Policy recommendations to enhance nursing education and services among Asean member countries

Koy, Virya

doi:10.18203/2349-3933.ijam20150575

Cited by 6 publications

(4 citation statements)

References 4 publications

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“…33 An important issue that refers more to community nurses in developing countries involves the lack of evidence-based nursing education necessary to perform complex tasks. 34 Globally, 20 million people need PC services; 80% live in low-and middle-resource countries, where health systems are challenged to provide care for rapidly growing populations with NCDs. Because nurses are the largest workforce in global health care, they are in a strategic position to influence the quality of PC delivery across the illness trajectory.…”

Section: Discussionmentioning

confidence: 99%

Global Survey of the Roles, Satisfaction, and Barriers of Home Health Care Nurses on the Provision of Palliative Care

Brant

Fink

Thompson

et al. 2019

Journal of Palliative Medicine

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Background: The World Health Assembly urges members to build palliative care (PC) capacity as an ethical imperative. Nurses provide PC services in a variety of settings, including the home and may be the only health care professional able to access some disparate populations. Identifying current nursing services, resources, and satisfaction and barriers to nursing practice are essential to build global PC capacity. Objective: To globally examine home health care nurses' practice, satisfaction, and barriers, regarding existing palliative home care provision. Design: Needs assessment survey. Setting/Subjects: Five hundred thirty-two home health care nurses in 29 countries. Measurements: A needs assessment, developed through literature review and cognitive interviewing. Results: Nurses from developing countries performed more duties compared with those from high-income countries, suggesting a lack of resources in developing countries. Significant barriers to providing home care exist: personnel shortages, lack of funding and policies, poor access to end-of-life or hospice services, and decreased community awareness of services provided. Respondents identified lack of time, funding, and coverages as primary educational barriers. In-person local meetings and online courses were suggested as strategies to promote learning. Conclusions: It is imperative that home health care nurses have adequate resources to build PC capacity globally, which is so desperately needed. Nurses must be up to date on current evidence and practice within an evidence-based PC framework. Health care policy to increase necessary resources and the development of a multifaceted intervention to facilitate education about PC is indicated to build global capacity.

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Section: Discussionmentioning

confidence: 99%

Global Survey of the Roles, Satisfaction, and Barriers of Home Health Care Nurses on the Provision of Palliative Care

Brant

Fink

Thompson

et al. 2019

Journal of Palliative Medicine

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“…Improving the healthcare in these countries will require that there is ongoing cooperation and dialogue among the nurse educators and administrators to support nursing education and to develop effective health policy (Smith 2014;Koy 2015). As a result of this desire for cooperation and dialogue, it is necessary that nurse leaders in each country have sufficient education to effectively participate in decision-making and policy development for healthcare and nursing education (Smith 2014).…”

Section: National Competency Assessment and Competency Reciprocation Between Countriesmentioning

confidence: 99%

Nursing Education in Low and Lower-Middle Income Countries: Context and Trends

Sommers¹,

Rio²

2020

Clinical Education for the Health Professions

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In 2013, the World Health Organization (WHO) estimated there is a need for an additional four (The World Bank Group) million health workers to achieve the Millennium Development Goals (MDGs) (Sousa and Flores 2013). Nurses comprise the largest proportion of health professionals worldwide. Therefore, the quality and quantity of nurses are critical in ensuring the availability and accessibility of safe and effective healthcare. As countries struggle with the crisis on human resources in healthcare, nurses have potential to mitigate the impact of the health workforce shortage (Ng'ang'a and Bryne 2012). Education and training of health professionals, including nurses, is paramount to effectively addressing the shortage in human resources in healthcare (Sousa and Flores 2013). This chapter discusses the current issues related to nursing education in low-and lowermiddle-income countries. Background information on low-income countries

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“…At present, the demand for nursing professionals who are skilled at communicating in various cross-cultural settings where English is required as a lingua franca is growing (Corrizzato & Goracci, 2013;Koy, 2015;San Miguel et al, 2006). In the context of ASEAN, for instance, under the ASEAN Economic Community Mutual Recognition Arrangement (AEC-MRA), nurses are among the seven professions that are allowed to freely move among the member countries to meet the shortage of this healthcare provider in the region (Gunawan & Aungsuroch, 2015).…”

Section: Introductionmentioning

confidence: 99%

Learning Needs of Nursing Students to Study English for Nursing Purposes (ENP)

Cahyadin

2023

jte

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Although various needs analyses on English for Nursing Purposes (ENP) have been conducted in previous scholarly work, they simply focused on the target needs and neglected the other type of need, which is equally important: the learning needs. This study sought to examine the learning needs of nursing students at Health Polytechnic Kendari. Thirty-seven nursing students in their second year of study were voluntarily recruited to participate in this study. Using a descriptive research design, this study described the learning needs of ENP students regarding their learning methods, modes of receiving material, and preferences for classroom activities and ways of learning. It was revealed that the students voiced their desire to learn in groups, either large groups or small groups. These students wanted to learn the content by listening, listening and speaking, reading, and problem solving. In addition, they favor such classroom activities as role play, discussion, memorizing conversations, and translating English-written nursing materials. These findings suggest a serious need for the students to engage in cooperative and active learning. The implications of this study for pedagogical practices are shown.

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Policy recommendations to enhance nursing education and services among Asean member countries

Cited by 6 publications

References 4 publications

Global Survey of the Roles, Satisfaction, and Barriers of Home Health Care Nurses on the Provision of Palliative Care

Global Survey of the Roles, Satisfaction, and Barriers of Home Health Care Nurses on the Provision of Palliative Care

Nursing Education in Low and Lower-Middle Income Countries: Context and Trends

Learning Needs of Nursing Students to Study English for Nursing Purposes (ENP)

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