Nursing Education in Low and Lower-Middle Income Countries: Context and Trends
In 2013, the World Health Organization (WHO) estimated there is a need for an additional four (The World Bank Group ) million health workers to achieve the Millennium Development Goals (MDGs) (Sousa and Flores 2013 ). Nurses comprise the largest proportio
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Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . International Mobility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . International Collaboration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Distance Learning and Access to Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . National Competency Assessment and Competency Reciprocation Between Countries . . . Cultural Diversity of Students and Faculty Within the Learning Environment . . . . . . . . . . . . . Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cross-References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Abstract
In 2013, the World Health Organization (WHO) estimated there is a need for an additional four (The World Bank Group) million health workers to achieve the Millennium Development Goals (MDGs) (Sousa and Flores 2013). Nurses comprise the largest proportion of health professionals worldwide. Therefore, the quality and quantity of nurses are critical in ensuring the availability and accessibility of safe and effective healthcare. As countries struggle with the crisis on human resources in healthcare, nurses have potential to mitigate the impact of the health workforce shortage (Ng’ang’a and Bryne 2012). Education and training of health professionals, including nurses, is paramount to effectively addressing the shortage in human resources in healthcare (Sousa and Flores 2013). This chapter discusses the current issues related to nursing education in low- and lowermiddle-income countries. Background information on low-income countries C. Sommers (*) Universitas Pelita Harapan, Jakarta, Indonesia e-mail: [email protected] C. J. Rio Faculty of Nursing, Universitas Pelita Harapan, Karawaci, Tangerang, Indonesia e-mail: [email protected] © Springer Nature Singapore Pte Ltd. 2020 D. Nestel et al. (eds.), Clinical Education for the Health Professions, https://doi.org/10.1007/978-981-13-6106-7_117-1
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C. Sommers and C. J. Rio
(LIC) and lower-middle-income countries (LMIC) is provided. The key issues of international mobility, international collaboration, distance learning, national competencies, and cultural diversity will be presented. Keywords
Low-income countries · Lower-middle in
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