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Hong Kong returned to the sovereignty of the People's Republic of China in July 1997. In the past, Hong Kong has been greatly influenced by the British system of nurses' training, which was very different from that in mainland China. As Hong Kong is now a part of China again, there is an increased opportunity for the exchange of experience and ideas among nurse educators. The First China-Hong Kong Nursing Education Conference has provided opportunities for the authors to gain a deeper understanding of the development of nursing education in China and Hong Kong. The authors believe that it is also important for China and Hong Kong to increase networking with the international nursing community. This paper has been written largely based on the information gathered from papers presented in the Conference and the discussion with nurse educators who attended the Conference, together with a review of literature. This paper focuses on comparing the history and present development of basic nursing education in both places. The future direction for the development of nursing education in these two places will also be discussed. [ABSTRACT FROM AUTHOR]

BACKGROUND: Developmental action inquiry (DAI) was chosen as the change strategy for introducing problem-based learning (PBL) in a pre-registration nursing programme. The central task was to transform the tutor and student participants to become collaborators in this curriculum reconstruction project. AIM: This paper expounds the way in which the action inquiry was constructed and in light of students' feedback analysis, the way in which PBL has made a difference in student learning was evaluated. DESIGN: Taking into consideration the change context and different group characteristics, the DAI was conducted in terms of two dynamically interlinked circles that formed partnerships between PBL core group members and tutors, and between tutors and students in coconstructing knowledge useful for PBL curriculum development. FINDINGS: The findings of the student evaluation questionnaire reveal that the majority of students felt PBL made a difference to their expectations of self, the student group and the teacher role in creating a facilitative environment to enhance learning. However, there was a significant difference among individual student group responses. The students' positive and negative PBL experience in self-learning, tutor-student interaction, and group-learning were identified as crucial factors contributing to these group variations. CONCLUSION: The evaluation findings show that a paradigm shift from teacher-centred to student-centred learning, from valuing self-learning to co-operative group-learning, and from theory-based to practice-based learning occurred among the students. DAI was found to be an effective change strategy for transforming participants to become collaborators in searching for useful knowledge and coconstructing the PBL learning context. [ABSTRACT FROM AUTHOR]

Students’ perceptions of the effectiveness of mentors in an undergraduate nursing programme in Hong Kong Aim of the paper. This paper reports the results of a multiple-phase study on a mentoring scheme for nursing students in one of the universities in Hong Kong. Using a qualitative approach, students’ perceptions of the various roles of mentors were collected, and this information was used as the basis to design a tool for subsequent evaluation of the mentoring scheme. Background. The nursing department in one of the universities in Hong Kong initiated and developed the idea of an ‘Honorary Clinical Instructors’ scheme (HCI scheme) for the supervision of the pre-registration nurses. The scheme was examined in a local context, where the Chinese culture dominated, so that a standardized protocol that takes into account the potential cultural dimensions could be established. Design. The mentoring roles outlined by the English National Board (ENB) for Nursing, Midwifery, Health Visiting were used as a framework to identify undergraduate nursing students’ perception of the effectiveness of mentors. Information gathered from interviews with Year 2 students (n=12) and Year 3 students (n=10) was used as the basis to design a questionnaire for subsequent programme evaluation. An evaluation questionnaire based on the interviewing results was developed for further evaluation of the mentoring scheme. Findings. After the mentoring scheme was evaluated in semester one, a series of strategies were designed to improve the preparation of mentors and the implementation of the scheme. The strategies were identified as effective by the significant differences in the perceptions students had towards the mentoring scheme in semester one and semester two (t189=–4·80, P < 0·001), with semester two (n=81) having a mean score difference of 8·69 higher than in semester one (n=110). Conclusions. It was concluded that the... [ABSTRACT FROM AUTHOR]

Aim: This study is to investigate the current status of knowledge, attitude and self‐reported practice in hospice care among nurses in Hainan, China, and then to analyse its influencing factors and mediating effects. This provides a basis for formulating scientific and standardized hospice care training programmes for nurses. Methods: This cross‐sectional study investigated knowledge, attitude and self‐reported practice in hospice care among 1819 nurses in Hainan, China. Convenience sampling was used to select participants from 45 hospitals and nursing homes in 14 cities and counties from October to December 2021. A scale of knowledge, attitude and self‐reported practice of healthcare providers in hospice care (Chinese version) was administered to collect data during the study period. Statistical analyses, including t‐tests, one‐way ANOVA, post‐hoc analysis and multiple linear regression, assessed the status of knowledge, attitude and self‐reported practice of hospice care in nurses and identified influencing factors. The PROCESS macro program model 4.0 was employed to explore the mediating effect of attitude on knowledge and self‐reported practice in hospice care. Results: Nurses in Hainan displayed low knowledge (mean = 7.68, SD = 3.53), moderate attitudes (mean = 88.13, SD = 12.10) and self‐reported practice (mean = 51.81, SD = 9.82) in hospice care. Current employment and willingness to engage in hospice care were significant factors influencing knowledge, attitude and self‐reported practice in hospice care. Attitude partially mediated the relationship between knowledge and self‐reported practice. Patient or Public Contribution: This study focuses on nurses' knowledge, attitude and self‐reported practice in hospice care and does not directly involve patients or the public. However, the findings enhance hospice care provided to patients and the broader community by improving nurses' knowledge and skills. This study informs evidence‐based training programmes and interventions, benefiting those in need of hospice care services. [ABSTRACT FROM AUTHOR]

