Nursing Education Reform Research Articles

Expanded roles of registered nurses in primary care delivery of the future

BackgroundPrimary care in the United States is changing: practice size is increasing, there is a growing shortage of primary care practitioners, and there is a heightened prevalence of chronic disease. Given these trends, it is likely that registered nurses will become important members of the primary care team. PurposeThis paper explores the challenges and opportunities in primary care delivery in the 21st century and examines the likelihood of expanded roles for RNs to improve quality and add capacity to the primary care workforce. MethodsWe searched the peer-reviewed and gray literature for publications on primary care, primary care workforce projections, the future of nursing, and team-based care. DiscussionThe number of primary care physicians is expected to decrease in relation to the US population while the number of nurse practitioners is increasing, with the result that more and more patients will see nurse practitioners as their primary care practitioner. However, the primary care practitioner (physicians, nurse practitioners and physician assistants) to population ratio is dropping. As a result, other professionals will be needed to deliver primary care. As the nation’s largest health profession, registered nurses (RNs) are in sufficient supply and have been shown to improve the care of patients with chronic conditions. It is likely that primary care practices of the future will include an enhanced role for RNs, particularly in chronic disease management. ConclusionFor RNs to assume an expanded role in primary care, several barriers need to be overcome: (1) the widespread introduction of payment reform that reimburses RNs to independently provide care for patients, and (2) nursing education reform that includes primary care nursing skills (3) scope of practice clarification for non-advance practice RNs working under standardized procedures.

Research on current situations of geriatric nursing education

The population aging is accelerating and the aging population is growing in China. Although the geriatric nursing education has been developed for more than 20 years, geriatric nursing professionals are still insufficient and the geriatric nursing education is facing various challenges under the new situation. This paper primarily describes the developmental history and the related concepts of geriatric nursing education, and analyzes the personnel training modes and routes of geriatric nursing education, and its problems, in order to provide the basis for the reform of geriatric nursing education. The development of geriatric nursing needs a large number of outstanding nursing personnel, and the cultivation of geriatric nursing professionals depends on the development of geriatric nursing and the improvement of the teaching quality of geriatric nursing education. Front-line educators working on geriatric nursing should be committed to reforming the geriatric nursing teaching, improving the teaching quality and cultivating the high-quality nursing personnel suitable for conditions of the elderly in China.

Comparison of nursing education among different countries

Abstract After reviewing Chinese and foreign language literature published in recent years, this study analyzed nursing education in China and other countries and China in terms of basic nursing education and training, curriculum and teaching contents, teaching materials, and teaching methods and evaluated the characteristics of nursing education and continuing education, etc., to draw experience and lessons from successful foreign nursing education programs and to provide examples for nursing education reform in our country.

The Connected Age of Health Care: Will Nurse Educators Rise to the Challenge?

: As a leader in nursing education reform, the NLN strives to be at the forefront of the issues affecting the lives of nurse educators. Our ultimate goal is to advance the health of the nation and the global community.

Nursing education reform in South Africa – lessons from a policy analysis study

Background Nursing education reform is identified as an important strategy for enhancing health workforce performance, and thereby improving the functioning of health systems. Globally, a predominant trend in such reform is towards greater professionalisation and university-based education. Related nursing education reform in South Africa culminated in a new Framework for Nursing Qualifications in 2013. Objective We undertook a policy analysis study of the development of the new Nursing Qualifications Framework in South Africa. Design We used a policy analysis framework derived from Walt and Gilson that interrogated the context, content, actors, and processes of policy development and implementation. Following informed consent, in-depth interviews were conducted with 28 key informants from national and provincial government; the South African Nursing Council; the national nursing association; nursing academics, managers, and educators; and other nursing organisations. The interviews were complemented with a review of relevant legislation and policy documents. Documents and interview transcripts were coded thematically using Atlas-ti software. Results The revision of nursing qualifications was part of the post-apartheid transformation of nursing, but was also influenced by changes in the education sector. The policy process took more than 10 years to complete and the final Regulations were promulgated in 2013. The two most important changes are the requirement for a baccalaureate degree to qualify as a professional nurse and abolishing the enrolled nurse with 2 years training in favour of a staff nurse with a 3-year college diploma. Respondents criticised slow progress, weak governance by the Nursing Council and the Department of Health, limited planning for implementation, and the inappropriateness of the proposals for South Africa. Conclusions The study found significant weaknesses in the policy capacity of the main institutions responsible for the leadership and governance of nursing in South Africa, which will need to be addressed if important nursing education reforms are to be realised.

