Adejumo O, Ehlers V J
School of Nursing, University of Natal, Durban 4041, South Africa.
J Adv Nurs. 2001 Oct;36(2):215-28. doi: 10.1046/j.1365-2648.2001.01962.x.
Against the perspectives of the mental health needs of the people of Africa, this study explored and compared the models of psychiatric-mental health nursing education (PMHNE) in two sub-Saharan African countries--Botswana and Nigeria.
Examination of the existing PMHNE programmes and responses to a self-reporting questionnaire administered to psychiatric nurse educators from Botswana and Nigeria provided the sources of data.
Findings from both countries revealed that participants used various terms to describe the same model for PMHNE programmes in the countries. Botswana adopted a more functional generalist basic diploma nursing education approach that encouraged an advanced postbasic diploma specialization and practice in community psychiatric-mental health nursing. Nigeria's model leaned towards a hospital-based basic specialization with no defined role for the generalist nurse within the psychiatric-mental health nursing care system. Although community theme occurred in both countries' curricula, PMHNE in Botswana appeared to be more geared towards the community than in Nigeria. While PMHNE and nursing education generally is affiliated to the University with a clear pathway within the formal higher education system in Botswana, basic and postbasic nursing programmes are mostly run independent of the country's formal higher education system in Nigeria.
A model that streamlined PMHNE within the general system of education in both countries was proposed. It was stressed that one key concept that must underlie the development of PMHNE in the two countries, and Africa in general, was the need to create a psychiatric-mental health nursing education programme and role that would be appropriate for people's mental health needs and the provision of quality nursing care.
针对非洲人民心理健康需求的现状，本研究探讨并比较了撒哈拉以南非洲两个国家——博茨瓦纳和尼日利亚的精神科心理健康护理教育（PMHNE）模式。
对现有的PMHNE项目进行考察，并对博茨瓦纳和尼日利亚的精神科护士教育工作者进行自填式问卷调查，以此作为数据来源。
两国的研究结果均显示，参与者使用了不同术语来描述本国PMHNE项目的同一模式。博茨瓦纳采用了更具功能性的通科基础文凭护理教育方法，鼓励在社区精神科心理健康护理方面进行高级基础后文凭专业化和实践。尼日利亚的模式倾向于以医院为基础的基础专业化，在精神科心理健康护理系统中，通科护士没有明确的角色定位。尽管社区主题在两国的课程中都有出现，但博茨瓦纳的PMHNE似乎比尼日利亚更侧重于社区。在博茨瓦纳，PMHNE和护理教育一般隶属于大学，在正规高等教育系统中有明确的路径；而在尼日利亚，基础和基础后护理项目大多独立于该国的正规高等教育系统运行。
提出了一个在两国教育总体体系内简化PMHNE的模式。强调指出，两国乃至整个非洲PMHNE发展必须基于的一个关键概念是，需要创建一个适合人们心理健康需求并能提供高质量护理的精神科心理健康护理教育项目及角色。