To analyse scientific papers published by Chinese authors in nursing journals included in the Science Citation Index Expanded and compare the published scientific papers from mainland China (ML), Taiwan (TW) and Hong Kong (HK). All articles published in 62 journals that were related to nursing originating from ML, TW and HK from 1999 to 2008 were retrieved from the PubMed and Institute for Scientific Information (ISI) Web of Knowledge database. The total number of articles published in nursing journals, impact factors and citation reports and articles were estimated for quantity and quality comparisons. The number of articles from the three regions increased significantly from 1999 to 2008. There were 1015 articles in total from the three regions: ML (48), HK (414) and TW (553) in PubMed. In the ISI Web of Knowledge database, TW derived the highest total citations (1755 citations from 500 articles), followed by HK (1316 citations from 347 articles) and ML (158 citations from 55 articles). HK had the highest average citations of 3.79, followed by TW (3.51) and then ML (2.87). The difference between the quantity and quality of nursing research articles published in ML, TW and HK is significant, although the gap appears to be narrowing. Long-term job stresses, low levels of education and language barriers are likely the main factors. ML, TW and HK have the same culture and ethnicity. We expect that ML will benefit significantly from increased exchanges with TW and HK in nursing research and education. We also speculate that TW and HK will benefit from exchanges because ML may have diverse nursing problems. [ABSTRACT FROM AUTHOR]

Aim. This paper is a report of the psychometric testing of the Dundee Ready Education Environment Measure with Chinese nursing students. Background. Although the Dundee Ready Education Environment Measure has been widely used to measure educational environments in the healthcare professions, no psychometric evaluation of the measure with Chinese nursing students has been reported. Method. Data from 214 nursing students were collected during a 2-month period between December, 2004 and January, 2005. Exploratory factor analysis, internal consistency reliability and Cronbach's alpha were examined. Results. Five factors were found by principal components analysis with Oblimin with Kaiser Normalization rotation. The original factor names were maintained, but items in each factor changed. These five factors all achieved eigenvalues >1, and in total accounted for 52.186% of the variance. Cronbach's alpha ranged from 0.623 to 0.9 across factors, with an overall alpha of 0.949. Conclusion. The Chinese version of the Dundee Ready Education Environment Measure could be a valuable measurement for nursing educators in professional development programmes and nursing curriculum design. Further studies need in different Chinese nursing schools and larger sample sizes to be conducted to validate its stability and factor structure. [ABSTRACT FROM AUTHOR]

AIM: This paper is a report of a study to test the reliability and construct validity of the Competency Inventory for Registered Nurses. BACKGROUND: A reliable competency assessment tool is a basic yardstick to assist in assessing the generic competencies of nurses and to evaluate the outcome of various education programmes. The Competency Inventory for Registered Nurses was developed in mainland China. Confirmatory evidence is needed to support its proposed structure, and to further estimate its psychometric properties. METHODS: A quantitative descriptive design and stratum random sampling method were used to recruit 533 Registered Nurses in Macao in 2007. Internal consistency reliability and stability were estimated by Cronbach's alpha and paired t-test, respectively. Confirmatory factor analysis was employed to test the construct validity of the instrument. RESULTS: Internal consistency Cronbach's alpha was 0.908 for the overall scale and 0.718-0.903 for subscales. The factor loading value across 55 items ranged from 0.310 to 0.725. Confirmatory factor analysis indicated that the model exhibited acceptable goodness-of-fit statistic indices. The 7-factor structure of the Competency Inventory for Registered Nurses, with 55 items included after deletion of three low loading items, was confirmed. CONCLUSION: The model of Registered Nurses' competency was confirmed. As the instrument was initially developed in mainland China and successfully validated in this group, it is suggested that this instrument also has the potential for cross-cultural application. [ABSTRACT FROM AUTHOR]

