Learning Objective #1: Explain caring as social responsibility

Learning Objective #2: Discuss two implications of re-conceptualizing caring as social responsibility for nursing practice and two implications for nursing education

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This qualitative study utilizes the methodology of historiography to re-construct the life story of Lavinia Lloyd Dock (1858-1956), a pioneer public health nurse, settlement worker, educator, suffragist, historian, and social activist. It also makes meaning of her work and social activism, and explores her concept of social responsibility within the context of nursing. As a qualitative researcher grounded in post modernism and feminist theory, the author challenges modernistic narratives of rationality, objectivity and detachment from the study, and fosters an interrogation of ‘subjective' experiences often concealed by traditional research methods.

The study answers the following questions: -How does Lavinia Dock's social activism embody a re-conceptualization of caring as social responsibility to secure the holistic welfare of society? -What is the significance of Lavinia Dock's ideas for nursing education and praxis?

Primary sources for this study included professional journal articles and books written by Dock, and other books written by contemporary 19th century nurses and settlement workers which provided background information for the research. Secondary sources included more recent work from other scholars who have compiled an extensive amount of original manuscripts and letters from Dock.

In today's grave health care situation, nurses need to enact their role as patient advocates in order to secure safe and holistic care for their patients. This re-conceptualization of caring beyond its traditional implication has significant repercussions for contemporary nursing practice and education. A caring nurse is a patient advocate who provides holistic care for patients and society in a socially responsible manner embracing care beyond the treatment of health care issues as isolated entities unconnected from the individual's overall life situation. The author also discusses issues in traditional nursing education which hinder the development of patient advocacy role of the nurse, and proposes to re-envision nursing education within a democratic curriculum.