Trend & Issues of Nursing

8/7/2019 Trend & Issues of Nursing

1/27

Global Trends andGlobal Trends and

Issues in NursingIssues in NursingEducationEducation

Fadwa A AffaraInte rna tiona l Nurse Consultant


2/27

differs markedly from past onesin that todays health systems are

suffering from pressures exertedon both supply and demand.

ICN (2006)

Global ShortageGlobal Shortage


3/27

ensure the presence of the rightnurse with the right qualification at the

right role a t the right time, in the rightp lac e with the proper authority andappropriate rec ognition.

Affa ra F. A. & Styles M. M. (1992)

The Task of Human Resources Planning,The Task of Human Resources Planning,Development and ManagementDevelopment and Management

* Ad d ition to orig ina l


4/27

shortages of these health workers are

interfering with efforts to achieve the internationallyagreed health-related development goa ls.

Urges Member States to promote tra ining inaccreditedinstitutions of a full spec trum of high-

quality p rofessionals, and to use innovativeapproaches to teachingin industrialized anddeveloping c ountries, withstate-of-the-art teac hingmateria ls and c ontinuing educationthrough the

innovative use ofinformation and communicationstechnology.

WHA Resolutions 2006WHA Resolutions 2006

Rapid Scaling up of Health Workforce Produc tion


5/27

Strengthening Nursing andMidwifery

equitable geographical

d istribution, in suffic ient numbers ofa balanced skill mix, and a skilled

and motivated nursing andmidwifery workforce within theirhealth services.

WHA Resolutions 2006WHA Resolutions 2006


6/27

Global Trends in HigherEducation

Trends in Nursing/ MidwiferyEducation

Issues and Cha llenges

Options for Ac tion


7/27

Global Trends inGlobal Trends in

Higher Educ ationHigher Educ ation


8/27

Expansion and Globalization of EducationExpansion and Globalization of Education

Demands for more and higher levels of education(rise in student numbers, programmes, d iversity).

Knowledge-based , tec hnologically drivensociety.

General Trade Agreement on Servic es (GATS) -

c ross-border higher education, internet-baseddistance learning.

Blurring of boundaries between distanc e andcampus-based learning.

Stra ins on the higher education system (financ es,fac ulty, fac ilities, and c urriculum).


9/27

Standardization of Educ ationStandardization of Educ ation

Convergence of education

standards and qualifications often response to tradeagreements e.g. Bologna Accord.

Simplification of comparison andtransfer of c redit among

educ ational programmes e.g.European Credit Transfer andAcc umulation System (ECTS).


10/27

Greater Flexib ility in the Higher Educ ation Sec torGreater Flexibility in the Higher Educ ation Sec tor

Student profile is changing - demographic shifts,trend to lifelong learning.

More opportunities to up-grade levels of knowledgeand skills - demand for c ontinuing education.

Entering and leaving education at different points in

work life.

Any time, any p lac e, part-time or full- timeeducation.

New systems of recognition and c ertific ation.

Systems to ac knowledge educationa l achievementsatta ined outside a higher education c ontext,inc luding informal lea rn.


11/27

Privatization of Higher Educ ationPrivatization of Higher Educ ation

Competition between public and privateinstitutions to attrac t students grows.

New provider such as multimediacorporations, multinationals.

Quality OrientationQuality Orientation

Greater stakeholder expec tations.

Demands for evidence of quality outcomes.


12/27

Trends in Nursing Educ ationTrends in Nursing Educ ation


13/27


14/27

Inc rease Demand for MoreInc rease Demand for More

Advanced EducationalAdvanced Educational

PreparationPreparation

Pressure to ra ise the level of basicnursing/ midwifery education.

Heightened interest in post graduatestudies, espec ially a t the master level.

Prac tice-focused doc torates.


15/27

More Flexib le Educ ational SystemsMore Flexib le Educ ational Systems

Allow p rogression to higher qua lific a tions e. g . d ip lomato degree, p rac tic a l to reg istered nurse.

Have d ifferent entry points e.g . through the voc a tiona ltraining system.

Take ac c ount o f prior lea rning.

Ac c elera ted deg rees or sec ond deg ree .

Using multip le p roviders, pub lic and p riva te.

Diverse delivery modes trad itiona l, d istanc e orcombination.

Full-time, pa rt-time or a t own p ac e basis.


16/27

Competency Based CurriculumCompetency Based Curriculum

Trend to grea ter ac c ountab ility nursing educ a tionEduca tors need to demonstra te g raduates c anperform in ac c ordance with a level of

c ompetenc e set by the p rofession.

Curric ula designed a round c omp etencysta tements or performanc e-based ab ilities

nec essary for c ontempora ry prac tic e.

Nationa l and interna tiona l work to identifyc ompetenc ies for entry into p rac tic e a nd for

other c a tegories of nursing e, g . ICN; WesternPac ific and South East Asia Region; East, Centra land Southern Afric an College of Nursing ;European Union.


17/27

Shared Competenc iesShared Competenc ies No one p rovider owns any set of skills. Within

ac c ep ted sc opes of p rac tic e, d isc ip line rolesc hange a s c lient needs and c ontext of p rac tic echange.

Centra l to the notions of flexib ility and adap tab ility -use of d iverse mix of hea lthc a re p roviders, p romotes

inte rp rofessiona l c ollabora tion.