Aim: This paper reports a study that leads to understanding challenges facing nurse educators implementing mandatory continuing nursing education in The People’s Republic of China. Background: Mandatory continuing nursing education was instituted to maintain and develop registered nurses’ competence in the context of healthcare reform in China in 1996. However, there is an increasing complaint of credit-focused and teacher-centred learning in Chinese literature. Despite an increasing appeal to improve the learning situation, little consensus has been reached. By examining nurse educators’ perceived challenges and their coping strategies in implementing mandatory continuing nursing education, this study illuminates the possibilities for reform in mandatory continuing nursing education. Methods: Data were collected through in-depth interactive dialogues between the researcher and five nurse educators in five healthcare organizations in China, utilizing Gadamer’s philosophical hermeneutics. Findings: Three themes were found in this study described as finding a way to support nurses’ competence within a constrained situation, reconciling credit requirements and representing all stakeholders’ interests. Conclusions: A tension between the mandatory continuing nursing education policy and the context of implementing the policy can contribute to credit-focused and teacher-centred learning. Regular policy review and educational support for nurse educators are crucial aspects to improve mandatory continuing nursing education. [ABSTRACT FROM AUTHOR]

thompson d.r., lopez v., lee d. & twinn s. (2004) Journal of Clinical Nursing 13, 131–135 SARS – a perspective from a school of nursing in Hong Kong Severe acute respiratory syndrome (SARS) is a new infectious disease with significant morbidity and mortality that has had a major impact on health and health care services worldwide. Hong Kong has had a significant number of cases and deaths. Nurses, at the vanguard of the clinical health care team, have been particularly affected by it. The outbreak prompted the health authorities to implement a series of public health measures and hospital policies, including a guideline for the diagnosis and management of patients with SARS. This paper aims at providing an overview of what is known about SARS and the impact it has had in Hong Kong and to highlight from the perspective of a school of nursing the major clinical, educational and public health implications. The lack of understanding and uncertainty about the disease led to significant variation in the provision of information, contributing to the confusion and anxiety in the community. Therefore, there is a need to revise the nursing curriculum, to provide continuing education to all health care professionals, particularly with regard to infection control measures, and to revisit the range of public health policies to ensure the health of the community is protected by these policies. There also has been a reaffirmation of the importance of health promotion that highlights the importance of the partnership between nurses, health policy makers and public health personnel. It is evident that the organization and delivery of clinical practice, teaching and health promotion have to be flexible and responsive to a changing health scenario. Nurses must play a crucial role in the prevention, detection and containment of SARS. They will need to implement and ensure strict adherence to infection control measures and, in some circumstances, isolation and quarantine may be warranted. Attention to the psychological state of patients and family members should not be overlooked. Paramount is education of patients, families and members of the public at large. [ABSTRACT FROM AUTHOR]

Aim: To investigate undergraduate nursing students' general study engagement using intra‐individual assessment and to evaluate the impact of core self‐evaluation and career calling on study engagement. Design: A descriptive and cross‐sectional design. Methods: Data were collected using a self‐administered questionnaire survey. Four hundred and twenty nursing students from first‐ to fourth (final)‐academic year in Guangzhou Medical University were invited to participate in the spring of 2021. The Cronbach's alpha, one‐way analysis of variance, Bonferroni post hoc analysis, Pearson correlation analysis and multiple stepwise regression analysis were used to analyse the data. Results: The first‐ and fourth‐year undergraduates showed significantly higher levels of study engagement (first‐year undergraduates, 3.52 ± 0.59; fourth‐year undergraduates, 3.54 ± 0.64), core self‐evaluation (first‐year undergraduates, 3.04 ± 0.48; fourth‐year undergraduates, 3.11 ± 0.45) and career calling (first‐year undergraduates, 3.65 ± 0.47; fourth‐year undergraduates, 3.69 ± 0.50) than those of second‐year undergraduates (study engagement, 3.32 ± 0.61; core self‐evaluation, 2.93 ± 0.52; career calling, 3.41 ± 0.50) and third‐year undergraduates (study engagement, 3.16 ± 0.61; core self‐evaluation, 2.88 ± 0.50; career calling, 3.34 ± 0.38). The Pearson correlation analysis among nursing students revealed a significant positive correlation between core self‐evaluation, career calling and study engagement (p < 0.01). A partial mediation effect of career calling was present in the relationship between core self‐evaluation and study engagement. [ABSTRACT FROM AUTHOR]

