Nursing education

Subject: Health Care
Pages: 4
Word count: 928
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Introduction

Nursing education within any society remains tailored to meeting the contextual bearing on the fact that it seeks to achieve the society’s socio-economic dynamics to a level that the transformational development where the community and the health sector are all focused on providing the best healthcare to their populace. The paper addresses the various nursing models employed by the different countries in ensuring that they produce nursing professionals who work in the interest of their population mainly promoting a future that guarantees health in its context without compromising quality. Focusing on China and Poland the paper outlines the different systems of nursing models employed in the countries with a contrast on how the setup of the educational programs base on their different cultural and economic dimensions through the various policies that meet the social endeavors of the two systems.

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Political History and Development

Poland: The various stages historically curtailed the development of the health sector in the country. In a move to ensure that, the nation steered on the right paths of health reforms and service. Key implementations included the restructuring of the leadership positions. However, despite the developments that have been placed forward in guaranteeing better health services in the country, the sector has remained influenced by the ever-prevalent political situations that have lasted for a period of the occupation and partition wars (Sztembis, 2006).

China: As a country, China has undergone various changes in a number of its sectors including the health sector. The nursing sector has a context that borrows much from socio-political and economic factors within the country (Wong & Zhao, 2012). The nursing education system in China remains propelled by the ever-consistent urge to provide quality and quantity that meets the demands of the society.

Government and Nursing Organizations

Poland: The nursing system introduced by the polish government consistently maintained a need for uniformity that remains devolved from the primary education systems to the level of attaining of bachelors acquaintance. According to Sztembis (2006), the polish nursing career options allow for further progress in scholarly areas through post-graduate training. The postgraduate education ensures that the practicing nurses have the contextual knowledge applicable in the realization of the actual health needs of the Polish society.

China: According to Wong & Zhao (2012), the growth in demand for health services in China has propagated the building of a robust healthcare that promises to meet the requirements of the society for present and future needs. The nursing education in China proposes an integrated and holistic approach to the nursing demands and patient care as a mission of the nursing institutions (Wong & Zhao, 2012).

Current system of Education

The nursing educational structure applicable in Poland remains consistent with the European guidelines that continuously propose for change in a much consistent manner without distortion of the facts that form the curricula and the integration of transition elements. The consistency comes with the endless combination of the Polish nurse’s cultural dynamics to the European health requirement-base standards (Sztembis, 2006). The polish structures have no much objectivity than ensuring that the laid structures meet the efforts of the country in providing quality health care. Poland structures its education system through from a primary education level that introduces the dynamics of self-governance with the creation of nursing chambers that represent nurses at the national level of decision-making. Poland has the inclusion of nursing professionals at various levels of government including the ministry and different health departments (Sztembis, 2006).

The nursing education system anchors on different levels divided into pre-registered and the post-registered categories. The pre-registered level consists of primary education while the post-registered level consists of the post-registered level (Wong & Zhao, 2012).

Post-Graduate Education

Poland, like European countries, has an allegation of providing quality healthcare for their populations. The polish nursing education system has undergone the transformation over the years drawing compliance to various aspects of the systematic adjusting to the educational system. Here the country has introduced a system of post-graduate education where the nurses are trained through a program of post-registered scholars (Sztembis, 2006). The method of training, therefore, remains as integrated with various segmentation in different, changes significant in monitoring progress within the health sector. China attracts a post-graduate system where nurses enroll after attaining their bachelors.

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Conclusion

In comparison, the two countries have elaborate systems of education that have integrated nursing programs of learning through various levels of education. As such, Poland and China have students aspiring to be nurses’ journey through basic education before specializing at the bachelor’s and the postgraduate levels. Further, these countries want within the health sector drawn by the fact that they both seek to meet a social obligation in the provision of quality healthcare to their population. In contrast, China has a shorter history of healthcare compared to Poland that has seen decades of progress occasioned with the volatile political climates within the country.  Additionally, while the education systems have many similarities in their curricula, the difference comes in where in Poland, the changes and their proposals are made concerning European community guidelines. China, on the other hand, has its educational system changes in control of the government through the ministry of education. The changes made in the sector have to be consistent and aim at improving the quality of healthcare provided to the population.

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  1. Sztembis, B. (2006). The Past, Present and Future of Nurse Education in Poland: Stages conditions and activities. International Nursing Review, 53(2), 102-109
  2. Wong, F. K., & Zhao, Y. (2012). Nursing education in China: past, present and future. Journal of nursing management, 20(1), 38-44.
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