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Nursing literacy
EDITORIAL
Nursing literacy If literacy refers to the ability to read and write then there is no problem in nursing on this score -or is there? It all depends does it not, on what is meant by these terms? The fact that someone is able to put the symbols C,A,T, together to form the word CAT is, according to the writer Dorothy Sayers, literacy in only the formal sense. Such literacy is dangerous since ‘it lays the mind open to receive any mischievious nonsense about cats that an irresponsible writer may choose to print nonsense which could never have entered the heads of plain illiterates who were familiar with an actual cat, even if unable to spell its name’ (Sayers 1941 pviii). Although they are formally literate, she maintained that the bulk of our citizens are ‘mental slatterns’. Referring to examination failures where candidates are said to have ‘not read the question’ she says: the candidate presumably applies his eyes to the paper, but his answer shows that he is incapable of discovering by that process what the question is. This means that he is not only slovenly-minded but, in all except the formal sense, illiterate. Teachers further complain that they have to spend a great deal of time and energy in teaching university students what questions to ask. This indicates that the young mind experiences great difficulty in disentangling the essence of a subject from its antecedents . . .’ (Sayers 194 1, pvii-viii) A difficulty which she clearly considered the majority of us never learn to overcome. At the time Sayers was writing university entrants were required to pass a language test usually in Latin; in Scotland the requirement that applicants must have a foreign language qualification was dropped only very recently. Presumably it was thought that learning another language helps one to understand one’s own and moreover encourages conceptual and analytical thinking. This requirement was dropped not
because students are more literate nor because knowledge of other languages is no longer desirable (rather the reverse) but because of the great increase in demand for higher education from candidates who had not studied a second language. Our students, unlike those of Dorothy Sayers time, are steeped in audio-visual rather than written language and are products of a school system which stimulated creativity and problem solving, thinking and analysing at the expense (according to some) of skills in the ‘3 R’s’. In Britain as in North America some students enter higher education needing help in developing study/literacy skills. This university like most others has a Unit devoted to preparing university teachers to teach and new undergraduates to learn. Indeed the series of Study Skills Sessions this year begins to look like a half-course in itself! I do not find it at all surprising therefore that some students coming into Higher Education (including some nursing students) may be in some sense illiterate. Their learning needs should be identified early and the appropriate help offered. This is an issue which needs to be addressed more widely. Are there implications for nurse education in this country as we become more closely linked with higher education? It would be interesting to know what you think, particulary in view of the discussion from North America. The article published earlier this year raised issues for discussion which have been taken-up by some Canadian nurses. There is I think, agreement that literacy means more than being able to spell; errors creep in even in this journal on occasion (and even after the most careful proof reading!). This issue is an important one for both Jane Randell and myself as it is the last we shall contribute as Editors. For 13 years this Journal has been promoting scholarship (and literacy) among nurses. During that time it has become an 399
400
NURSE EDUCATION
international reputation
journal among
Without
her the Nurse
cating
it over
Education
ideas - and lots of energy!
hard
which
health
visitors
Tomorrow
conference
of course
into
Education diary
the Journal
a sabbatical
The Journal
Randell
the Editorial
as a
siastic and
term in 1994. is handing
in nurse education recognises
the important
Dr Peter Birchenall
has agreed
her work. She will be able to hand over to her
sing at Hull University, has wide experience
system for reviewing to Jane
in 1994. A Senior
He has a particular
as Review Editor
but also for her advice, support
conferences.
with
learning
remember
and friendship
interest
in helping
disabilities
and
Editorship
time as Editor happened
Hong and
The
and much
system for processing
With the help of a nurse Kong all our records
so we can
other information reading as
produce
letters
However
my
own
of teaching,
commitments and
earlier in the
a member for
several
Advisory
of the small years
so he
experience
of editing
this Journal
as much as I
have and wish him well in this new venture.
Tomorrow
to meeting
at the next
Nurse
many of Education
conference!
and
none of that is of
what action to take. So
writing
will of an
knows how things work! I hope he will enjoy the
you, with Jane,
article and the referees
- and deciding
Committee
people
and co-authorship
As for me I look forward
from
were computerised standard
as needed.
every submitted
I review
demands
has
submitted
teacher
this actually affects the work of editing; comments
in my
of the increase
and particularly
Editorial
annual
than doubled
over the last 2 years. We now have a
very efficient papers.
to another.
rate has more
Board
and
readers
year. Peter has been on the Editorial
I too have decided that it is time that I handed
the
and research.
the years ahead. the
of
in Nur-
Peter is an author
in teaching
his Editorial
to take-up
article on this subject in thisjournal
submission
place
Lecturer
over the years. Our good wishes go with her in
over
Not
book reviews in a scholarly Journal.
successor
not only for her contribution
of
in this field, Martin is enthu-
Editorship
books. As Editor since 1986 I am grateful
over the reins to
who is already a member
ment if unable to attend. Jane feels it is time to retire from this part of a fine, efficient
with new
Advisory Board and an author and
only well qualified
their disappoint-
forward
In the mean time I am
will be in very good hands from
Dr Martin Johnson participator
and/or nurses
their
and express
planning 1994. Jane
they
are; many people involved in edu-
midwives,
matter
with the the years.
now put the date of the next Nurse
it is time to hand over to someone
who can carry
conferences
the success
have decided
Randell
and has worked
to promote
not have been
undoubtedly
a sound
Jane
has been associated
since its inception
and effectively would
and established
nurse teachers.
