A A .. ' . ... i Lecture NO. 16. DISEASES or CHILDREN. 1 Diphtheria-Spasmodic Croup-Membranous Croup-Whooping- cough-Stomatitis4-Thrush--Enterocolitis-Cho era- Infantum --WormS-Convulsions- Hives-Dentition -Rickets-Chorea --Mumps-Earache-Insomnia-Vomiting. - Causes and Symptoms, with Special Nursing Measures, such as General Management, Remedies, Local Treatment and Appli- cations, Diet, Treatment of Symptoms, Antitoxic Treatment, etc., as Required in each Case. Lecture D. THE NERVOUS SYSTEM AND THE SPECIAL I SENSES. ANATOMY OF NERVOUS SYSTEM. Brain-Nerves-Spinal Cord-Cranial Nerves-Spinal Nerves. FUNCTIONS. Of the Cerebrospinal and Sympathetic Systems- Reflex Action--Sleep. THESEPECIAL SENSES. Anatomy of the Organs of Special nses. Lecture No. 17. DIETETICS AND INVALID DFEEDING. VEGETABLES. General Rules for Cooking-Recipes. 1 A SOUPS. Food Value-Eighteen Recipes. MISCELLANEOUS DRINKS. Beverages-Tea-Coifee-Cocoa. ,,.,.........j-+- SIXTH sEcT1oN Lecture No. 18. MASSAGE, with Medical Gymnastics. MASSAGE. Movements Illustrated and Explained-General Treatment-Treatment for Special Diseases. 'MEDICAL GYMNASTICS. Movements and Effects. Lecture No. 19. MATERIA MEDICA. DRUGS. THEIR DESCRIPTION, ACTION, USE AND DOSE. Dosage for Children-Aconite-Alcohol-Ammonia --Belladonna-Bismuth-Borax-Boracic Qboricj Acid-Calo- Som Salt- Nux Vomica-Opium-Qulnlne-Rhubarb-Sall cylic Acid-Strychnine and Other Drugs most Generally Ad- ministered. Lecture E. THE SKELETON AND THE MUSCLES. BONES. General Classiication-Enumeration of-+A1'ticulations. MUSCLES. Classification and Description, '46 A 3-A f 'J?.-7'-L .'..x-A A' api mel-Cascara Sagrada-FCastor Oil-Cocaine-Digitalis-Eg ,'-- assert -eeeee mee.-- m n SCHOOL GF NURSING Lecture Ne. 20. DIETETICS AND INVALID FEEDING. NUTRITIOUS AND FROZEN DESSERTS. ee1eun-Je11iee- - Custards-Puddings-Ice Cream-Ices-Fifty Recipes. CAKES. I Recipes for Cakes Suitable for the Sick or Convalescent. Lecture N O. 21. EMERGENCIES-ANESTHETIZATION. FIRST AID. Preparation for Accident Cases-Supplies. A EMERGENCIES. VVounds-Shock-Control of Hemorrha e- Accidents from Fire-Burns and Scalds-Lightning and Elec- tric Shock-Sunsftroke-Heat Prostration-FrOst-bites-For eign Bodies in the Elie, Ear, Nose, and Throat-Fainting-Fits and Convulsions- ernia or Rupture-Drowning-Artificial Respiration-Bites from Animals-PoisOning-Poisons and their Antidotes. ' I ANESTHETIZATION. General Directions for Administering an Anesthetic-Danger-signals-Methods for Administerin ' Chloroform and Ether-Anesthesia by Nitrous Oxide and Ethyq Chloride-Local Anesthesia. Signs of Death. Care ofthe Dead. ' OBSTETRICAL AND SURGICAL NURSING .M.....1.-.-.-. I FIRST SECTION Lecture No. 1. THE FEMALE PELVIS-The Generative Organs -Fetal Development. ' .f INTRODUCTION . Aseptic Requuements of Obstetrical Nurs- ANAiiOivIY AND PHYSIOLOGY. Of the Female relvie and Organs of Generation. ' FETAL DEVELOPMENT. Conception-Development of the e Fetus. ' Lecture No. 2. PREGNANCY. CHANGES DUE TO PREGNANCY. HOW Var1ouS 0122115 are Affected. If ,' SYMPTOMS. Diagnosis of Pregnancy--Approxnnate Date of p Delivery. t , CARE OF THE EXPECTANT MOTHER. Diet-Dressf Exercise- Rest-Bathing-Care of the Breasts-Bowel Movements -The Urine-The Teeth--Mental State- X Maternal Impressions. 