Knowledge sharing on nursing education and practices

Regional Knowledge Sharing Mission on Nursing Education and Practice (Philippines, India and Viet Nam)

The objective of this knowledge sharing mission is to enhance the respective expertise of the education authorities of the three participation countries on their respective strategies toward quality nursing education through the sharing of experiences, policies and programmes.

According to national laws or regulations, the practice of certain professions can be subject to having certain qualifications requirements. It is the case for most of the health professions, and nursing in particular. Education requirements for obtaining such professional qualifications can differ from country to country and may, therefore, make the exercise of a profession in any destination countries quite difficult, even impossible.

Rightfully so, health regulatory authorities in either sending or receiving have the responsibility to regulate to ensure that the practice of health professionals respond to the highest standard of quality. Reports of poor health care delivery may sometimes imply that the quality of initial education is at fault. Quality education of health professionals, and nursing in particular, is therefore central to the delivery of health care in any given country and the key to a fair and successful journey for many health professionals that aspire to gain professional experience abroad.

Indeed, prior to a successful dialogue on international mutual skills recognition agreements between sending and receiving countries, national education authorities have the responsibility to develop and implement quality health professions education. Those have the responsibility to prepare future health professionals and nurses in particular with the knowledge and skills necessary to the delivery of health care.

As with any other professions, health professions, and nursing curriculum in particular, may need to periodically be re-examined, updated, and adapted to change with either patients’ changing needs and improvements in science and technology. Further to the content of the health professions education, pedagogical innovation may also play an important role in ensuring quality education and health care delivery.

Many nursing schools have dealt with the rapid growth of health research and knowledge by compressing available information into the curriculum and adding layers of content onto existing curricula. New approaches and educational models must be developed to respond to burgeoning information in the field. Competencies, such as decision making, quality improvement, systems thinking, and team leadership, must evolve from task-based proficiencies to higher-level competencies that provide a foundation for the delivery of quality care in the home and host countries. Core competency standards have been advocated internationally by the World Health Organization and the International Council of Nurses.

Further, it is now accepted nursing education should serve as a platform for continued lifelong learning and should include opportunities for seamless transition to higher degree programs or technical career progression paths.

In this context, the ILO Decent Work Across Borders is proposing to the nursing education authorities of the three participating countries to organize a 4 days knowledge sharing exercise focusing on their respective national nursing education and practice systems with the view to increase the quality of the said system.