This document discusses perspectives on global and national nursing education. It highlights several issues related to nursing education internationally and locally, including efforts to strengthen standards. Globally, factors like the Millennium Development Goals, globalization, and technological advances are driving changes to nursing education. Nationally, countries face issues like nursing shortages, developing 21st century competencies, and adapting global standards to local practices and cultural diversity. Harmonization of international nursing education standards is an ongoing challenge being addressed through organizations like WHO and efforts like the Bologna Accord.

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PERSPECTIVE
OF NURSING EDUCATION;
GLOBAL AND NATIONAL
By : SARDI
MIDDLE EAST UNIVERSITY
KUWAIT

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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.

4. 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
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6. 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.
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7. External Forces & Issues Driving
Nursing Education
 MDG’s
 Global issues
- global violence
- demographic changes
- technological advances
- globalization
- environmental challenges
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8. 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)
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10. 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)
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11. 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

12. 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.
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13. 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).
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14. 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????
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15. 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).
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16. 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.
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17. 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.
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18.  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.

19. 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.
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20. 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

21. 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)
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22. 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.
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23. 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)
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24. Cont’d..
 Education of health
professionals...cannot
be entirely
homogenous given
population health
issues, such as
endemic
diseases,...social,
cultural, and
economic differences.
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25. 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).
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26. 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).
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27. 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.
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30. NURSING EDUCATION IN
INDONESIA
History:
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.
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31. 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..
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32. 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.
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33. 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.
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34. 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
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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.

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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.

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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.

38. 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.
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39. 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 Nursing
Airlangga 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/ANAMarketplac
e/ANAPeriodicals/OJIN/TableofContents/vol132008/No2May08/Glob
alizationofHigherEducation.html
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