Changes in Nursing Education in the European Union

Zabalegui, Adelaida; Macia, Loreto; Márquez, Josefa; Ricomá, Roser; Nuín, Carmen; Mariscal, Isabel López; Pedraz, Azucena; Germán, Carlos; Vasallo, Joaquín Moncho

doi:10.1111/j.1547-5069.2006.00087.x

Cited by 103 publications

(68 citation statements)

References 2 publications

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“…In addition, according to Davies (2008), the Bologna Declaration offers real opportunities for nurses to establish closer links with their European colleagues across a spectrum of clinical practice, management, and academia in order to raise the profile of nursing as a graduate professional. These links could have a positive impact on migration, careers, nursing management policies and research opportunities within European members (Zabalegui et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

Bologna Process, More or Less: Nursing Education in the European Economic Area: A Discussion Paper

Palese

Zabalegui

Sigurðardóttir

et al. 2014

International Journal of Nursing Education Scholarship

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AbstractThe Bologna Declaration and the subsequent processes is the single most important reform of higher education taking place in Europe in the last 30 years. Signed in 1999, it includes 46 European Union countries and aimed to create, a more coherent, compatible, comparable and competitive European Higher Education Area. The purpose of this paper is to discuss the Bologna Declaration achievements in nursing education at 2010 within eight countries that first signed the Declaration on 1999. Researchers primarily identified national laws, policy statements, guidelines and grey literature; then, a literature review on Bologna Declaration implementation in nursing was conducted on the Medline and CINAHL databases. Critical analyses of these documents were performed by expert nurse educators. Structural, organizational, functional and cultural obstacles are hindering full Bologna Process implementation in nursing education within European Economic Area. A call for action is offered in order to achieve a functionally unified system within nursing.

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Section: Introductionmentioning

confidence: 99%

Bologna Process, More or Less: Nursing Education in the European Economic Area: A Discussion Paper

Palese

Zabalegui

Sigurðardóttir

et al. 2014

International Journal of Nursing Education Scholarship

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“…Currently, government agencies and official nursing associations in many countries have noted that the most qualified nurses will be in the highest demand (McEwen, Pullis, White, & Krawtz, 2013;Zabalegui et al, 2006). This is arguably one of the reasons for the increase in supply and demand for postgraduate education, which is demonstrated by the current study and is among the main changes to have occurred in recent years.…”

Section: Discussionmentioning

confidence: 65%

“…In the current study, the data reflected a change in the situation of university postgraduate nursing education in Spain, which has been adapted and modified in recent years, as has been described in theoretical terms by other authors (Camaño-Puig & Piqué-Angordans, 2008;Zabalegui & Cabrera, 2009). Changes have also been significant in other countries, mainly in places where nursing is being pioneered as a profession, such as in the United States (Orsolini-Hain, & Waters, 2009), Canada (Grenier & Dewis, 1995), and the European Union in general (Zabalegui et al, 2006)-particularly the United Kingdom (Gould, Berridge, & Kelly, 2006)-Denmark, Finland, Norway, Sweden (Råholm, Hedegaard, Löfmark, & Slettebø, 2010Pilhammar, 1999;Öhlén, Furäker, Jakobson, Bergh, &Hermansson, 2011), andHungary (Betlehem et al, 2008).…”

Section: Nurses' Motivations In Their Choice Of University Postgraduamentioning

confidence: 99%

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Analysis of University Postgraduate Nursing Education in Spain

Guix-Comellas¹,

Cabrera-Jaime²,

Galimany³

et al. 2016

J Nurs Educ

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Background: The nursing education program framework in Spain has recently been adapted and modified. This study aimed to analyze university postgraduate master'slevel nursing education during the past 21 years in Spain in terms of educational supply and demand. Method: A retrospective, longitudinal, descriptive, and observational design was used. The educational offerings at 15 university nursing schools in Spain were examined. The target population was 7,871 registered and licensed nurses who had completed postgraduate education. Results: Among the 211 programs offered, public universities' educational offerings focused on two areas—public health and emergency care—whereas most courses in private universities were in surgery. Regarding demand, 1,235 nurses were enrolled. The most frequently requested educational areas were surgery, emergency and urgent care, and public health. Conclusion: Although the postgraduate nursing education situation has changed, supply and demand for this type of education in Spain are well balanced at both public and private universities. [ J Nurs Educ. 2016;55(11):615–622.]

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“…Whilst the NMC in their circular 36/200636/ (NMC 2006 acknowledge the growing trend towards theoretical approaches to meeting this directive it continues to be debated in the nursing press (Mallaber and Turner, 2006: Zabalegui et al, 2006: Spitzer and Perrenoud 2006a: Spitzer and Perrenoud 2006b. In 2004 within our Faculty it was proposed to move from paper resource to support the achievement of the learning outcomes to an online delivery and therefore increase the level of interaction through the use of multimedia learning resources and student activities.…”

Section: Introductionmentioning

confidence: 99%