Moving to Minnesota

Although Katharine Densford had received numerous offers to work around the country (e.g., Cook County School of Nursing, the Commonwealth Fund, a school in Asia Minor, Northwestern Medical School, the Aluchua County Hospital), she decided to move to Minnesota in 1930 as the Director at the University of Minnesota's School of Nursing, a position she was to hold for almost 30 years.

Coming to Minnesota, she encountered a modest enterprise: two courses running simultaneously, a 3-year and a 5-year; two faculty members, Lucile Petry who did teaching and supervision, and H. Phoebe Gordon who acted as secretary and assistant; and a budget of $4860.

Several principles of intent illustrated her priorities:

1. That the greater emphasis in nursing education shall be laid on content of the course rather than method, to the end that leaders with sound knowledge may be provided for the profession
2. That all nursing work in the University proper shall be centralized under the direction of the School of Nursing
3. That practice in public health nursing be introduced into the undergraduate curriculum
4. That the Director of the School of Nursing shall be held responsible equally for the conduct of the nursing service or services in which her students receive their practice
5. That we shall eventually place the School of Nursing on an equal footing with other Schools in the University
6. That the privilege of attending meetings of interest in the development of nursing be granted to the Director and members of the School approved by her
7. That carefully selected members of the staff may from time to time be permitted absence for further professional or academic preparation
8. That in consideration of the oversupply of nurses as well as in consideration of the better preparation of the student nurse, we work toward the employment of a larger graduate nurse group particularly in services which are staffed almost entirely by students
9. That we make serious effort to secure endowment for the educational program of the School.

Regarding her philosophy about learning, she noted that "Older people would profit by taking advice from 21 year olds. They have good ideas when given the chance." As to the role of education, she wrote, "Education and attitudes toward education give a sense of values. Education cannot be rushed - it takes time, work, and striving."