Navigating global mobility: a comparative study of nursing education in Nepal and Australia.

OBJECTIVES

The global nursing shortage and increasing international migration of nurses highlight the urgent need for greater harmonization in nursing education. Variations in curricula worldwide pose significant challenges to the integration of internationally educated nurses (IENs). Therefore, the objective is to examine how disparities in nursing education between Nepal and Australia - particularly regarding curriculum structure, clinical hours, program length, and licensure requirements - affect the global mobility of IENs.

METHODS

A descriptive qualitative study was conducted using online focus group discussions with 14 final-year nursing students from Nepal and Australia. Data analysis employed a two-cycle coding process, guided by a constructivist paradigm to identify key themes.

RESULTS

Five major themes emerged: 1) Clinical Hours and Hands-on Experience; 2) Differing Program Lengths; 3) Curriculum Content and Specialization; 4) National Licensure Examination; and 5) Global Mobility Prospects.

CONCLUSIONS

This study reveals that variations in nursing education between Nepal and Australia create significant barriers to the global mobility of IENs, affecting both their perceived readiness for practice and the recognition of their qualifications. These findings underscore the critical need for a globally harmonized nursing curriculum framework. Incorporating core competencies yet allowing for contextual adaptation, this framework is essential for facilitating nurse mobility, improving the quality and comparability of nursing qualifications, and addressing the global nursing shortage.