Experiences of first-year nursing students during an education redesign: findings from the Oregon Consortium for Nursing Education.

The aim of this article is to summarize first-year students' (n = 908) experience during a nursing education redesign. Oregon Consortium for Nursing Education (OCNE) began its redesign of nursing education in 2000, long before the current national calls for nursing education reform. As OCNE moved from planning to implementation, a comprehensive evaluation of the students, the program, and curriculum ensued. Data were collected from first-year nursing students each spring from 2007-2010 using a standardized survey instrument that included demographic, attitudinal, and opinion-based survey items. Results indicated fellow students, course lectures and interaction, and faculty and courses were rated areas of satisfaction. Areas needing improvement included advising and facilities, administration, quality of instruction and curriculum, and overall program effectiveness. Mean scaled and open-ended responses from each area are reported.

“Coming to Grips with the Nursing Question”: The Politics of Nursing Education Reform in 1960s America

The 1950s and 1960s were decades of change for the American nursing profession. A new generation of nurse educators sought to create greater professional autonomy for the nurse by introducing new models of education that emphasized science-based learning over technical skills and bedside care, and creating new clinical roles for the nurse, based on advanced graduate education. They confronted resistance from an older generation of nurses who feared becoming "second-class citizens" in increasingly academic nursing schools, and from academic health care institutions all too comfortable with the gendered hierarchy on which the traditional model of nursing education and practice was predicated. Using the University of Minnesota and University of California-Los Angeles (UCLA) as case studies, and based on institutional records and more than 40 oral histories with nursing and medical faculty, this article describes the generational conflicts this new cadre of nurse educators confronted within schools of nursing, and the institutional politics they struggled with as they sought to secure greater institutional status for the schools among the universities' other health science units.

A Critical Exploration of How English Language Learners Experience Nursing Education

With nursing education reform calling for greater numbers of graduates from diverse backgrounds, this study explored the experiences of students who identified as English language learners (ELs). Educators may view students from underrepresented groups at the margins of nursing education. Minimal research on the experiences of students identifying as ELs exists. Interpretive phenomenological and critical methodologies were used to explore students' lived experiences in the nursing classroom. Academic progress involved additional time and effort dedicated to learning English and the languages of health care and nursing. Traditional and monocultural pedagogical practices, representing acts of power and dominance, thwarted learning. Yet students made progress despite less effective pedagogical practices and socioeconomic realities. This inquiry began with one notion of identity, "English-learners," but evolved to students' perceptions of "being-in-the-world," wholeness, and future endeavors. This study counters the dominant view that students without a greater command of English are not ready for the rigors of nursing education.

Undergraduate nursing education reform in France: from vocational to academic programmes

France is currently implementing a number of reforms to the healthcare and education systems. Within this context, a comprehensive reform of undergraduate nurse education was launched in 2009, bringing nurse education closer to the higher education environment. It is likely in future to move from being vocational towards becoming an academic educational programme. In this paper, the 2009 reform of the French pre-registration nursing curriculum will be analysed in light of the European framework. The pedagogical approach, methods and content of nursing education in France are undergoing an in-depth reorganization. The main innovation that the reforms introduce is a competency-based approach. France is joining the group of countries that require first degree-level entry to the nursing profession. There are still many unanswered questions regarding the competencies and qualifications required by both the academic and clinical educators many of whom have not been previously involved in research or publications. The future status of nursing science is unclear, as is the way in which the nursing profession will be able to retain control over its educational mechanisms.

