Developing nurse education and practice across the European Union

Marrow, Carol

doi:10.1177/1744987106066968

Cited by 11 publications

(5 citation statements)

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“…The recognition of the complexity of healthcare delivery systems and the need for parallel improvements in nursing roles prompted the introduction of major reforms in nursing education in some parts of the world (Marrow, ; Rich & Nugent, ; Salminen et al, ; Spitzer & Perrenoud, ). These reforms were based on an understanding of the TPG and were intended, among other things, to help bridge the gap between theory and practice.…”

Section: Discussionmentioning

confidence: 99%

Experiences and perceptions of the theory‐practice gap in nursing in a resource‐constrained setting: A qualitative description study

et al. 2018

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AimTo describe experiences and perceptions of theory‐practice gap in nursing in a resource‐constrained setting. Theory‐practice gap is extensively discussed and studied in some parts of the world. Interventions to bridge the theory‐practice gap have been varied and depend on an understanding of the contextual healthcare environment. Experiences and perceptions of the theory‐practice gap in a resource‐constrained setting have not been comprehensively described.DesignA qualitative description methodology was used.MethodsMaximum variation sampling based on role in the events of theory‐practice gap was used to recruit student nurses, nurse faculty and clinicians from two study sites for focus group discussions. Data were analysed using conventional content analysis.ResultsFive themes were identified: system inadequacies; resource constraints; challenges of the clinical learning environment; clinical placement and supervision; and nurse faculty factors. Systems inadequacy and resource constraints formed the spine of the challenges contributing to the theory‐practice gap in the research setting.

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Section: Discussionmentioning

confidence: 99%

Experiences and perceptions of the theory‐practice gap in nursing in a resource‐constrained setting: A qualitative description study

et al. 2018

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“…To achieve these goals, international collaborative research has been regarded important and that nursing practice, leadership and education rest on evidence-based knowledge. [66][67][68] However, particularly in the field of nursing ethics research, there is a scarcity of standardized and validated instruments to pursue the set goals. 10 Only a few validated instruments have been developed to measure moral courage.…”

Section: Introductionmentioning

confidence: 99%

Validation of the Dutch-language version of Nurses’ Moral Courage Scale

Numminen

Konings²,

Claerhout³

et al. 2021

Nurs Ethics

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Background: Moral courage as a part of nurses’ moral competence has gained increasing interest as a means to strengthen nurses acting on their moral decisions and offering alleviation to their moral distress. To measure and assess nurses’ moral courage, the development of culturally and internationally validated instruments is needed. Objective: The objective of this study was to validate the Dutch-language version of the four-component Nurses’ Moral Courage Scale originally developed and validated in Finnish data. Research design: This methodological study used non-experimental, cross-sectional exploratory design. Participants and research context: A total of 559 nurses from two hospitals in Flanders, Belgium, completed the Dutch-language version of the Nurses’ Moral Courage Scale. Ethical considerations: Good scientific inquiry guidelines were followed throughout the study. Permission to translate the Nurses’ Moral Courage Scale was obtained from the copyright holder, and the ethical approval and permissions to conduct the study were obtained from the participating university and hospitals, respectively. Findings: The four-component 21-item, Dutch-language version of the Nurses’ Moral Courage Scale proved to be valid and reliable as the original Finnish Nurses’ Moral Courage Scale. The scale’s internal consistency reliability was high (0.91) corresponding with the original Nurses’ Moral Courage Scale validation study (0.93). The principal component analysis confirmed the four-component structure of the original Nurses’ Moral Courage Scale to be valid also in the Belgian data explaining 58.1% of the variance. Confirmatory factor analysis based on goodness-of-fit indices provided evidence of the scale’s construct validity. The use of a comparable sample of Belgian nurses working in speciality care settings as in the Finnish study supported the stability of the structure. Discussion and conclusion: The Dutch-language version of the Nurses’ Moral Courage Scale is a reliable and valid instrument to measure nurses’ self-assessed moral courage in speciality care nursing environments. Further validation studies in other countries, languages and nurse samples representing different healthcare environments would provide additional evidence of the scale’s validity and initiatives for its further development.

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“…FINE encourages exchange of information and experience, acquisition of knowledge on similarities and differences in the education programs, establishing contacts on specific themes in Nursing Education and on student-teacher exchange, and FINE influences policy making in Europe (FINE, European Federation of Nurse Educators, 2011). Efforts were realized also by the Thematic European Nursing Network established in 2002, within 69 institutions from 26 countries, which aimed to evaluate and compare current European nurse education and practices, thus leading to the development of greater understanding, common modules and courses, and increased professional mobility (Morrow, 2006).…”

Section: Introductionmentioning

confidence: 99%

Bologna Process, More or Less: Nursing Education in the European Economic Area: A Discussion Paper

Palese

Zabalegui

Sigurðardóttir

et al. 2014

International Journal of Nursing Education Scholarship

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AbstractThe Bologna Declaration and the subsequent processes is the single most important reform of higher education taking place in Europe in the last 30 years. Signed in 1999, it includes 46 European Union countries and aimed to create, a more coherent, compatible, comparable and competitive European Higher Education Area. The purpose of this paper is to discuss the Bologna Declaration achievements in nursing education at 2010 within eight countries that first signed the Declaration on 1999. Researchers primarily identified national laws, policy statements, guidelines and grey literature; then, a literature review on Bologna Declaration implementation in nursing was conducted on the Medline and CINAHL databases. Critical analyses of these documents were performed by expert nurse educators. Structural, organizational, functional and cultural obstacles are hindering full Bologna Process implementation in nursing education within European Economic Area. A call for action is offered in order to achieve a functionally unified system within nursing.

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Developing nurse education and practice across the European Union

Cited by 11 publications

References 0 publications

Experiences and perceptions of the theory‐practice gap in nursing in a resource‐constrained setting: A qualitative description study

Experiences and perceptions of the theory‐practice gap in nursing in a resource‐constrained setting: A qualitative description study

Validation of the Dutch-language version of Nurses’ Moral Courage Scale

Bologna Process, More or Less: Nursing Education in the European Economic Area: A Discussion Paper

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