Aim: This study aims to explore the mind of Chinese nursing students transitioning to online education in the pandemic using health as expanding consciousness (HEC) as methodology. Design: A qualitative, descriptive study based on interviews. Methods: This qualitative study was conducted from September to November 2021 by students in the Guangzhou university of Chinese medicine. Thirteen participants were recruited using purposive sampling. A questionnaire containing two sections with demographic information, the General Self‐Efficacy Scale (GSES) and the Connor‐Davidson resilience scale (CD‐RISC)‐10 was collected to explore the health of participants. Results: A total of 13 participants were enrolled in the study (69% female). Students ranged in age between 19 and 24 years and the mean age was 22 years. All students lived with their families. Five participants (38%) had a master's degree in nursing, three (23%) were in fourth year of college, four (30%) were in third year of college and one (7%) was in their second year of college respectively. More than half of the participants had high levels of mental toughness and self‐efficacy. Four generic categories were identified form a unitary‐transformative paradigm perspective. The respondents reported three health pattern phases: Curriculum Transformation, Curriculum adaptation and Curriculum expansion. Conclusion: This research backs up Newman's hypothesis, and supports the theoretical framework. HEC explains well the psychology of nursing students during the epidemic. More research is needed in the future to develop comprehensive, targeted emotional regulation therapies for nursing students. [ABSTRACT FROM AUTHOR]

Aims: This study aims to explore the relationship between family function, alexithymia and social anxiety among Chinese nursing students, especially to determine whether alexithymia acts as a mediator between family function and social anxiety among this social group. Design: A cross‐sectional study. Methods: From January to March 2021, a cross‐sectional study was conducted among 204 Chinese nursing students at a nursing school of a medical university in the Northeastern Region of China. The interaction anxiousness scale, APGAR family function scale and Tronto alexithymia scale were used for measurement of social anxiety, perceived family function and alexithymia respectively. The data were subjected to correlation analysis, multiple linear regression and structural equation modelling (SEM). Results: Results indicated that social anxiety score was negatively correlated with perceived family function (r = −.232), but positively with alexithymia (r =.307). After controlling for demographic variables, family function and alexithymia could explain 14.5% of the total variance in social anxiety. The SEM results suggested that the effect of family function on social anxiety was partially mediated by alexithymia with a 36.9% mediating effect. Conclusions: This study reveals that alexithymia might partially mediate the impact of family function and social anxiety in Chinese nursing students. In this sense, improvement of alexithymia is expected to be an effective strategy to ameliorate the severity social anxiety in Chinese nursing students, especially for those with a dysfunctional family context. [ABSTRACT FROM AUTHOR]

Aim: Some studies have found that clinical practice has caused great pressure and negative psychological experience to nursing students. Therefore, this study aimed to identify psychological experience at different internship stages among internship nurses. Design: A qualitative study. Methods: In this qualitative study, one‐to‐one in‐depth interviews and mixed data analysis strategies were conducted among internship nurses from May 2018 to February 2019. Results: The pressure of the initial stage was operational pressure (80.0%), intermediate stage was nurse–patient communication (50.0%), and last stage was employment pressure (70.6%). Nursing students mainly expected to improve their operational and communication skills, and to acquire clinical experience, thinking ability and frontier knowledge. 62.5% students said ambivalent on "let us practice with being monitored," especially in the last stage (88.2%). Clinical nursing teaching should pay attention to this dynamic experience and their factors and take corresponding measures to improve the quality of internship. [ABSTRACT FROM AUTHOR]

Aim: To investigate the effectiveness of nursing innovation workshop in enhancing clinical nurses' innovation ability and research ability in a tertiary hospital. Design: A quasi‐experimental study design. Methods: Thirty‐seven recruited nurses participated in a nursing innovation workshop for half a year in a tertiary hospital in Guangdong between June 2019 and March 2020. Questionnaire data on the nurses' self‐rated innovation and research abilities were collected before the training and 3 months after completing the training. Wilcoxon signed rank tests were used to analyse differences within the group before and after the intervention. The level for statistical significance was set at p ≤.05 (two‐tailed). Results: Nurses' self‐rated innovation ability (p <.001, 95% confidence interval 12.79 to 15.05) and research ability (p <.001, 95% confidence interval 14.39 to 19.09) improved significantly after the training. Since the whole design lacked a control group, the study needs to be further verified in more hospitals and among more nurses. [ABSTRACT FROM AUTHOR]