47 4, . . - v ' 7' J DISORDERS. Constipation -- Auto-Intoxication - Salivation - Heartburn-Itching-Insomnia-Faintness-Varicose Veins --Hemorrhoids-Swelling of the Legs-Hemorrhage-Kidney Diseases-Nausea and Vomiting--Puerperal Convulsions, etc. Lecture NO. 3. LABOR-Its Physiology and Mechaaism. THE APPROACH OF LABOR. False Labor,Pains. STAGES. Each Stage Described. THE FETAL HEAD AT BIRTH. Sutures-Fontanelles. THE MECHANISM OF LABOR. Various Presentations- Twin Labors. a U - Lecture No. 4. SURGICAL AND OBSTETRICAL DISINFEC- TION. ' BACTERIA. Forms-Reproduction-Bacterial Invasion. WOUND INFECTION. Healing of Wounds-Inflammation. SURGICAL AND OBSTETRICAL DISINFECTION. Phy- sical Disinfectants-Chemical Disinfectants Cbichloride of mercury, carbolic acid, formalin, lime, boric acid, lysol, etc.j-Table for Making Solutions in Various Strengths- Normal Salt Solution. METHODS OF STERILIZATION. How to Sterilize the Hands, Rubber Gloves, Gauze, Cotton, etc.-Rubber Articles -Brushes-Water--Glycerin, etc. DISINFECTION BY THE NURSE. How to Disinfect Feces, Urine, Sputum, Clothing, Utensils, Tableware, Food and Water- Fumigation- The Nurse 's Person -The Final Cleansing of the'Patient. . - - SECOND SECTION , . Lecture No. 5. LABOR-Its Management-The Duties of the W Nurse. A I . PREPARATIONS FOR LABOR. tObstetrical Pads--Lochial Guards -Abdominal and Breast Binders-Sterilization of Articles-The Labor Room. DUTIES OF THE NURSE DURING LABOR. First stage -Second Stage -Third Stage-After the Third Stage- . When Birth is Rapid. MISCARRIAGE AND SPREMATURE LABUR. symptoms --After-Effects-f-Duties of the Nurse. 4:8 I ,......-ff .....::,f..::':.. - .- - --- - V -V ' liii--1 ' ' 'Y . w HL .rv ' V-T13 EfgCHOOLOF.TlflURS1ING gg I, Lecture No. 6. OBSTETRICAL SURGERY. 'T EXPULSION OF THE PLACENTA. Manual Extracti Q F ORCEPS DELIVERY. Priparation of the Forceps fi Pre- paration of the Patient- uties of the Nurse During De- ' livery. REPAIR OF THE PERINEUM. D ' utles of the Nurse During the Operation-Care of the Wound and Stitches-Care of the Patient-Removing the Stitches. OBSTETRICAL OPERATIONS. E AN ESTHETIZATION . Preparation of the Patient- General Directions for. Administering the Anesthetic-Danger-Signals Admlnlsterlng Chloroform, Ether, and other Anesthetics --Local Anesthesia. ' Lecture No. 7. OBSTETRICAL CONVALESCENCEQ IMMEDIATELY AFTER LABOR. Care of th P t' e a lent- The Pulse-Temperature-The Nurse 's 'Record and Chart LATE ' ' R CARE OF THE PATIENT. After-rams-Dia-The Bowels-Use of the Breast Binder-Nursing--Lochia-- A Bathing-Leaving the Bed-The Bladder. CATHETERI SM. Methods to Relieve Retention of Urine- , Preparation for Catheterisrn-Method. e THE VAGINAL DOUCHE. Care of Apparatus--Directions ' ' for Giving. Lecture No. 8. DISORDERS OF OBSTETRICAL CONVALES- CENCE. POSTPARTUM HEMORRHAGE 'Sym toms-N ur ' . p I sing. r THE BREASTS. Care of the Nipples-Disorders of the Breasts -Use of the Breast-Pump-Breast Bandages-Mastitis-+ I Disorders of Secretion of Milk. 'PUERPERAL INFECTION. Septicemia-Infection of Uterus -elnfection of Vagina-Symptoms--Nursing ' COMPLICATIONS. ' --MLML-, I ' THIRD SECTION . Lex:-ture No. 9. CARE OF THE NEW-BORN. , HYGIENIC REQUIREMENTS. Wardrobe-First Bath-Care of the Cord-Dressing the Infant-First N ourishment- Bathing-Sleeping-Fresh Air-The Nursery. , . PREMATURE IN FAN TS. Care of-Preventing Exhaustlon- N omishment. ' - 4.9 a s o . - ll THE. QHAUTAUQUA Lecture No. 10. I ARTIFICIAL FEEDING-Modification of Milk. PHYSIOLOGY OF NUTRITION. Study of Milk-Comparison of Human and Cow 's Milk-Reasons for Nursing the Infant -General Directions for Nursing Mothers. . THE MODIFICATION OF MILK. Variations in Quality- Feeding Mixtures for Infants of Various Ages-Mixed Feeding -Methods of Pasteurization and Sterilization. Lecture No. 11. DEVELOPMENT OF THE NEW- BORN- Disorders. DEVELOPMENT. Growth