Antão Celeste, Santos Bruna, Santos Nelson, Fernandes Hélder, Barroso Bárbara, Mǎrginean Cristina Oana, Pimentel Helena
Research Centre for Active Living and Wellbeing (LiveWell), Instituto Politécnico de Bragança, Campus de Santa Apolónia, 5300-253 Bragança, Portugal.
Instituto Politécnico de Bragança, Campus Santa Apolónia, 5300-253 Bragança, Portugal.
Nurs Rep. 2025 Mar 19;15(3):112. doi: 10.3390/nursrep15030112.
This study explores the curriculum of Nursing Bachelor's degrees across 15 European countries, aiming to describe nursing course curricula and admission requirements and to identify differences and similarities in the implementation of the Bologna Process. The research employs a qualitative and documentary methodology, analyzing curricula from selected higher education institutions involved in the Erasmus+ "Innovative Skills for Nurses" project. The findings reveal variations in the duration of training, with some countries adopting 3-year (180 ECTS) programs, while others require 4-year (240 ECTS) programs. Furthermore, discrepancies were found in the balance between theoretical and clinical education, as well as the availability of optional subjects. Countries with longer training programs tend to offer more consolidated practices and greater alignment with Bologna's principles, fostering better professional outcomes. The study highlights the challenges posed by non-standardized training durations and their impact on mobility and employability of nursing professionals. These findings may inform future discussions on harmonizing nursing education across Europe to ensure consistency in quality and professional competencies.
本研究探讨了15个欧洲国家护理学学士学位的课程设置，旨在描述护理课程设置及入学要求，并确定博洛尼亚进程实施过程中的异同点。该研究采用定性和文献研究方法，分析了参与伊拉斯谟+“护士创新技能”项目的选定高等教育机构的课程设置。研究结果显示，培训时长存在差异，一些国家采用3年制（180欧洲学分转换系统学分）课程，而其他国家则要求4年制（240欧洲学分转换系统学分）课程。此外，在理论教育与临床教育的平衡以及选修课程的可用性方面也存在差异。培训项目较长的国家往往提供更集中的实践机会，并且与博洛尼亚原则的契合度更高，从而带来更好的职业成果。该研究强调了非标准化培训时长带来的挑战及其对护理专业人员流动性和就业能力的影响。这些研究结果可能为未来关于欧洲护理教育协调统一的讨论提供参考，以确保质量和专业能力的一致性。