Background: Despite the frequency of its occurrence, few Chinese studies examined the status of intrahospital transport (IHT) of critically ill emergency room patients. Aims and objectives: To investigate the current status of IHT of critically ill patients and emergency nurses' perception of IHT across China; explore the perceived associations of written protocols with adverse events during IHT; and compare regional differences in IHT of critically ill patients across China. Design: A self‐report questionnaire was conducted among the attendees of a large emergency medicine conference in Beijing in May 2015. Methods: The data, collected through convenience sampling, were analysed using descriptive statistics. Categorical variables were compared using the chi‐squared test. Results: Of the 528 participants from 142 hospitals whose data were analysed, 19.3% considered all nurses competent enough to perform IHT of critically ill patients without special training, and 7.6% even considered nursing students capable of the task. The absence of written transport protocols was perceived to be significantly associated with the occurrence of adverse events such as oxygen supply depletion and incorrect destination. Hospitals in the western region were less likely to have established written IHT protocols and emergency checklists than those in the eastern region. Conclusions: Safe IHT of critically ill patients in the emergency department involves enormous challenges. The results of this survey can facilitate a preliminary understanding of the characteristics and current situation of IHT in emergency settings across China. Relevance to clinical practice: The establishment of standard transport protocols may help reduce the incidence of adverse events. [ABSTRACT FROM AUTHOR]

Strengthening the nursing workforce is core to health system reform in China. Patient experiences of hospital care have been recognized as important in this endeavor. Studies exploring the relationships between nursing workforce and patient experiences of hospital care, however, are scarce. The aim of this cross‐sectional study was to examine the associations between nurse education level, nurse staffing, and hospitalized patients' experiences of hospital care. Participants were 1,582 nurses responsible for direct care and 1,305 hospitalized patients from 23 hospitals in Guangdong province, China in 2014. Education level of nurses was measured by the proportion of nurses holding a baccalaureate or higher degree. Nurse staffing was measured by the unit nurse‐patient ratio. The Hospital Consumer Assessment of Health care Providers and Systems Scale was used to measure patient experiences of hospital care. Structural equation modeling demonstrated that a higher proportion of nurses holding a baccalaureate or higher degree was related directly to better patient perceptions of communication with nurses, responsiveness of nurses, pain management, and physical environment, and related indirectly to overall hospital ratings and recommendation of the hospital. A higher nurse‐patient staffing ratio was associated directly with better patient perceptions of communication with nurses, education about new medications given in hospital, and physical environment, and indirectly with overall ratings and recommendation of the hospital. Our findings add new evidence in the Chinese societal context about the relationship between the nursing workforce and patient experiences of hospital care. Upgrading nurse education level and increasing nurse staffing could potentially improve patient experiences of hospital care. [ABSTRACT FROM AUTHOR]

Aim: To identify issues and challenges of genomics education in Hong Kong, Taiwan and Mainland China. Background: The use of genetics/genomics in health care, such as genetic testing, pharmacogenomics and tumour profiling in the context of cancer, is increasing. The rapid application of genetics/genomics in clinical practice requires healthcare providers to be competent to practise genetics‐related patient care. Sources of evidence: We reviewed current practices in genomics education in nursing in Hong Kong, Taiwan and Mainland China, including the opportunities for nurses to advance their knowledge and recommendations to incorporate genomics education in the nursing curriculum in these regions. Findings: While many citizens and health professionals recognize the importance of new and exciting research areas of genomics/genetics, there are still many gaps in the translation of genetic/genomic medicine into clinical practice. There is also a similar lack of genetics professionals in China. Conclusion: Hong Kong, Taiwan and Mainland China face challenges in promoting genetic education in nursing. A strategic approach in a coordinated effort ineffectively translating genomic knowledge into healthcare practice should be established in these three regions. Implications for nursing and policy: Nursing educators in Hong Kong, Taiwan and Mainland China should link with the international nursing community (e.g. Global Genomics Nursing Alliance) and form closer networks to improve education in the area of genetics and genomics. From a policy level, genomics education is suggested to be incorporated in nursing curriculum to enhance nurses' competency in incorporating genetics/genomics service into patient care. [ABSTRACT FROM AUTHOR]

Nursing students' beliefs about etiology and manifestation of mental illness will impact on their professional attitudes in future clinical practice. The aims of the present study were to examine and compare US and Chinese undergraduate nursing students' recognition of, and beliefs about, causes of depression and schizophrenia. A total of 310 US (n = 152) and Chinese (n = 158) nursing students completed the Australian National Mental Health Literacy Survey questionnaire between April 2016 and April 2017. Although nursing students in the USA and China were highly accurate in recognizing depression and schizophrenia, the US students were more likely to nominate multiple items alongside the correct diagnosis than the Chinese students. The Chinese students were more likely to view depression and schizophrenia as multi‐causally‐determined mental disorders than the US students. The findings highlight the need for the incorporation of mental health issues, including symptomatology of different mental disorders and their application to patient care, into various aspects of the US nursing curriculum. In China, opportunities can be created for nursing students to discuss the impact of personal beliefs on care delivery and social stigma during clinical placement. [ABSTRACT FROM AUTHOR]