and Development of the Normal Child-Dentition-Weaning. h DISORDERS. Description and Nursing. y Lecture No. IQ. MEDICAL GYNECOLOGY. , TREATMENT. Positions for-Preparing the Patient for. DISEASES OF THE PELVICORGANS. Menstrual, .Inflam- matory and Other Disorders-Faulty Positions of the Uterus --Treatment. ' FOURTH SECTION 4 Lecture No. 13. THE OPERATING ROOM. ' SURGICAL INSTRUMENTS. Sterilization and Care. THE OPERATING ROOM. Preparation - Arrangement -- Duties of the Nurse-Articles Required. THE PATIENT. Preparation for Operation. THE NURSE. Personal Preparations - Duties During the Operation. I Lecture No. 144. GYNECOLOGICAL SURGERY. SURGICAL TREATMENT AND OPERATION. Most Com- mon Operations Described-Instruments Illustrated. Lecture No. 15. GENERAL SURGERY. OPERATIONS. Instruments for General Surgery Described- Methods of Tying Sutures I and Ligatures--Descriptions of the Various Operations. Lecture No. 16. BANDAGES. The Principles and Practice of their Application. 50 lv- -I -JF' , n..,:. .:5... ' ' rp, sci-1ooLg OF NURSINGI E GENERAL DIRECTIONS. Pre am' p lon of--S' f B d- ages-Varlous Kinds Described. lzes 0 an APPLYING BANDAGES OF VARIOUS KIN DS. Fifteen Forms of the Application of the Roller Bandage-Tailed Band- a s-T Bandage-Triangular Bandages-Starch and Plaster 0? Paris Bandages. --1.....+ FIFTH SECTION Lecture No. 17. FRACTURES, SPRAINS,AND DISLOCATIONS. - NURSING. Immediate Treatment-After-Care. Lecture No. 18.. SURGICAL NURSING. I - I FIRST DUTIES. Preparation of the Bed--Position of Patient - Toilet - Preventing Bed -Sores - Pain - Restlessness - Nausea and Vomiting-Thirst Nourishment Ch t - - ar and Record-Pulse-Temperature- Respiration - Care of the -Bladder-The Bowels. I ' Lecture NO. 19. SURGICAL NURSING. COMPLICATIONS. Treatment in Shock-Secondary Hemor- rh I f ' r age- n ectlon-Peritonitis - Other Post-Operative Dis- - eases. SURGICAL DRESSIN GS. .Metlhod of .Applying -the First Dress- lngs-Drainage-Changing Dressings-Removal of Stitches g -Care of the Wound. Lecture No. eo. HosP1'rAL NURSING. 51. 'E 're . T' ' or or c e s S - e I! ! rl THE, or-mu TAUQUA. I, BEDSIDE STORIES y ON GENERAL NURSING . My First Case. ' An Cpiportunity for Experience and cquaintance with Physi- . cians. ' . A Three-Piece Mattress for a Helpless Patient. , A Nurse's Record of Two Suc- cessful Cases. p 4 Scarlet Fever. Pneumonia. , My First Experience with Phy- sicians.' ' My First Case of Typhoid. J An Appreciative Pleurisy Patient. Nursing Typhoid Pneumonia. Assisting at a Case of Typhoid. A Critical Case. ON OBSTETRICS My First Obstetrical Case. ' ' p An Unusual Case of Appendicitis. An Experience in Obstetrics. Nursing a Mother, Her New-born Babe, and a Sick Child. 4 Twins, and Forty Degrees Below Zero. My First Surgical Case. Saving a Child by Artificial Res- piration. A Delivery by the Nurse. A Trying Ordeal in Typhoid. A First Case-Diphtheria. An Unusual Case of Gall-stones. Measles Complicated by Broncho- I Pneumonia. F Two Scarlet Fever Patients. Gvercoming an Aversion for the Pure Air in Pneumonia. Open-Air Treatment for Tuber- culosis. ' A Crisis in Pneumonia. Erysipelas with Complications. Experiences in Charity Nursing. Nursing a Child through Pneu- monxa. T A AND SURGERY History of an Obstetrical Case. Postpartum Hemorrhage. Winning a Physician 's Confidence. How I Succeeded in My First Surgical Case. Puerperal Infection. Nursing After the Delivery of D Twins. ' An Emergent Operation. Appendectomy in the Patient's Home. Secondary Hemorrhage. 