厄立特里亚护理师资培养的远程教育：助产士教育创新模式的推广

Distance education to prepare nursing faculty in Eritrea: diffusion of an innovative model of midwifery education.

作者信息

Johnson Peter, Ghebreyohanes Ghidey, Cunningham Vivian, Kutenplon Deborah, Bouey Ora

机构信息

JHPIEGO, Baltimore, MD 21231, USA.

出版信息

J Midwifery Womens Health. 2007 Sep-Oct;52(5):e37-41. doi: 10.1016/j.jmwh.2007.07.002.

DOI:10.1016/j.jmwh.2007.07.002

PMID:17826702

Abstract

The World Health Organization has identified 56 countries with critical health care provider shortages. This article describes an innovative collaboration between Stony Brook University, Stony Brook, NY, and the University of Asmara, Eritrea, aimed at increasing the number of qualified nursing faculty in Eritrea. Eritrean graduate nursing students used distance education technologies and in-country clinical support to complete a program of study that prepared them for an advanced practice nursing and faculty role. The 10 students were all highly successful and graduated in 4 semesters. These students and the Stony Brook faculty who supported them from the United States provided feedback and recommendations for future programming. The article provides key recommendations to other universities considering distance education collaboration to help build nursing capacity in developing countries. First, ensure bilateral understanding of the differences between the health care and educational systems in the partner countries. Second, select appropriate educational technology considering both technical and human factors. Third, ensure that students and faculty are sufficiently prepared for success. Fourth, maintain a strong focus on clinical education. Finally, remain flexible through program implementation, working together with students to adjust the program to address local needs and challenges.

摘要

世界卫生组织已确定有56个国家面临医疗保健提供者严重短缺的问题。本文介绍了纽约州斯托尼布鲁克的斯托尼布鲁克大学与厄立特里亚阿斯马拉大学之间的一项创新合作，旨在增加厄立特里亚合格护理教师的数量。厄立特里亚护理学研究生利用远程教育技术和国内临床支持，完成了一项学习计划，为他们担任高级实践护理和教师角色做好准备。这10名学生都非常成功，并在4个学期内毕业。这些学生以及来自美国支持他们的斯托尼布鲁克大学教师为未来的课程提供了反馈和建议。本文为其他考虑开展远程教育合作以帮助建设发展中国家护理能力的大学提供了关键建议。第一，确保双方了解伙伴国家医疗保健和教育系统之间的差异。第二，在考虑技术和人为因素的情况下选择合适的教育技术。第三，确保学生和教师为取得成功做好充分准备。第四，始终高度重视临床教育。最后，在项目实施过程中保持灵活性，与学生共同努力调整项目以满足当地需求和应对挑战。