Research progress of the training of double- qualification nursing teachers

With the development of the nursing education reform,cultivating a group of high quality of double - qualification nursing teachers is imperative.This article made a review of the definition,importance,necessity,model and methods of training double - qualification nursing teachers. Key words: Double -qualification nursing teachers; Training; Research progress

Staying Afloat

In response to calls for nursing education reform, a content-based curriculum was changed to a concept-based curriculum, using Kanter's 7 skills for effective change model. The skills include tuning in to the environment, challenging the prevailing organizational wisdom, communicating a compelling aspiration, building coalitions, transferring ownership to a working team, learning to persevere, and making everyone a hero. The authors describe the steps taken to successfully accomplish this arduous task.

Comparative study in critical thinking ability between clinical nurses and college nursing students at different grades

Objective We aimed to compare the critical thinking ability between clinical nurses and college nursing students at different grades so as to provide scientific references for reform in nursing education and nursing practice. Methods A total of 287 clinical nurses and 656 nurses in grade one and grade three underwent the investigation by adopting Chinese version of critical thinking disposition inventory (CTDI-CV). Results The total scores of CTDI-CV of nursing students in grade one, nursing students in grade three and clinical nurses were (292.82±26.41), (284.71±26.20) and (290.58±24.87). Statistical difference existed between these groups. The scores of open-mindedness, inquisitiveness and maturity of judgement of nursing students in grade one and grade three were higher than that of the clinical nurses, while the scores of systematicity and self-confidence of critical thinking were less than that of the clinical nurses. Conclusions The current nursing education system needs further reform. At the same time we should also promote the transform of modern clinical nursing model. Key words: Critical thinking; Education; Nursing; Nurses

Research in relationship between nursing education reform and cltivation of high-quality nurses

目的 探索临床护理实践与高素质护理人才培养之内涵关系的相互促进作用,构建培养适应现代护理及社会发展需求,并对护理事业发展起推动和主导作用的高素质护理人才.方法 采用自制调查问卷表对本省2所三级甲等医院,每家医院分别抽取100名护理带教人员,进行护理教育改革和护理改革共9个部分100个条目的相关知识的认知程度的了解,并应用SPSS11.0统计软件包对数据问卷调查资料进行统计分析.结果 研究对象对其9个部分100个条目的相关知识总体认知程度达65.95%.结论 明确了两者之间的内涵关系,即:临床护理实践对护理教育培养高素质护理人才产生积极促进作用,而护理教育又体现教育对临床护理实践的指导作用,与共同护理事业发展需求相吻合.积极探索两者改革,制订和出台两者改革的整改方案与实施办法,努力实现护理教育观念与临床护理观念转变等7项预期成果:即(1)实现护理教育观念及临床护理观念大转变;(2)实现从护理专业技术的传授向全面发展的育人型转变;(3)实现从封闭型向开放型转变;(4)实现从单纯的知识灌输向全面加强智能培养的转变;(5)完善教师自身素质的能力更高要求的转变;(6)完善护士职能转变;(7)完善护士角色向多元化角色转变。

The Neighborhood: a Web-based platform to support conceptual teaching and learning.

The need for reform in nursing education has been clearly defined.The difficulty has been in finding ways to facilitate the process. This article describes an innovative web-based virtual community, The Neighborhood, used to promote conceptual learning across a new curriculum at the University of New Mexico College of Nursing. The Neighborhood features 30 fictional characters that represent various cultural and socioeconomic backgrounds and demonstrate a range of health and psychosocial prob-lems. These characters interact with various community agencies in numerous health care settings. The Neighborhood has strong links to three well-founded teaching strategies: storytelling, case-based learning, and interpretive pedagogy. Because the cases unfold over time, in much the same way problems develop in real life, ongoing exposure to a concept is permitted, facilitating deep understanding.