Cla imed benefits inc lude p romote more integ ra ted ,c o-ord inated c a re, improved outcomes, more

effec tive and effic ient servic es.

Example: Making Pregnanc y Sa ferProgramme -skilled p rofessiona l a ttendant at b irth who c ould be

midwife, doc tor or nurse.


18/27

Changes in TeachingChanges in Teaching --LearningLearningMethods/ Technologies ofMethods/ Technologies of

InstructionInstruction Promotion of self-d irec ted / ac tive lea rning .

More c rea tive and interac tive models e.g .p rob lem/ c ase b ased , p rojec t work, role p lay,develop ing c linic a l portfolios.

Use of op en-ended p rob lems based on rea l lifesitua tions tha t ac tively engage stud ents.

Assessment of lea rning is multip le and d iverse foc uson demonstra ting mastery of lea rning outc omes.

Integ ra tion of ed uca tiona l tec hnology and the use o fd istanc e lea rning e.g . ema il , elec tronic p resenta tion,virtua l lib ra ries, online c onferenc ing , web-based

c ourseware, computer assisted instruc tion,simulation.


19/27

LifeLife --Long LearningLong Learning

Trad itiona l model of c oncentra ted selec tivelea rning over a limited period of time no longermeets todays needs.

Continuing c ompetenc e is rec eiving c onsiderab lea ttention as the p ub lic and funders demandac c ountab ility from hea lthcare p roviders.

Why lea rning through work life?Rap id ly a ltering p rac tic e; da ily advanc es in hea lthsc ienc es and tec hnology; and reforms in

professional regulation.

Responsib ility of the ind ividua l p rac titioner,p rofession, regula to rs, and emp loyers.


20/27

ChallengesChallenges


21/27

Challenges for EducationChallenges for Education

Bec oming comfortab le in working in

p rimary hea lth c a re, homec are and otherforms of c ommunity-based c are.

Provid ing a b road and integ ra ted

knowledge base. Develop ing a relevant range of c linic a l,

c ommunic a tion and interpersona l skills.

Having the ab ility to naviga te ethic a l issuesarising da ily and in exc ep tiona l situa tions.

Learning to work c o- opera tively and

collaboratively.


22/27

Options for Ac tionOptions for Ac tion


23/27

1. Define categories (levels) of nursing/ midwifery

personnel and how they relate to eac h other.- Sc ope of p rac tic e, role, func tion, c ompetenc ies

expec ted of ea c h level ,within the b roader tasks ofhuma n resourc es p lanning, development and

management.- Skill-mix.- Clea r c a reer pa thwa ys linked to competency

levels, educa tion p repara tion and experienc e.

2. Multiple points of entry and educational pa thwayswhich draw on existing resources, strengths, andinc rease the range of potential rec ruits.

- Op en-ended ed uca tiona l systems defining routesfor educ a tiona l p rogress,

- Spec ific upgrade p rog rammes,- Shorter p rogrammes for g raduates.


24/27

3. Establish a system for a) rec ognition of prior

lea rning and experienc e, and b ) c redit transfer.

4. Explore alternative modes of programme delivery

- Part-time, d istanc e and e-lea rning op tions

5. Upgrade quality of fac ulty, c linical

teachers/preceptors- Sta nd ards for fac ulty.- Upgraded c ompetenc ies in hea th p rofessions

education.

- Researc h skills.- Ac ademic qualific a tions in ed uca tiona l

sciences,- Fac ulty mentorship / exc hange sc hemes.

- Imp roved incentives and rewards.


25/27

6. Estab lish and maintain relevance in curric ula- Orienting c urric ula toward na tiona l p riority

hea lth p rob lems.- Prepare for new / emerg ing roles, keep ing

pac e rap id expansion and c hange inknowled ge tec hnolog y, and p rac tic e.

- Linking theory to p rac tic e.- Build ing in p eriod ic eva lua tion a nd revision.

7. Establish plan for improving the quality of education

- Setting sta nd ards institutions, p rogrammes c linic a llea rning sites.

- Develop ing ac c red ita tion/ qua lity p roc esses.- Develop ing expertise to estab lish, imp lement,ma inta in and improve the qua lity system.


26/27

8. Establish partnerships (na tional and international)

- Twinning.- Assistance with p rogramme d evelop ment,

imp lementa tion and eva luation.- Fac ulty development.

- Fac ulty and student exc hange.

9. Exp lore d ifferent types of educational providers publicand p rivate, nationa l and international

- Co llabora te with d iverse educa tion p rovidersPub lic & p riva te; Nationa l & interna tiona l.

- Outrea c h c amp uses of nationa l/ internationa linstitutions.

- Partnering in jo int ed uca tiona l ventures.- Crea ting spec ia l overseas p rogrammes to meet

needs of inte rna tiona l c lients.- Assisting with c apac ity and institutiona l build ing.

- Cha llenges -- relevance & quality; rec og nition ofqualifications.


27/27

ConclusionConclusion Flexibility.

Foster ab ility to think widely.

Study alongside peop le from otherd isc ip lines.

Develop firm know ledge base and rangeof competenc ies c apab le of supportingnew skills and knowledge as they emerge.

Being self-d irec ted lea rners.

Having a c ommitment to lea rningthroughout the working life t ime.

Documents

Trend & Issues of Nursing