Ghimire Animesh, Neupane Mamata Sharma
School of Nursing and Midwifery, 2541 Monash University , Clayton, VIC, Australia.
Sustainable Prosperity Initiative Nepal, Kathmandu, Nepal.
Int J Nurs Educ Scholarsh. 2025 Jul 11;22(1). doi: 10.1515/ijnes-2024-0108. eCollection 2025 Jan 1.
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.
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.
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.
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.
全球护理人才短缺以及护士国际移民的增加凸显了加强护理教育协调统一的迫切需求。全球课程设置的差异给国际教育背景护士（IENs）的融入带来了重大挑战。因此，本研究的目的是探讨尼泊尔和澳大利亚在护理教育方面的差异——特别是在课程结构、临床实习时长、项目长度和执照要求方面——如何影响国际教育背景护士的全球流动。
采用描述性定性研究方法，对来自尼泊尔和澳大利亚的14名护理学专业最后一年的学生进行在线焦点小组讨论。数据分析采用两轮编码过程，以建构主义范式为指导确定关键主题。
出现了五个主要主题：1）临床实习时长与实践经验；2）不同的项目长度；3）课程内容与专业方向；4）国家执照考试；5）全球流动前景。
本研究表明，尼泊尔和澳大利亚在护理教育方面的差异给国际教育背景护士的全球流动造成了重大障碍，影响了他们对实践准备的认知以及其资质的认可度。这些研究结果强调了全球统一护理课程框架的迫切需求。该框架纳入核心能力同时允许因地制宜，对于促进护士流动、提高护理资质的质量和可比性以及解决全球护理人才短缺问题至关重要。
