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Preparing student nurses to

meet the Challenges for a Global
Nursing and Health Workforce

Geraldine Rebeiro
RN, Midwife, B.App Sci (Adv Nsng), B.Ed Studs, M.Ed,
PhD candidate
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Situating Nursing Practice

Nursing

A global profession for global health

The health of everyone on the globe is obviously
interconnected, but why should nurses, in particular,
care about global health?

http://magazine.nursing.jhu.edu/2010/08/a-global-profession/
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WHO Key global challenges

•Inadequate human resources at all levels of the health-care system;

•Difficulty in retaining health-care workers in rural areas after
completion of training;
•Increased migration within countries, regions and globally;
•Low salaries, lack of career incentives, an ageing workforce, poor
professional image;
•Poor working conditions/environments;
• Difficulties implementing and reinforcing existing policies;
•Lack of high-quality local education programmes;
• Delayed or inadequate responses to crises and/or disasters;
•Limited access to information and communication technologies;
•Funding and training resource constraints exacerbated by the global
economic situation.

WHO NURSING AND MIDWIFERY PROGRESS REPORT, 2008–2012

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WHO response to key global

challenges to nursing &
midwifery
• Strengthening health systems and services;
• Nursing and midwifery policy and practice;
• Education, training and career development;
• Nursing and midwifery workforce management;
• Partnership for nursing and midwifery services.

WHO NURSING AND MIDWIFERY PROGRESS REPORT, 2008–2012

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Addressing challenges through nursing

education
•Adoption of competence-based training.
•Increased specialist and advanced nursing/midwifery
education.
•More partnerships and collaborations to strengthen
education and faculty development.
•Standardized and accredited education programmes.
•Review and upgrade of education policies and guidelines.
• Positive response to the development of leadership skills
at all levels of nursing and midwifery

WHO NURSING AND MIDWIFERY PROGRESS REPORT, 2008–2012

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Situating Nursing Practice

Nursing

A global Profession for global health

Tackling the challenge of global shortage of
nurses

Indonesian context

http://magazine.nursing.jhu.edu/2010/08/a-global-profession/
Hennessy et al (2006) http://creativecommons.org/licenses/by/2.0
World Bank (2009)
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Nursing and midwifery

education in South East Asia &
the Western Pacific
•E d u c a t i o n d e v e l o p m e n t
•E d u c a t i o n q u a l i t y a n d
accreditation
•T r a i n i n g r e s o u r c e s

WHO NURSING AND MIDWIFERY PROGRESS REPORT, 2008–2012

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Situating Nursing Practice

A history of the popularity of

competency standards in nursing:
The Australian case study

Grealish, L. How competency standards became the preferred natinoal technology for classifying nursing performance in Australia. Australian
Journal of Advanced Nursing vol 30 no 2.
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Measuring competence of practice

of graduate and student nurses
The Australian case study:
National Competency standards

Four domains:
1. Professional Practice
2. Critical thinking and analysis
3. Provision and coordination of care
4. Collaborative and therapeutic practice

ANMAC (2006)
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Situating student nurses learning

“Competence =
Mastery of fundamental clinical skills”

Must be a key component of courses

that lead to registration.
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Situating student nurses

learning
Clinical Field:
“real word laboratory”

Invaluable resource for preparing

students for the reality of their
professional role
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Situating student nurses learning

Clinical Field: Supports the nexus between theory and
practice
The clinical
Pursuit of placement
knowledge experience

Knowledge Knowledge gained at

gaps motivate university applied to
the pursuit of clinical placement
knowledge experience
Need for more
knowledge
identified
during clinical
placement

Levett-Jones & Bourgeois (2010) The Clinical Placement. 2nd edn. Elsevier.
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THANK YOU