The purpose of this column is to conceptualize nursing professionalism in Slovenia as a mutual process between social change and the education of professional nurses. The process of educating professional nurses in Slovenia occurs in a changing social and organizational context. As the complexity and speed of change increases it is becoming increasingly essential for all nurses to have expert knowledge, skills, and competencies. The author also aims to present the autonomy of new healthcare and the new theoretical concept of nursing as scientific human capital in Slovenia.
Get full access to this article
View all access options for this article.
References
1.
Bozeman, B., & Corley, E. (2004). Scientists’ collaboration strategies: Implications for scientific and technical human capital. Research Policy, 33, 599‐616.
2.
Bozeman, B., Dietz, J., & Gaughan, M. (2001). Scientific and technical human capital: An alternative model of research evaluation. International Journal of Technology Management, 22, 636‐655.
3.
Carr‐Saunders, A. M., & Wilson, P. A. (1933). The professions. Oxford, UK: Clarendon Press.
4.
Coburn, D., & Willis, E. (2003). The medical profession: Knowledge, power, and autonomy. In Albrecht, G. L., Fitzpatrick, R., & Scrimshaw, S. C. (Eds.), The handbook of social studies in health & medicine (p. 377‐393). London: SAGE.
5.
Coleman, J. (1990). Foundations of social theory. Cambridge, MA: Harvard University Press.
6.
Dent, M., & Burtney, E. (1997). Changes in practice nursing: professionalism, segmentation and sponsorship. Journal of Clinical Nursing, 6, 355‐363.
7.
Durkheim, E. (1992). Professional ethics and civic morals. London: Routledge.
8.
Evetts, J. (2003). The sociological analysis of professionalism: Occupation change in the modern world. International Sociology, 18, 395‐415.
9.
Fogarty, T. J., & Dirsmith, M. W. (2001). Organizational socialization as instrument and symbol: An extended institutional theory perspective. Human Resource Development Quarterly, 12, 247‐66.
10.
Freidson, E. (1970). Professional dominance: The social structure of medical care. New York: Atherton Press.
11.
Freidson, E. (1973): Professions and the occupational principle. In Freidson, E. (Ed.), The professions and their prospects (p. 19‐57). London: SAGE.
12.
Gabe, J., Bury, M., & Elston, M. A. (2004). Key concepts in medical sociology. London: SAGE.
13.
Giddey, M. (1995). Institutions, individuals and professional power. In Moon, G., & Gillespie, R. (Eds.), Society and health. An introduction to social science for health professionals (p. 127‐140). New York: Routledge.
14.
Houle, C. (1980). Continuing learning in the professions. Oxford, UK: Jossey‐Bass.
15.
Marrs, J. A., & Lowry, L. W. (2006). Nursing theory and practice: Connecting the dots. Nursing Science Quarterly, 19, 44‐50.
16.
Starc, A., & Ilič, B. (2006). Lifelong learning within health care: Acquisition and evolution of scientific and technical human capital. In Advancing business and management in knowledge‐based society: Proceedings of the 7th International Conference of the Faculty of Management Koper (p. 21‐30). Portorož, Slovenia: Faculty of Management Koper.
17.
Turner, B. S. (1995). Medical power and social knowledge (2nd ed.). London: SAGE.
18.
Walby, S., Greenwell, J., MacKay, L., & Soothill, K. (1994). Medicine and nursing: Professions in a changing health service. London: SAGE.
