Lessons Learned From Historical Analysis of Seven Decades of Educational Scholarship at McMaster University School of Nursing

Abstract

The McMaster School of Nursing (SON) was approaching its 70th anniversary prompting a time of reflection on its contributions to nursing education. Were there lessons learned from the past that could provide a compass to navigate current day challenges and orient future strategies in the continued pursuit of excellence in nursing education? While the history of nursing education in Canada has been previously documented, there has been limited research into the evolution of different educational approaches. We decided to conduct in-depth historical analysis of the conditions that fostered educational scholarship and practice at our SON from 1946 to 2016. Using Danto’s (2009) descriptive historiography approach, we first compiled a chronological catalogue of evidences of educational scholarship and of major events that occurred within the SON through literature and archival document searches and 23 key informant interviews. We included a cultural historiography lens that uses a cultural framework to help explain influences on and of the SON activities.

Several key areas of educational innovation and scholarship that have influenced nursing education nationally and internationally were identified. However, this article focuses on the historical development of three highly interrelated educational approaches in which the McMaster SON was an early leader: problem-based learning, evidence-based nursing, and academic/community partnerships. The article further traces the influences on and of these approaches, set within the context of major events of the SON. Several lessons were uncovered by this historical analysis including building on existing strengths while being open to opportunities, being cognizant of the impact of organizational culture over time, using a proactive planning approach, and exploiting the exponential effect of innovations. A cautionary lesson on nursing’s voice in promoting our own knowledge was also uncovered. Applying the historical methodology taught us lessons on the preservation of nursing-specific information. This historical analysis of one school of nursing’s educational scholarship has provided insights in terms of understanding the forces that have shaped its educational approaches and how this history orients the thinking on educational changes proposed in response to ongoing challenges.