Ketefian Shaké, Davidson Patricia, Daly John, Chang Esther, Srisuphan Wichit
University of Michigan, MI, USA.
Nurs Health Sci. 2005 Sep;7(3):150-6. doi: 10.1111/j.1442-2018.2005.00240.x.
Education is a driving force in improving the health and welfare of communities globally. Doctoral education of nurses has been identified as a critical factor for provision of leadership in practice, scholarship, research, policy and education. Since the genesis of doctoral education in nursing in the USA in the 1930s, this movement has burgeoned to over 273 doctoral programs in over 30 countries globally. The present article seeks to identify the issues and challenges in nursing doctoral education globally, and those encountered by doctoral program graduates in meeting the challenges of contemporary health care systems. Information was derived from a comprehensive literature review. Electronic databases and the Internet, using the Google search engine, were searched using the key words "doctoral education"; "nursing"; "International Network for Doctoral Education in Nursing"; "global health"; "international research collaboration". Doctoral education has been a critical force in developing nurse leaders in education, management, policy and research domains. An absence of consensus in terminology and of accurate minimum data sets precludes comparison and debate across programs. The complexity and dynamism of contemporary globalized communities render significant challenges in the conduct of doctoral programs. Addressing funding issues and faculty shortages are key issues for doctoral programs, especially those in developing countries, to achieve an identity uniquely their own. These challenges can also afford considerable opportunities for discussion, debate and the formulation of innovative and collaborative solutions to advance nursing knowledge and scholarship. In spite of discrete differences between countries and regions, the similarities in the issues facing the development of doctoral programs internationally are more striking than the differences. The harnessing of a global collective to address these issues will likely serve to not only forge the future viability of doctoral education of nurses but to improve the health and well-being of communities. This paper proposes international collaborative strategies to address a number of the challenges identified.
教育是改善全球社区健康和福祉的驱动力。护士博士教育已被视为在实践、学术、研究、政策和教育方面发挥领导作用的关键因素。自20世纪30年代美国开展护理博士教育以来，这一运动已在全球30多个国家蓬勃发展至273个以上的博士项目。本文旨在确定全球护理博士教育中的问题和挑战，以及博士项目毕业生在应对当代医疗保健系统挑战时所遇到的问题。信息来源于全面的文献综述。利用谷歌搜索引擎，通过搜索关键词“博士教育”；“护理”；“国际护理博士教育网络”；“全球健康”；“国际研究合作”，对电子数据库和互联网进行了检索。博士教育一直是在教育、管理、政策和研究领域培养护士领导者的关键力量。术语缺乏共识以及准确的最小数据集缺失，妨碍了各项目之间的比较和辩论。当代全球化社区的复杂性和动态性给博士项目的开展带来了重大挑战。解决资金问题和师资短缺是博士项目，尤其是发展中国家的博士项目形成独特身份的关键问题。这些挑战也为讨论、辩论以及制定创新和协作解决方案以推进护理知识和学术研究提供了大量机会。尽管国家和地区之间存在明显差异，但国际上博士项目发展面临的问题的相似性比差异更为显著。利用全球集体力量来解决这些问题，不仅可能有助于塑造护士博士教育的未来可行性，还能改善社区的健康和福祉。本文提出了国际合作策略，以应对所确定的一些挑战。
