genese og struktur af klinisk medicin og klinisk sygepleje

GENESE OG STRUKTUR AF KLINISK MEDICIN OG KLINISK SYGEPLEJE
cal, but at the same time the hypothesis proposes that there is a connection between the internal
development of both.
The findings of the study are that the epoch of classified medicine commenced in Denmark in
1736, when a new state regulated education was founded with a teaching hospital under the
jurisdiction of the state, and with the appointment of a physician as medical director. Clinical
medicine was founded and organised in Denmark from 1841 until first in the 1870s, with
education under the auspices of and regulated by the university, organised and connect to hospitals
with many patients, and with links and controls from the university. In 1937 medicine
was founded together with a stable and well structured organisation - controlled and directed
by a State Medical Board, and a professional medical organisation - where medicine had the
monopoly of treatment of sick citizens, and provision of the education of practical experts.
That is to say, that in Denmark we have:
Classificatory medicine commencing from 1736
Clinical Medicine, established from 1841-1873
Stabilization from 1937
This entails, that the epoch of clinical medicine was established approximately 50 years later
in Denmark than in France. These different medical epochs - the classificatory and the clinical
modern - all arose after a series of years. The precise year when classificatory medicine was
established in an organised and structured form is difficult to ascertain from the material
forming the basis of this dissertation.
Clinical Nursing as a discipline and occupation was devised by medicine at a time when
medicine itself had become clinical - round about 1863-1897. At that point in time access to
disease required accessibility to sick patients who were a prerequisite for observations of the
course of disease in sick patients - thus the necessity and discovery of the nurse. The nurse
should help the physician observe and register symptoms of disease during the course of the
patients illness. Thus the necessity for the creation of the nurse. This implies a regular division
of labour between the nurse and the physician. During the classificatory period the physician
observes, treats the patient, administrates medication, monitors, serves, and advises the
patient - etc., etc. In the clinical medical period the nurse participates in parts of this process;
for example - observing the patient and thereafter reporting to the physician. The disciplines
and occupations are closely related to each other on a number of levels - they are homologous.
In part they have the same theoretical knowledge base from which to learn during education
- although occurring on different levels, and separately, they share a common tradition
of arranging and compiling their curricula.
Both curricula are composed of theory and involve practical bedside assignments, apart from
this, education takes place in the different medical specialities and on both theoretical and
practical levels. Every time medicine discovers a new practical speciality or pursues a new
theoretical subject, the same subject is concurrently incorporated into nursing theory (texts)
and/or practical learning assignments. The transformation from working as a physicians assistant
in the clinical period to working from 1933 to the end of the 50’s - and embraces many
medical practical specialities. That is to say, nursing as a discipline and occupation has a relationship
with medicine as a discipline and occupation. And it is clinical practice which connects
the two disciplines and occupations. However, on one essential point they are not homogenous,
namely, the status of their education. Medical education is practical - theoretical
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