Spitzer Ada, Perrenoud Beatrice
Faculty of Social Welfare and Health Studies, University of Haifa, 31905 Haifa, Israel.
J Prof Nurs. 2006 May-Jun;22(3):150-61. doi: 10.1016/j.profnurs.2006.03.003.
The overall goal of this research was to analyze implementation processes translating the nursing education reform agenda into practice across 20 Western European countries. The analysis centered on the substantial changes in structure and ethos created in nursing programs and the adjustments required from nursing faculty members as part of their integration into higher education institutions. Based on the model of implementing organizational change by Pettigrew, Ferlie, and McKee, three major implementation domains were analyzed: (1) the adjustment of nursing faculty members into higher education settings and toward their new roles; (2) the applicability of the graduate profile; and (3) the adequacy of the nursing curriculum for higher education institution and the reformed health care systems. A critical analysis of the scientific literature and policy documents revealed a striking similarity with regard to the difficulties and concerns appearing in the various Western European countries implementing nursing education reforms. Three sorts of difficulties emerge repeatedly in the reforming nursing education programs. These difficulties are related to (1) the adjustment of nursing faculty members into higher education settings and toward their new roles, (2) the competencies held by graduates of preregistration programs, and (3) the content and structure of the nursing curriculum. Future questions, lessons, and potential directions are discussed in this article.
本研究的总体目标是分析在20个西欧国家将护理教育改革议程转化为实践的实施过程。分析集中于护理专业课程所产生的结构和理念的重大变化，以及护理教员融入高等教育机构过程中所需做出的调整。基于佩蒂格鲁、弗利和麦基的组织变革实施模型，分析了三个主要实施领域：（1）护理教员融入高等教育环境并适应新角色的调整；（2）毕业生能力要求的适用性；（3）护理课程对于高等教育机构和改革后的医疗保健系统的适配性。对科学文献和政策文件的批判性分析表明，在西欧各国实施护理教育改革过程中出现的困难和问题存在显著相似性。在改革护理教育课程时，反复出现三类困难。这些困难与以下方面有关：（1）护理教员融入高等教育环境并适应新角色的调整；（2）预注册课程毕业生所具备的能力；（3）护理课程的内容和结构。本文讨论了未来的问题、经验教训和潜在方向。
