1

PERSPECTIVE OF NURSING EDUCATION; GLOBAL AND NATIONAL

By : SARDIMIDDLE EAST UNIVERSITY

KUWAIT

2

3

INTRODUCTION To response to the multiple forces of

globalization, nurses face the challenge of embracing global perspective and protecting health of people from all frame work.

Traditional boundaries and borders increasingly flexible.

Professional role and responsibility are being redefined.

Continued.. Concerns about quality and

consistency and the need for international standards of education.

In democratic society, education is one of the main priority.

Pattern of education in nursing is more or less similar to that of the allied professional

4

5

OBJECTIVE To highlight several issues related to

nursing education; globally and locally. Describe current effort to strengthen

nursing education. Apply at least one theory in to describe the

current issue in nursing education.

6

External Forces & Issues Driving Nursing Education

MDG’s Global issues - global violence - demographic changes - technological advances - globalization - environmental challenges

7

Internal Forces & Issues Driving Nursing Education WHO Standards for Basic Nursing

Education (2009) Nursing care delivery systems Nursing shortage 21 competencies for the 21st century

(Bellack & O’Neil, 2000)

8

9

INTERNATIONALIZATION OF NURSING EDUCATION

The process of integrating an international, intercultural, or global dimension in the purpose, functions, and delivery of postsecondary education (knight, 2003)

10

EXPORTING EDUCATION Worldwide demand for higher education

due to the increasing labouor market needs for highly skilled workers, such as nurses.

The United States (US), Britain, and Australia are the three leading exporters of higher education, but other developed countries also play a part (Bollag, 2006, Shepherd, 2007)

11

Cont’d.. Exported educational services are

delivered in various ways: Students travel abroad to receive

their education. Education is delivered to them

through distance learning.

12

Cont’d.. Educational institutions from one

country provide onsite classes in another country, often through establishing branch campuses and/or franchises (King, 2006; Knight, 2006; Machado dos Santos, 2000).

13

EXPORTING OF EDUCATION IN NURSING A numbers of mechanism allow the

nurse to migrate throughout the world. Deliberate policy of educating nurses

for export. Strategic method of profiting from

“surplus human resources” Generate remittance for home country. Brain drain????

14

Cont’d.. Philippines started in 1950’s, mainly to

US and middle east and world wide. Indian government support the export

of nurses. The importance of this nurse export

business is reflected in the rapid growth of nursing schools in India and Philippine (Thomas, 2006).

15

CHALLENGES AND CURRENT SOLUTION RELATED TO NURSES MIGRATION Maintaining nursing educational

and subsequent practice standards.

The shortage of experienced nursing faculty worldwide.

Competition from clinical site. A more educated public regarding

safety and healthcare facilities.16

Cont’d.. Provision of culturally proficient care. Limited research on teaching cultural

competence. Competition with electronic university. Perception of quality nursing

education by customer and industry. Long term support and sympathy for

the nursing shortage.

17

Stringent regulatory and educational standard.

Educational upgrading and licensing examination.

Bridging program. language and cultural adaptation

issues. CGFNS in US. Global nursing.pdf

18

Maintaining Nursing Education standard.

CURRENT STANDARDS AND HARMONIZATION IN TRANSNATIONAL NURSING EDUCATION

Critical issue… No international authority to monitor

educational standards. Lack of mechanisms for comparing

among programs in different countries. Accreditation but mostly within country. Cultural diversity.

19

Continued..Additional attempt.. Guidelines on Quality Provision in

Cross-Border Education prepared by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) and the Organization for Economic Co-operation and Development (OECD) (Davies & Wong, 2006)

20

TRENDS AND FUTURE DIRECTION IN HARMONIZING NURSING EDUCATION INTERNATIONALLY

Nurses have existed in many cultures since ancient times (Sapountzi-Krepia, 2004).

The roots of nursing in the Middle East, however, can be traced even further back, to the Islamic Period (570-632 AD) and to Rufaida Al-Asalmiya, the first Muslim nurse (Miller-Rosser, Chapman, & Francis, 2000)

21

Cont’d.. Aspects of globalization such as

professional mobility, health sector reform, concern with quality of healthcare service lead to greater interest in nursing regulation.