1 1 as s m SCHOOL OF NURSING Fin A BRIEF SUMMARY CF ADVANTAGES e The following guarantee is printed on every enrollment blank: OUR GUARANTEE A y T' enrollment mis g-accepted with F the following specific agreement: If after two months qt tfrial study the student for any reason is- clissatisjieal with the course, the entifre amount paid for tuition will be frqcancled upon-req-ues-L at the expivlttfgn-of-this efriod ' ' We seek only such pupils as will derive real and lasting benefit. We retain no dissatisfied pupil. THE FIELD FOR THE HOME-TAUG-HT NURSE The field for work which awaits the home-taught nurse is assured by the Wide-spread and fast increasing favor with which the greater number regard this class of nurses, Who,fas editorially stated in a recent medical publication, ' 'have demonstrated that particular quality which would normally be expected of the professional nurse-sympathy and a desire to be of servicef' Another Writer in the New Y orlc Times accounts for this favorable sentiment by suggesting that these nurses self-trained rather than untrained, are sometimes an improvement on the nurse who has been overtrainedf' TRAINING AT HOME ' u The course of training is undertaken at home without inter- fering with the student 's usual vocation The course ma there- s , y fore be hastened or retarded as conditions make desirable. The student may enroll at any time. GUIDES TO STUDY th. Our system of study-helps of itself has made the methods of .ls school noteworthy and distinct from those of any institution g1V111g home-study C0l11'SeS. ' 53 T1-TE or-TAUTAUQUA EARNING THE TUITION q ' Our students have the opportunity of earning the entire amount of tuition While taking the course. Many earn much more during this period. ' THE NURSE WHO SUCCEEDS The course prepares students for professional nursing in the home. It is Written from the viewpoint of the practicing physi- cian, teaching what he requires of the nurse-a practical assist- ant-- rather than .to meet institutional requirements. We pre- pare the nurse to give the physician practical aid in caring for the patient in his ovvn home. The patient or physician, when seeking a nurse, selects the one who is successful, Whether she be called trained or untrained, professional or non-professional, hospital or practical. It matters not what or where her train- ing, if she is proficient and superior in her qualifications for the case in hand. Whatever her training and Wherever found, this is the nurse who will supersede all others. NOAGE LIMIT QStudents under 19 not acceptedj We have no age limit. Qualihcation is our only require- ment. The average age of our students is 35 years. EARLY EARNING POWER of The brief time required to prepare the student to undertake cases of simple requirements at fair remuneration is an ines- timable advantage to the Woman who must earn an immediate income and therefore cannot give three years for hospital train- ing. It is doubtful if the field of vocations open towomen today offers similar opportunity for the acquirement of so satisfactory an earning power with so small an outlay, and in so brief time, the training for Which, through this school, can be gained in the home. OUR STUDENT BODY U We teach trained nurses, practical nurses, and beginners. MAKING THE MOST OF PERSONALITY The thoroughness of this course of training at home leaves success depend ent upon personality. To no other worker does U .54 scrroor. or NURSING the possession of a pleasing presence represent the value it does to the nurse. Personality is at least halfuthe battle and our course is devoted