Reforms in Nursing Education Across Western Europe: From Agenda to Practice

The overall goal of this research was to analyze implementation processes translating the nursing education reform agenda into practice across 20 Western European countries. The analysis centered on the substantial changes in structure and ethos created in nursing programs and the adjustments required from nursing faculty members as part of their integration into higher education institutions. Based on the model of implementing organizational change by Pettigrew, Ferlie, and McKee, three major implementation domains were analyzed: (1) the adjustment of nursing faculty members into higher education settings and toward their new roles; (2) the applicability of the graduate profile; and (3) the adequacy of the nursing curriculum for higher education institution and the reformed health care systems. A critical analysis of the scientific literature and policy documents revealed a striking similarity with regard to the difficulties and concerns appearing in the various Western European countries implementing nursing education reforms. Three sorts of difficulties emerge repeatedly in the reforming nursing education programs. These difficulties are related to (1) the adjustment of nursing faculty members into higher education settings and toward their new roles, (2) the competencies held by graduates of preregistration programs, and (3) the content and structure of the nursing curriculum. Future questions, lessons, and potential directions are discussed in this article.

Experience the qualifications attestation of CGFNS

目的 介绍CGFNS相关知识,探讨我国护士在备考中面临的问题及CGFNS对我国护理教育改革的启示.方法通过个人备考和查阅大量相关资料的方法.结果阐明我国护士在备考中遇到的三大问题.结论提出我国护理教育改革建议。

A data-based agenda for doctoral nursing education reform

Background: Continuing concerns over the diverse degree names and the quality and quantity of doctoral nursing programs make it essential that nursing leadership take consensus-driven action on the basis of today's educational realities. Purpose: To explore the state of US doctoral nursing education to determine what leadership initiatives are needed in program definition, scope, and resources. Method: The researchers used a mailed survey (63.4% response rate) and Web site review (all remaining progress) to gather data on all US doctoral nursing education programs (n = 87). The survey included 12 items pertaining to each degree program and 11 institutional environmental questions. Discussion: The doctor of philosophy was the most common degree title (n = 71). Degree title was not consistently associated with requirements (eg, dissertation and practica requirements) or stated degree purposes. Reports of program resources, as defined by faculty rank and research experience, indicated fiscal and educational threats to program integrity in many schools. Conclusions: Although individual schools should continue efforts to increase educational quality, consensus and action by all doctoral programs is needed. Five recommendations for immediate action are proposed.Nurs Outlook 2002;50:24-9.

Russian Nursing Education Reform Project: new nurses for a new Russia.

To describe a 2-year nursing exchange project, 1992-1994, designed to assess Russian nursing education and to make recommendations for change. Nursing education in Russia is at a level similar to vocational schools in the United States and is closely linked to medicine. Russian nurse educators were assisted in developing a philosophy of nursing, developing definitions for nursing, and incorporating process into practice. The Russian government and Russian nurse educators are committed to improving the quality of health care and nursing. This exchange project provided an impetus for the movement of Russian nursing education toward a process-based baccalaureate model.

Perspectives on assessment. Continuing the conversation.

Throughout this series, emphasis has been placed on positioning assessment centrally to the process of community-based nursing education and practice reform. Developing an ongoing program of assessment at the local level, in both educational and practice institutions, serves as a frame for the necessary conversations we must be having with each other. How are we doing in our effort to prepare nurses to practice in an environment where the only constant seems to be change? This article, the last in the series, addresses ways to structure our conversations into a program of assessment. It also suggests community stakeholders who might be included in our assessment conversations, as well as alternative assessment methods worthy of consideration.

A Vision for Nursing Education Reform in Korea

A Vision for Nursing Education Reform in Korea