2nd International Nurse Education Conference – NETNEP 2008 – Research and Innovation in International Nurse Education (original) (raw)

2009, Nurse Education in Practice

Welcome to the Nurse Education in Practice Special Issue and to a set of papers that reflect the ethos of the conference and the aims and scope of the journal. Our first ever collaborative NETNEP Conference took place in Vancouver in 2006 and its success across so many different dimensions was astounding. Based on this positive experience and using the same collaborative model, we were very pleased to work with our colleagues in the four Dublin Universities and the University of Salford where both journal editors are based. To ensure that the same high standard of papers was accepted for both oral and poster presentations we set up an international scientific committee, chaired by Professor Tony Long from the University of Salford. Given that over 400 papers had been submitted to the Vancouver conference we had anticipated similar numbers; however this was exceeded and 601 abstracts were sent out to review. Making final decisions was not easy as the overall quality was excellent. Unfortunately, many had to be disappointed but those which were accepted reflected the overall themes of the conference and the aims and scope of both journals. These themes were: Education in clinical practice, teaching and assessment in practice, research methodology in nursing education, technology in health and social care education, interprofessional education and history, policy and theory in education. (Details of full programme and the conference can be found at http://www.netnep-conference.elsevier.com). To give readers an indication of the internationality

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Research in Nurse Education Today: do we meet our aims and scope? 2002

Nurse education today, 2005

were examined manually and categorized as 'research' or other forms of scholarship. A total of 356 articles were reviewed and 193 of these were considered to be some form of research. The prevalence of well known methods of data collection was noted and broad trends identified. Questionnaires, reflective diaries, Delphi surveys, focus groups and individual interviews formed the backbone of methods used in educational research. There was a marked absence of experimental work. Proportionally more UK based papers avoided inferential analysis than those from overseas. We show that 'research' in Nurse Education Today has become rather narrow. It rarely incorporates 'user' (client/patient) perspectives, and rarely (especially in the UK) uses more than one site for study. More papers which undertake comparison of nurse education between countries, which employ samples from more than one country, and which address the impact of findings from an international perspective should be sought in order to enhance this aspect of the diversity of the journal.

Global standards for professional nursing education: The time is now

Journal of Professional Nursing, 2021

A well-educated, professional nursing workforce is essential to good health care outcomes. Although nursing education is being strengthened globally, considerable diversity persists in the level and standards of nursing education both within and across countries. An international framework of guidelines for nursing education has, therefore, been developed to promote greater international consistency and high-quality nursing education globally. The purpose of this paper is to discuss the multinational methodology used to develop a global framework for professional nursing education and the policy implications of this framework in guiding the harmonization of nursing education demanded by the State of the World's Nursing 2020 (WHO, 2020a) call to action. The framework includes the underpinning assumption that nurses be prepared at the baccalaureate level and three pillars of global expectations targeting: a) learning outcomes for graduating preservice nursing students; b) standards for nursing programs, and c) standards for educational institutions delivering nursing programs. The Global Pillars Framework reflects international best practices, but the guidelines are adaptable across socio-cultural contexts facilitating the integration of locally relevant education. As 2020 has been declared the Year of the Nurse and Midwife globally, the ground has been laid for the next evolution in the education of the nursing workforce globally.

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