Aim: To understand Chinese nurses’ perceptions of health beliefs, their content, origin and the influence of sociocultural factors, as a basis of their evidence‐based practice. This study contributes to a larger study to establish the health beliefs of Japanese, Australian, Chinese, South Korean and Thai nurses. Background: Registered nurses teach patients and students about maintaining or attaining health are subject to the same range of influences and their health beliefs may be antithetical to current health evidence. Methods: Q‐method design using q‐sort and interview was used to explore the perspectives on a range of health beliefs of 60 nurses in four cities in China. Findings: Three factors arose from the perceptions of the participants about health and accounted for 50.2% of the total variance: (1) social impact, (2) ‘the importance of evidence’, and (3) beliefs rooted in culture. Discussion: Influence on nurses’ health beliefs was explored in terms of the internalized and frequently unconscious beliefs, values and norms tying them to their communities, reflecting the need for nurses to be aware of their health beliefs and behaviours. Conclusions: Education for nurses in practice needs to acknowledge that individual practitioners’ beliefs strongly influence health teaching for patients and families. In order to implement evidenced‐based practice and teach in line with current evidence nurses need to critically examine and reflect on the impact of culture, society and the media on their own health beliefs. Implications for nursing policy and health policy: Education policy needs to consider that culture and societal pressures affect nurses’ health beliefs and practice. Critical thinking, reflective and evidence‐based practice need to be emphasized in clinical training and nurse education. China also needs to develop policies to allow nurses to be able to assess the reliability of health information on the Internet and to make quality health research more available. [ABSTRACT FROM AUTHOR]

Purpose To analyze World Health Organization (WHO) documents to identify global nursing issues and development. Design Qualitative content analysis. Methods Documents published by the six WHO regions between 2007 and 2012 and with key words related to nurse/midwife or nursing/midwifery were included. Themes, categories, and subcategories were derived. The final coding reached 80% agreement among three independent coders, and the final coding for the discrepant coding was reached by consensus. Findings Thirty-two documents from the regions of Europe ( n = 19), the Americas ( n = 6), the Western Pacific ( n = 4), Africa ( n = 1), the Eastern Mediterranean ( n = 1), and Southeast Asia ( n = 1) were examined. A total of 385 units of analysis dispersed in 31 subcategories under four themes were derived. The four themes derived (number of unit of analysis, %) were Management & Leadership (206, 53.5), Practice (75, 19.5), Education (70, 18.2), and Research (34, 8.8). Conclusions The key nursing issues of concern at the global level are workforce, the impacts of nursing in health care, professional status, and education of nurses. International alliances can help advance nursing, but the visibility of nursing in the WHO needs to be strengthened. Clinical Relevance Organizational leadership is important in order to optimize the use of nursing competence in practice and inform policy makers regarding the value of nursing to promote people's health. [ABSTRACT FROM AUTHOR]

Background On 8 May 2013, the Chinese Nursing Association joined the International Council of Nurses. It is hoped that by sharing the history of nursing in China, scholars globally can incorporate into current thinking the challenges that Chinese nurses have faced in pursuing educational development and professional acknowledgement. Aim To review the history of nurse education in China between 1887 and 1949 and summarize events marking its development; and to provide historical references for considering contemporary nurse education and discipline development in China. Methods Content analysis using bibliometric and historical research methods on available documentation sources. Milestone events were listed and their historical significance analysed. Results Nurse education development during this period was affected by three major influences: (1) international nursing collaboration and involvement with Chinese nursing in China and abroad, (2) the determination of leaders to develop nursing as a unique and ethical profession, and (3) the pressure of war and civilian need on the focus of nursing development in China. Conclusion The development of nurse education in China occurred within an environment of social change, war and international collaboration. Throughout the Modern China period (1887-1949), nursing leadership has guided the growth of nurse education to be responsive to individual and community needs as well as ensuring nurse accountability for conduct and nursing practice. Contemporary Chinese nursing and education owes much to those throughout the Modern China period, who laid the foundations that support the current position and status of nursing. Implications for nursing and health policy The study displays the benefits and challenges of participation in policy and forums that help nurse scholars and practitioners understand the development of nurse education in China. [ABSTRACT FROM AUTHOR]

