Social reform versus education reform: university nursing education in Canada, 1919–1960

Nurses’ struggle to attain educational parity with other professional groups is closely aligned with the struggle of women for social equality within Canadian institutions The attempts of nursing educators to shift their perspective from social reform to educational reform and to develop nursing scholarship has been restricted by the cultural views of women Consequently, nurses’ gains in attaining higher education have been realized by reforms in social and health care policies thought suitable for women With advancement in university nursing education closely tied to social reform, nurses were not expected, nor did they expect, to pursue scholarly enquiry or develop research endeavours This paper suggests that the feminist movement offers nurses a social and psychological basis from which to complete the educational reform of nursing