从学习到合作：开展疼痛护理国际合作研究的经验

开展国际合作研究是护理人员面临的机遇和挑战。笔者结合开展疼痛护理国际合作研究的经历,分享了从学习到合作的过程,指出寻找共同感兴趣的研究课题是关键,同时,明确研究目标、注重沟通技巧、加强时间管理,有助于国际合作的有效进行。     

Caribbean nurses migrating to the UK: a gender-focused literature review

Background:  International nurse recruitment is an integral part of government health care strategy in many countries. However, the gendered implications of nurse migration have been little explored despite the fact that the nursing workforce is predominantly made up of women.
Aim:  Based on the migration of nurses from the English-speaking Caribbean region to the UK, this paper explores the significance of gender at both the macro and micro levels.
Methods:  Four strands of inquiry were explored: nurse migration, impact on development, work experiences and family life. Key terms were used to search the electronic databases SSCI, EBSCO and JSTOR. An interpretative framework based on the feminist theory of intersectionality was used to systematically review the 15 studies that met the inclusion criteria.
Findings:  Gender issues are significant across all aspects of the migratory process. Migrant nurses contribute to social progress through remittances and knowledge gained abroad although overall, nurse migration negatively impacts development and there are hidden implications for women. For some Caribbean nurses, migration reflects increased economic freedom; however, for others, gender inequality lies at the centre of the decision to relocate. Gender inequality also permeates the lives of many migrant nurses even in countries where economic and work conditions are improved.
Conclusions:  The ramifications of nurse migration cannot be fully understood without attention to gender inequalities and the specific socio-economic contexts in which they exist. There is need for a gender-centred approach to international nursing recruitment policy that takes account not only of the impact on developing countries, but also of the well-being of migrant nurses themselves.     

Madagascar nursing needs assessment: education and development of the profession

Purpose: To address how Madagascar is improving nursing education and the profession to strengthen their nursing workforce. Background: The sub‐Saharan Africa nursing workforce shortage is more than 600 000. Madagascar measures among affected countries. Nursing in Madagascar with reference to the Malagasy Lutheran Church Health Department (SALFA) is examined in this paper. The Malagasy Lutheran Nursing School (SEFAM) was established in 1956 to prepare nurses and midwives. The school recently relocated to better meet SALFA goals to increase nurses in the system and improve nursing education. A US nursing faculty and the SEFAM director proposed to conduct programme assessment to ensure that nursing and midwifery education meet health, social and community needs in Madagascar. Data source/methods: An in‐depth needs assessment of the school programme, facilities and resources occurred. Site visits and informal interviews were held. Field study visits to nursing schools and health‐care facilities in Kenya and Tanzania assisted the authors in learning how nursing developed in those countries. Data analysis included comparison of the authors' comprehensive notes for congruity and accuracy. Outcomes: Strategies are needed to support and maintain quality education, improve quality and quantity of nursing care services in hospitals and dispensaries, and improve conditions for nurses and other health‐care workers. Compared with Madagascar, Kenya and Tanzania have more well‐developed systems of nursing education and professional development. Limitations: There were limited written sources for some information but methods, such as verbal accounts, compensated for this limitation. Implications/conclusions: Implications include advantages, disadvantages, facilitators and barriers to nursing educational and professional development in Madagascar. Development of nursing education, regulation and the profession will continue with support from key stakeholders. Kenya and Tanzania can serve as role models for Madagascar nurses. Countries with similar nursing education and professional development issues can be informed by lessons learned in this project.     

Milk and rice

The following short article is an account of Israeli nurses caring for Syrian wounded. These wounded are shuffled across the Syrian border into Israeli hospitals. Until today and including today, we are considered ‘enemy countries’ with no diplomatic relations and fire arms pointing at each other. Six months ago when the Syrian wounded started trickling into our hospitals, the nurses did not know how to react and stood on shaky ground. The casualties were admitted directly into the intensive care units and emergency rooms without knowledge of mechanism of injury, date or circumstances of injury, and alone with no family support. We were told not to communicate with them. However, that request was quickly overlooked and relationships developed. The following report is that of one of the bedside nurses in an Israeli border hospital and her experience of caring for a Syrian casualty.     

An international programme in nursing and midwifery: building capacity for the new millennium

AIM: The global economy is changing rapidly and frequently affects the ability of the health sector to respond to a variety of needs. Nurses and midwives are reaching across national boundaries to strengthen their ability to improve the health of populations. This article describes an innovative programme of collaboration among different nations to strengthen the capacity of nurses and midwives. BACKGROUND: Over the course of 4 years, nurses and midwives from several countries in East Central Europe, Central America, and the Caribbean came together in the United States and in Europe to learn about opportunities for growth and collaboration to improve professional development, leadership capacity, educational and curricular development, and knowledge about international health. CONCLUSION: Programme participants reported increased capacity to perform their professional roles as a result of their having participated in this programme. More capacity building activities are needed to further enable nursing professionals to meet the demands for health care around the world.     

