Nursing as a pathway to women's empowerment and intergenerational mobility

Abstract

Nurses are frontline providers of healthcare services. Provision of high-quality nursing upgrade programmes enhances nursing leadership ability, with aligned improvements in health outcomes while supporting gender empowerment and intergenerational mobility.

Assessing the impact of a partnership‐based work/study nursing upgrade programme in a low‐ and middle‐income setting

“…Moreover, the programme contributed to enhancing the 'triple impact' of the nursing and midwifery professions, by improving health, gender equality and economic growth (All-Party Parliamentary Group on Global Health (APPG), 2016). Although nursing is a female-dominated profession (Ezeonwu, 2013), the work-study upgrade programme contributed to upskilling working nurses, with the resulting empowerment reducing gender inequality, promoting upward intergenerational education mobility and career advancement and increasing the family's income (thereby creating economic and community empowerment and growth) (Brownie, Wahedna, & Crisp, 2018).…”

Relationship among upgrades in academic qualifications, practice accreditations, self‐efficacy, outcome expectations and nurses' career interest

“…Upgrades in academic qualifications may reflect a nurse's desire to pursue advanced nursing education, which has a positive relation with gender, economic factors and health outcomes (Brownie et al, ). By pursuing additional academic qualifications, nurses may become aware of exemplars (whether in attitudes, behaviours or clinical techniques) that they can apply in future teaching and learning activities (Carter, Salamonson, Ramjan, & Halcomb, ).…”

“…There are two general strategies to develop the professional competence of nursing staff (Brownie, Gatimu, Wahedna, Kambo, & Ndirangu, ; Brownie, Wahedna, & Crisp, ). The first is to offer on‐the‐job training and/or the completion of practice‐oriented certification or other credentials.…”

“…With regard to academic qualifications, academic programmes provide students with advanced learning opportunities and challenges to deepen their understanding of patient care processes, cultivate clinical leadership (Brownie et al, ) and instil in them professional values (Riklikiene et al, ). Academic programmes provide a holistic, theory‐based approach to knowledge, skills and ability development, and thus may contribute to job satisfaction (Suliman & Aljezawi, ).…”

Challenges, coping responses and supportive interventions for international and migrant students in academic nursing programs in major host countries: A scoping review with a gender lens

“…There are several bene ts to the globalization of nursing education, including strengthening the healthcare workforce capacity (front-line workers, administrators, policy-makers, academics as well as researchers), increasing the linguistic and cultural diversity of nursing professionals, and the sharing of new ideas across countries toward the improvement of nursing practice (8,9). Increasing the level of education among nurses also improves health outcomes, enhances gender equality and contributes to economic growth, especially in low-and-middle-income countries (10,11). The course of study and clinical training in academic nursing programs however, are demanding and can affect the well-being of students and result in mental health problems (12)(13)(14)(15)(16).Stress in turn can result in failure or students deciding to withdraw from their studies.The stresses experienced by foreign-born nursing students are magni ed due to factors related to their international/migrant status (17-20).…”