our Review Editor Journal
TODAY
and research
References Sayers D 1941 The mind of’the maker. Methuen, London
the I
JEAN
WALKER
Nursing literacy If literacy refers to the ability to read and write then there is no problem in nursing on this score -or is there? It all depends does it not, on what is meant by these terms? The fact that someone is able to put the symbols C,A,T, together to form the word CAT is, according to the writer Dorothy Sayers, literacy in only the formal sense. Such literacy is dangerous since ‘it lays the mind open to receive any mischievious nonsense about cats that an irresponsible writer may choose to print nonsense which could never have entered the heads of plain illiterates who were familiar with an actual cat, even if unable to spell its name’ (Sayers 1941 pviii). Although they are formally literate, she maintained that the bulk of our citizens are ‘mental slatterns’. Referring to examination failures where candidates are said to have ‘not read the question’ she says: the candidate presumably applies his eyes to the paper, but his answer shows that he is incapable of discovering by that process what the question is. This means that he is not only slovenly-minded but, in all except the formal sense, illiterate. Teachers further complain that they have to spend a great deal of time and energy in teaching university students what questions to ask. This indicates that the young mind experiences great difficulty in disentangling the essence of a subject from its antecedents . . .’ (Sayers 194 1, pvii-viii) A difficulty which she clearly considered the majority of us never learn to overcome. At the time Sayers was writing university entrants were required to pass a language test usually in Latin; in Scotland the requirement that applicants must have a foreign language qualification was dropped only very recently. Presumably it was thought that learning another language helps one to understand one’s own and moreover encourages conceptual and analytical thinking. This requirement was dropped not
because students are more literate nor because knowledge of other languages is no longer desirable (rather the reverse) but because of the great increase in demand for higher education from candidates who had not studied a second language. Our students, unlike those of Dorothy Sayers time, are steeped in audio-visual rather than written language and are products of a school system which stimulated creativity and problem solving, thinking and analysing at the expense (according to some) of skills in the ‘3 R’s’. In Britain as in North America some students enter higher education needing help in developing study/literacy skills. This university like most others has a Unit devoted to preparing university teachers to teach and new undergraduates to learn. Indeed the series of Study Skills Sessions this year begins to look like a half-course in itself! I do not find it at all surprising therefore that some students coming into Higher Education (including some nursing students) may be in some sense illiterate. Their learning needs should be identified early and the appropriate help offered. This is an issue which needs to be addressed more widely. Are there implications for nurse education in this country as we become more closely linked with higher education? It would be interesting to know what you think, particulary in view of the discussion from North America. The article published earlier this year raised issues for discussion which have been taken-up by some Canadian nurses. There is I think, agreement that literacy means more than being able to spell; errors creep in even in this journal on occasion (and even after the most careful proof reading!). This issue is an important one for both Jane Randell and myself as it is the last we shall contribute as Editors. For 13 years this Journal has been promoting scholarship (and literacy) among nurses. During that time it has become an 399
400
NURSE EDUCATION
international reputation
journal among
Without
her the Nurse
cating
it over
Education
ideas - and lots of energy!
hard
which
health
visitors
Tomorrow
conference
of course
into
Education diary
the Journal
a sabbatical
The Journal
Randell
the Editorial
as a
siastic and
term in 1994. is handing
in nurse education recognises
the important
Dr Peter Birchenall
has agreed
her work. She will be able to hand over to her
sing at Hull University, has wide experience
system for reviewing to Jane
in 1994. A Senior
He has a particular
as Review Editor
but also for her advice, support
conferences.
with
learning
remember
and friendship
interest
in helping
disabilities
and
Editorship
time as Editor happened
Hong and
The
and much
system for processing
With the help of a nurse Kong all our records
so we can
other information reading as
produce
letters
However
my
own
of teaching,
commitments and
earlier in the
a member for
several
Advisory
of the small years
so he
experience
of editing
this Journal
as much as I
have and wish him well in this new venture.
Tomorrow
to meeting
at the next
Nurse
many of Education
conference!
and
none of that is of
what action to take. So
writing
will of an
knows how things work! I hope he will enjoy the
you, with Jane,
article and the referees
- and deciding
Committee
people
and co-authorship
As for me I look forward
from
were computerised standard
as needed.
every submitted
I review
demands
has
submitted
teacher
this actually affects the work of editing; comments
in my
of the increase
and particularly
Editorial
annual
than doubled
over the last 2 years. We now have a
very efficient papers.
to another.
rate has more
Board
and
readers
year. Peter has been on the Editorial
I too have decided that it is time that I handed
the
and research.
the years ahead. the
of
in Nur-
Peter is an author
in teaching
his Editorial
to take-up
article on this subject in thisjournal
submission
place
Lecturer
over the years. Our good wishes go with her in
over
Not
book reviews in a scholarly Journal.
successor
not only for her contribution
of
in this field, Martin is enthu-
Editorship
books. As Editor since 1986 I am grateful
over the reins to
who is already a member
ment if unable to attend. Jane feels it is time to retire from this part of a fine, efficient
with new
Advisory Board and an author and
only well qualified
their disappoint-
forward
In the mean time I am
will be in very good hands from
Dr Martin Johnson participator
and/or nurses
their
and express
planning 1994. Jane
they
are; many people involved in edu-
midwives,
matter
with the the years.
now put the date of the next Nurse
it is time to hand over to someone
who can carry
conferences
the success
have decided
Randell
and has worked
to promote
not have been
undoubtedly
a sound
Jane
has been associated
since its inception
and effectively would
and established
nurse teachers.
our Review Editor Journal
TODAY
and research
References Sayers D 1941 The mind of’the maker. Methuen, London
the I
JEAN
WALKER