Relationship building through the development of international nursing curricula: a literature review

Purpose:  This expository paper explores the literature related to the development of international nursing (or midwifery) curricula as a vehicle for studying relationship-building.
Background:  International nursing curriculum development can be interpreted as a sanctioned extension of transnational, cross-cultural, political and economic professional outreach activities.
Method:  Extensive literature searches were conducted in the CINAHL, ERIC, PsychINFO and ABI/INFORM Global databases of the key terms: relationship-building; international; curriculum development; and nursing.
Findings:  The review revealed developing international nursing curricula through cooperative partnerships between institutions of higher learning and/or international development agencies provides a vehicle to build international collegial relationships among nursing faculty and professionals worldwide. A summary is provided in a table.
Conclusions:  Relationship-building through the development of international nursing curricula merits focused investigation.     

护理人才培养国际合作新模式的探索与实践

在全球文化交流日益频繁的今天,高等护理教育国际化是必然的趋势、重庆医科大学护理学院通过与美国密西根州立大学护理学院建立长期稳定的合作关系,积极探索护理人才培养国际合作新模式,有效地建立起国际化人才培养机制,形成国际化人才成长有利环境,实现了高等护理教育国际合作可持续发展。     

Internationalising university schools of nursing in South Africa through a Community of Practice

UYS L. R. & MIDDLETON L. (2011) Internationalising university schools of nursing in South Africa through a Community of Practice. International Nursing Review 58 , 115–122 Introduction: International nursing experiences in higher education have traditionally enabled and continue to enable nurses to appreciate ‘. . . the richness of the nursing mosaic . . . and the realities of nursing in many different cultural contexts’. This article describes a case study of the Collaboration for Higher Education of Nurses and Midwives in Africa in terms of its success in internationalising the nursing schools involved. Background: Different types of international contact have led to a limited pattern of internationalization in the universities of Southern Africa, which often places African academics in a secondary or dependant position. Opportunities for truly equal international partnerships have been limited. Methods: A qualitative analysis of the views of participants from the consortium of universities was carried out based on the conceptual framework of communities of practice. Findings: An effective community of practice had been established, focused on the major knowledge domain of nursing and midwifery in Africa, and sharing the perception that their work was empowering and collaborative. The community had established its own ways of working, and articulated major institutional and individual benefits.     

The learning experiences of international doctoral students with particular reference to nursing students: A literature review

One of the key challenges for the advancement of nursing globally is the development of doctorally prepared educators and leaders in a context where there is a shortage of provision of doctoral nursing programmes. For the short term future, many nurses wishing to undertake a doctorate will need to complete this education in the USA, the UK or Australia. Very little is known however about the nature of their learning experiences in these countries. This paper presents a literature review on the international doctoral student experience, with specific reference to nursing. A thorough review of the literature from 1990 to 2009 was undertaken which yielded only three empirical studies related to nursing. The review was then expanded to include subjects other than nursing which yielded 16 studies in total. This paper presents key themes that appear to be generic to international doctoral students, and draws out specific implications for nursing.The review found that international doctoral students’ learning experiences were strongly influenced by the extent to which they could engage with three key elements of doctoral programmes:

1.

pedagogical paradigms (specifically, self-directed learning and an emphasis upon criticality),

2.

pedagogical practices (specifically, understanding supervision styles and relationships and learning in a second language),

3.

academic environments (including the availability and accessibility of peer support and professional development opportunities).

The first months represented a critical time of transition and most international students seemed to want and expect considerable support and structured in-put during this period. Most studies concluded that there was a need for greater institutional support and supervisor training. The three nursing-specific papers were entirely consistent with these themes.The existing evidence is extremely heterogeneous and of variable methodological quality. In order to ensure that doctoral nursing students are getting a high quality and appropriate PhD experience, there is a need for more research specifically with this group. There is also a need to investigate the different stages of the doctoral process in nursing, including, for example, writing up and examination processes and post-doctoral career outcomes.     

The Ecuador Project: the five 'R's' of an education collaboration

Background: The Ecuador Project is an ongoing venture with hospitals in Guayaquil, Ecuador owned by the Junta de Beneficencia working with the College of Nursing at Brigham Young University, Utah, USA. Aims: In efforts to positively change patient outcomes in these large charity hospitals, a cultural exchange of staff and student experiences have taken place for the past 6 years. Materials and methods: Over 900 hospital personnel in Ecuador have participated in classes including neonatal resuscitation, paediatric and adult advanced life support, and basic life support. The courses were organized and implemented through combined efforts from both groups and have been well received by all participants. Results: Positive changes have been observed and are improving health care in Ecuador. Discussion: This paper reviews our experiences through the ‘Ecuador Project’ which have shown there are five ‘R's’ that guide an international educational exchange: realistic goals, repetition, reinforcement, reassessment and remaining open to change ( Table 1 ). First, realistic expectations must be set. Are the intended outcomes desired by all individuals involved, and are they attainable? Repetition and reinforcement of new concepts are important in all types of education, especially where there are cultural and language differences. Reassessment of the outcome is essential in determining the effectiveness and alignment of teaching strategies. Lastly, remaining open to change is vital to maintaining open and lasting relationships in an international setting.

Table 1. Five ‘R's’ of an International Educational Collaboration (Sheri P. Palmer and Deborah R. Bracken)