Background It is important to integrate adolescent health domains into pre-service nursing education in order to enhance undergraduate nursing students' competencies in promoting adolescent health. Aim To determine the effectiveness of a structured adolescent health summer programme for Chinese undergraduate nursing students. Methods A quasi-experimental design was used to evaluate differences in the Chinese undergraduate nursing students' perceived competency in promoting adolescent health. A stand-alone adolescent health course was implemented as an intervention with pre- and post-tests of a 2-week intensive summer programme in 2010. The questionnaire included demographics, adolescent health competency checklist and programme evaluation. Descriptive statistics with the Wilcoxon signed-ranks test and the Mann- Whitney U-test were used for data analysis. Results Of the 113 nursing students, seniors perceived higher adolescent health competence mean scores than the juniors in the post-test phase. Majority of nursing students revealed the increasing awareness of the importance in promoting healthy lifestyle behaviours and psychosocial well-being after attending the summer programme. They agreed that nurses do have a role to play. Limitations This 2-week summer programme may only have short-term impacts on students' perception. Conclusions A stand-alone adolescent health summer programme can prepare nursing students to respond to the health issues of adolescents by enhancing their competence in health need assessment and service delivery. Implications for nursing and health policy Nurses serve in a leadership role for health policies and programmes. In nursing education, it is important for students to understand how to put in place policies to resolve adolescent health issues. [ABSTRACT FROM AUTHOR]

Objective To assess the challenges to and provide a response strategy for the development of nursing and make suggestions for promoting the nursing discipline, platform, and talent teams based on current best available evidence. Methods We searched CNKI(China National Knowledge Infrastructure), VIP information(Chinese Scientific Journals database), CBM(Chinese Biomedical Literature database), and Web sites of the World Health Organization, International Council of Nurses, World Bank, the Ministry of Health and the Ministry of Education of China, and relevant schools in China. Data analyses were performed using SPSS 13.0. Results We identified 886 nursing schools in China in 2012. Results showed that 38,212 nursing students were enrolled in universities or independent colleges and 130,837 nursing student were enrolled in colleges or senior vocational schools. The doctor-to-nurse ratio was 1:0.9 in 2010. The actual demand for doctors was 2.6 million, whereas the nursing shortage was approximately 346,000. Nurses aged ≤35 years accounted for 50% of the total. A total of 64% to 69% of nurses had primary professional titles; fewer than 2.5% of those had advanced titles. The training costs for one doctor or one nurse in China was only two-fifths that in India and one-fifth to one-fourth that in sub-Saharan Africa. To date, only 30.1% of disaster nursing studies in China provided research data; 30.6% were related to clinical experience and 38.3% were reviews. Conclusions Education and health systems need to be extensively reformed. It is necessary to train nursing students with core competencies using transformative learning. It is necessary to update textbooks and teaching methods, and funding should be appropriately increased. Nursing should co-operate with other disciplines, and apply evidence-based nursing methods to improve the quality of healthcare services and patient satisfaction. [ABSTRACT FROM AUTHOR]

Student nurses' perception and understanding of elder abuse. International Journal of Older People Nursing , 283-289 doi: 10.1111/j.1748-3743.2009.00196.x The aim of this study is to investigate student nurses' perception, knowledge and awareness of elder abuse. It is evidential that elder abuse tends to be unrecognized and is often hidden from public awareness. Nurses who work with older people are expected to be knowledgeable of the causes and detection of elder abuse. A quantitative approach using a questionnaire was used to collect data from 245 student nurses from year 1 and 3 of a 4-year bachelor's degree programme. Convenience sampling was used to recruit participants from the two cohorts of the nursing programme. A 25-item questionnaire was used to investigate participants' perception and awareness of elder abuse. Some 47.8% ( n = 86) year 1 students and 76.9% ( n = 50) year 3 students perceived that they were not well trained in identifying or handling elder abuse. Year 1 and 3 students ranked the top thre e most common abuses differently. In addition, 38% of year 3 students thought that it was largely the responsibility of social workers rather than nurses, to deal with cases of elder abuse. The study reveals that nurses-to-be, who are generally expected to be part of the joint force to protect older people against abuse, did not find themselves adequately prepared to fulfil this responsibility. The findings provide useful information from which more comprehensive content about elder abuse can be developed in the gerontological nursing curriculum, to better prepare future nurses by increasing their basic understanding of elder abuse. [ABSTRACT FROM AUTHOR]