to instructing the student in developing those characteristics that make the nurse sought because her presence is welcomed instead of endured. r THE VALUE OF A TITLE A I During the past ten years The Chautauqua School of Nursing and its work have been constantly before the American I bl' b h ,pu .IC y t e school's announcement in all'the leading maga- zines and literary and household journals g and before physicians in the columns of practically every medical journal. To this widespread knowledge of the school has been added the fame which has been the direct result of training the largest body of muses in existence today. Q By their conscientious mastery of the methods of nursing given in the C. S. N. Course, by their p unsparing and faithful efforts in the sick-room, and by their loyalty to physicians these earnest women have given the title, Chautauqua Nurse, deinite significance -a significance without parallel in the history of nursing organizations. It is in the value of this title, added to the value of the training given by the C. S. N. Course, that the graduate of The Chautauqua School of Nursing shares by her membership in this institution. IN CONCLUSION v ' Do you desire to improve your condition? Must you choose ya vocation? Would you adopt the most attractive pro- fession open to women today--a profession which will be of advantage to you all your life, whether you practice it or not? Then become a nurse. The ranks of this profession are not crowded, and you can in a large degree select your own surroundings, as well. as the time when you will or will not seek employment. With the increasing realization of the value of the professional nurse, the demand is increasing far more rapidly than the supply. For these reasons we believe there is no other vocation which possesses the attractive features of professional nursing. 55 what fllllvhiral iguhliratinnn nag nf the Glliamtauqua Qlnurne UI 4 U 'll 'll 'JI 'll , .-...1.L--11.- -1 .Ljj Y This course of lectures would seem to be 'admirably adapted to the purpose for which they are designed. M ' The Monthly Cyclopedia of Practical Medicine. - 1 ......-....1..-.-..-.L....1...... Such a course of correspondence study will prove of inestimable value to every woman who is liable to have to deal with sickness in her own or other households. T l ' T A American Journal of Clinical Medicine. We commend the work most cordially to the profession for the instruction of such persons as may desire' to acquire the information necessary to the intelligent care of the sick. t The Hahnemannian Monthly. . . The Chautauqua School of Nursing is educating the women ina way that will render them of greatest service to the physician and to the patient as well. There is a place for such aninstitution as this. . The American Journal of Surgery. ......-.l.-....1....-........-4 A The instructions are clear, sensible and practical, and constitute a valuabletext-book of education and a helpful reference book of practice. r I The Medical Standard. After reading these plain and well-prepared lectures we can well understand how a former trained nurse writes: '. I learned and remem- bered much more of what I learned from the ,Chautauqua School than I did from my whole two years' study in the training-school! 3 l 4 1 The Medical Council. , - -...i..i-il. 4 QI It isllthe most complete Vicourse that can be imagined, and covers everything a nurse should know. The Texas Medical Journal. 4 1-H These lectures are plain and practical. 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