The globalization of nursing knowledge

Holt, J.; Barrett, C. W.; Clarke, David; Monks, Rob

doi:10.1054/nedt.2000.0497

Cited by 11 publications

(14 citation statements)

References 11 publications

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“…These qualities are thought of as general attitudes and capabilities, not tied to specific contents and situations, but manifested in relation to varying situations and contents. The type of competencies that appeared in our empirical material have elsewhere been discussed in relation to developing excellence in nursing education (Allen and Ogilvie 2004;Holt et al 2000) and in terms of teachers' understanding of competencies students need to develop to become qualified nurses (Wihlborg 2005).…”

Section: Organisational and Content Areas Of Internationalisationmentioning

confidence: 99%

Internationalising the content of higher education: the need for a curriculum perspective

Svensson

Wihlborg

2010

High Educ

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Internationalisation of higher education is a strategic theme in current research on higher education and policy debate. Both at national and institutional levels, in many countries, internationalisation is stated to be an educational goal. However, the dominant discourse on internationalisation of higher education in research and research-based discussions tends to be framed by political, economic and organisational perspectives, rather than informed by educational considerations. There is also a tendency to place internationalisation in higher education within the conceptual frame of economic globalisation and the increasing trade in educational services worldwide. While such discussions may shed light on various organisational, political or economic issues, this research does not give a pedagogical basis for the internationalisation of higher education in terms of teaching and learning. In particular, questions relating to the internationalisation of content and learning outcomes need to be addressed. A series of studies conducted in Sweden 1999-2007 by the authors indicates that the didactical realisation of internationalisation as an educational goal can be very elusive. In our findings, the concrete content considered by teachers and students to represent internationalisation did not follow any clear pattern or goal. Internationalisation was assumed to be represented by some form of 'general knowledge' and general human qualities, without considering cultural differences. Institutionalised curriculum thinking as a basis for developing internationalisation was lacking. Concrete thinking was very much restricted to organisational and administrative aspects, and thoughts concerning content and learning outcomes tended to be expressed in idealised and general terms, rather than developed into clarifying and useful specifications underpinned by curriculum theory. Certain consequences ensuing from this situation are discussed, and a curriculum approach to internationalisation of higher education is suggested.Svensson and Wihlborg are both first authors.

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Section: Organisational and Content Areas Of Internationalisationmentioning

confidence: 99%

Internationalising the content of higher education: the need for a curriculum perspective

Svensson

Wihlborg

2010

High Educ

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“…Other authors go as far as to argue that this is a problem affecting nursing the world over and that it results from the dominance of American thought, which has led to the Americanisation of other countries' theories and models (Holt, Barrett, Clarke & Monks, 2000).…”

Section: Resultsmentioning

confidence: 99%

The influence of Anglo‐American theoretical models on the evolution of the nursing discipline in Spain

2016

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In Spain, the introduction of the new Diploma in Nursing in 1977 saw the role of nurses shifting from that of medical assistants with technical skills to being independent members of the healthcare team with specific responsibility for providing professional nursing care. Here we analyse the evolution of the nursing profession in Spain following the transfer of nurse education to universities, doing so through interviews with the first generation of academic tutors. This was a qualitative study using the method of analytic induction and based on the principles of grounded theory. Participants were selected by means of theoretical sampling and then underwent in-depth interviews. Steps were taken to ensure the credibility, transferability, dependability and confirmability of data. The main conclusion of the analysis is that there is a gap between a theoretical framework borrowed from the Anglo-American context and a nursing practice that, in Spain, has traditionally prioritised the application of technical procedures, a role akin to that of a medical assistant. It is argued that a key factor underlying the way in which nursing in Spain has evolved in recent decades is the lack of conceptual clarity regarding what the role of the professional nurse might actually entail in practice.

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“…These are (i) workforce and educational issues (Baumann & Blythe 2009; Davies 2008; Khaliq et al. 2009, Preston 2009); and (ii) professional issues (Björnsdottir 2001; Holt et al. 2000; Lutzen 2000; Pang et al.…”

Section: Resultsmentioning

confidence: 99%

“…Correspondingly, works focusing on educational issues speak to concerns surrounding national and international standards of nursing graduates. The second challenge highlighted by authors' is to do with professional issues and the impact of globalization on the development and articulation of nursing knowledge (vis‐à‐vis nursing as a discipline; Björnsdottir 2001; Holt et al. 2000; Lutzen 2000; Pang et al.…”

Section: Resultsmentioning

confidence: 99%

The relevance of globalization to nursing: a concept analysis

Grootjans

Newman

2012

International Nursing Review

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Several nursing authors argue that nurses globally are increasingly sharing concerns expressed by nurses at a local level. Concerns such as the future sustainability of the profession and more specifically practice concerns such as the continuing failure of nurses to adequately deal with social justice issues requires careful consideration by every nurse. While strategies recommended for dealing with these concerns lack a cohesive thread, some interesting themes and innovative recommendations have emerged. For example, the need for nurses to consider replacing environmental considerations with ecological considerations and that nurses consider preventative nursing practice beyond the immediate needs of clients and from a more global perspective.

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The globalization of nursing knowledge

Cited by 11 publications

References 11 publications

Internationalising the content of higher education: the need for a curriculum perspective

Internationalising the content of higher education: the need for a curriculum perspective

The influence of Anglo‐American theoretical models on the evolution of the nursing discipline in Spain

The relevance of globalization to nursing: a concept analysis

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