Nurses are often called upon to play the role of first responder when disaster occurs. Yet the lack of accepted competencies and gaps in education make it difficult to recruit nurses prepared to respond to a disaster and provide assistance in an effective manner. Based on the International Council of Nurses (ICN) Framework of Disaster Nursing Competencies and Global Standards for the Initial Education of Professional Nurses and Midwives, a training course titled 'Introduction to Disaster Nursing' was designed and implemented with 150 students. A pre-post survey design was used to assess changes in participants' self-rated disaster nursing competencies. The impact of the training course on participants' attitudes toward disaster nursing and their learning experience were also assessed. All participants passed the assessments and examination with an average score of 70%. Pre- and posttraining self-ratings of the disaster nursing competencies increased from 2.09 to 3.71 ( p < .001) on a Likert scale of 1 to 5, and the effect size was large, with Cohen's d higher than 0.8. No significant difference in both examination results (60% group assignments; 40% written examination) and self-rated competencies was noted between the senior year students and graduate nurse participants by Mann-Whitney U test ( p value = .90). The majority of participants indicated their willingness to participate as a helper in disaster relief and saw themselves competent to work under supervision. The ICN Framework of Disaster Nursing Competencies was instrumental to guide the training curriculum development. This introductory training course could be incorporated into undergraduate nursing education programs as well as serve as a continuing education program for graduate nurses. The training program can be used for preparing generalist nurses of their nursing competencies in disaster preparedness, response and post-disaster recovery and rehabilitation. [ABSTRACT FROM AUTHOR]

Although considerable information exists regarding the learning styles and critical thinking dispositions of nursing students from Western countries, limited comparable information exists within China. The purposes of this study were to assess the learning styles and critical thinking dispositions of Chinese baccalaureate nursing students and to identify the relationships among the learning styles, critical thinking dispositions, and demographics. The sample consisted of 100 Chinese baccalaureate nursing students enrolled at two universities. The data were obtained through a Demographic Data Questionnaire, the California Critical Thinking Disposition Inventory, and the Index of Learning Styles. The primary learning style dimensions were found to be reflective, sensing, visual, and global, while the critically thinking abilities was found to be weak. A number of positive and negative correlations were found among the demographics, learning styles, and critical thinking dispositions. These findings suggest further examination on how to increase nursing students' critical thinking skills based upon their preferred learning styles. [ABSTRACT FROM AUTHOR]

Abstract This article examines China’s collaborative initiatives with Western countries to assess the impact of globalization on Chinese nursing education, especially at the post-secondary level, in the post-Mao era. Through the theoretical framework of mutuality, it evaluates the outcomes of globalization in two broad domains: pedagogy and system-institution-program building. In addition, case studies on two collaborative projects between Chinese nursing programs and Western institutions were conducted to further illustrate the principles of mutuality. This qualitative assessment is primarily based on a systematic review of published studies on the multifaceted dimensions of globalization in Chinese post-secondary nursing education in both English and Chinese nursing literature since 1990. It is supplemented by unpublished documents and data obtained from a research trip to China in 2000. The study concludes that globalization has been, and will remain, one of the major forces underpinning Chinese nursing education (and the nursing profession in general), which is moving towards integration into the global nursing community. However, there is a significant imbalance in the knowledge transfer equation both in the national and international context. Great efforts need to be made to synthesize nursing knowledge in the East and West to achieve an integrative nursing science. [ABSTRACT FROM AUTHOR]

Abstract This article examines baccalaureate nursing education curricula in the People’s Republic of China. Three 5-year curricula and one 4-year curriculum were content analyzed and contrasted. Findings of this study suggested that: (i) the biomedical model dominated the three 5-year traditional curricula; (ii) political-ideological content permeated all four curricula; and (iii) the reformed curriculum at Peking Union Medical College was a genuine effort toward building a new nursing curriculum model that intended to differentiate nursing education from medical education. In addition, major themes of recent curriculum reforms were highlighted. Recommendations were suggested to improve the outcomes of future curriculum endeavors. Explicit as well as implicit comparisons with an ideal–typical American generic baccalaureate nursing curriculum were made when appropriate. [ABSTRACT FROM AUTHOR]

Abstract Health is a global concern. Although nursing is a global profession, most schools of nursing concentrate on teaching health exclusively within the context of their own nation. Sister-school partnerships that cross national boundaries are one way of extending the learning opportunities of faculties and students. An example of a 5-year partnership is described and analysed. [ABSTRACT FROM AUTHOR]

Chinese nurse educators' learning styles were examined using Kolb's experiential learning theory. Although many Chinese nurses are not able to select a profession for its fit to their personal learning orientation, they exhibit a learning style very similar to Canadian nurses. [ABSTRACT FROM AUTHOR]

The article focuses on health care and nursing in China. Since the liberation of China in 1949, the health care system and the health status of the people have changed dramatically in the People's Republic of China. The problems that confront nursing in China and present a challenge for the future include the further development of college-level nursing education which has not been available for more than 30 years. During recent years, and especially during the cultural revolution, nurses were prepared without regular nursing school experience.