WHO and ICN has established regulation net work.

22

Cont’d Regulated professions have

designated standards for their members and reinforced these standards by withholding registration from individuals lacking appropriate educational or other credentials. (ICN/[WHO], 2005)

23

Cont’d.. Education of health

professionals...cannot be entirely homogenous given population health issues, such as endemic diseases,...social, cultural, and economic differences.

24

Bologna Accord The purpose of this undertaking is

to make academic degree standards and quality assurance standards more comparable and compatible throughout Europe. The process extends beyond the EU to include some 45 countries (Zgaga, 2006).

25

Bologna Accord.. The Bologna process offers the

opportunity to standardize nursing education, with the bachelor’s degree as the entry level to the profession, and master’s and doctoral degrees recognized in all EU countries (Zabalegui et al., 2006).

26

Bologna Accord.. Schools of nursing in the Philippines,

India, and China will need to take the stipulations of the Bologna process and the competencies identified in the tuning project into account if they wish their graduates to be eligible to work in Europe and other 40 countries.

27

28

29

NURSING EDUCATION IN INDONESIAHistory:1.The first nursing school was founded in Cikini in 1906 and in Salemba (RSCM) 1912. Mental Health School in Bogor in 1940.2.In 1962, the first higher education in nursing was found in RSCM (Akper Kimia)3.1982, the first nursing faculty was founded in Indonesian University.

30

NURSING EDUCATION IN INDONESIA. Rapid economical growth and

technological development, nursing education in Indonesia has also been developed positively over the last decades,

Issues of "The doctor’s servant" and "Nurses as the second class". Nurses want their voices heard and their profession more highly recognized..

31

Global to Local.. To bring global perspective to local

practices, nurses must be willing to challenge conventional roles, values and boundaries.

Embracing a global vision of health and linking it with local action.

Globalization has create challenge in health care delivery in diverse population of Indonesia.

32

Cont’d.. Nursing education in Indonesia is

based on the law no.23 and recently sanctioned Nursing Practice Bill, 2014.

Consist of : Assistance nurse. Vocational nurse. Professional nurse.

33

Cont’d.. From secondary school to higher or

tertiary school (1970’s to 1980’s) Special upgrading program was set

up for clinical nurse. Improving nurses professional

knowledge and skills. Nursing education.pdf

34

35

MAJOR CHALLENGE IN NURSING EDUCATION AND TRAINING IN INDONESIA Improving standard of training

schools and colleges. Expanding facilities for undergoing

higher education in nursing. Mastering technology information,

cultural and language diversity. Migration; inflow and outflow.

36

Continued… Widening opportunities for

continuing education in nursing and in-service education.

Advancing skills to influence policy formulation and development of creative solution (Hegarty J et al, 2009)

Research and evidence base practice Curricula in nursing.

37

CONCLUSION It is clear that nursing education is about

to see the greatest challenge to both the form and process of preparing future nurses.

The Global Standards for the Initial Education of Professional Nurses serve as evidence- and principle-base guide for educating nurse globally.

Conclusion WHO and ICN Collaborating Center

for Nursing, partnering with strong accreditation and licensure body are suitable to provide thrust in creating international educational standard.

Overall goal of nursing education plan is a continuous, predictable workforce, a supply worker from reputable educational program.

38

Referrences Baumann, A., Blythe, J., (May 31, 2008) "Globalization of Higher

Education in Nursing" OJIN: The Online Journal of Issues in Nursing; Vol. 13 No. 2 Manuscript 4.

Nursalam, Ferry E., Lan TND., Yuni SA., (2010). Nursing Education in Indonesia; Todays and Future Trends. Faculty of NursingAirlangga University Indonesia, Vietnam Development Information Center, Global Development Learning Network Vietnam.

http://www.youtube.com/watch?v=JJ0nFD19eT8. http://inna-ppni.or.id/index.php/pendidikan-keperawatan http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/

ANAPeriodicals/OJIN/TableofContents/vol132008/No2May08/GlobalizationofHigherEducation.html

39

40