Nursing Education In Australia And Nepal
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Added on 2021-06-17
Nursing Education In Australia And Nepal
Added on 2021-06-17
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Running head: NURSING EDUCATION IN AUSTRALIA AND NEPALNursing Education In Australia And NepalName of the Student:Name of the University:Author note:
1NURSING EDUCATION IN AUSTRALIA AND NEPALIntroductionNursing is a service-oriented comprehensive applied discipline which consists ofseveral scientific techniques. The profession of nursing also inhabits an extremely importantplace in the healthcare system. Teaching of the key concepts and basic knowledge regardingnursing and its skills are the very first step in the process of nursing education. The aim ofnursing education is providing best understanding of how to meet the needs of society. Theglobal shortage for the nurses intensifies the challenge of recruiting more number of nursesand this has made the nursing educators of different countries collaborate their effortstowards solving this problem as the nursing schools are usually responsible for providingsufficient amount of skilled nurses at national as well as international health care services.This paper will elaborate on comparing and contrasting the Nursing education in Australiawith that of in Nepal. BodyIt is to be noted that in Australia, the undergraduate nursing courses that are at theuniversity level includes fundamental nursing, nursing research and application, socialscience, clinical practice and biological science (Brown et al., 2017). These fundamentalnursing courses mainly consist of preoperative nursing care, geriatric care and emergencycare.The course of nursing research and application refers to a course which teaches thenursing students regarding nursing technology. The subject of social science teaches themregarding the nursing law, ethics, economics, and politics along with the cultures which haveaffect nursing. In addition to these, the biological science supplies the nursing students withknowledge of physiology, immunology, pharmacology and pathology. The master degreeprogram in Australia had two primary focuses. The very first is the nursing management andclinical nursing teaching and secondly, the theory of nursing and the nursing scientific
2NURSING EDUCATION IN AUSTRALIA AND NEPALresearch. On the other hand, in Nepal, the curriculum that is being followed in most of thenursing colleges there is yet the traditional “Discipline-Centered” model, that mainlycomprised of basic medical course and nursing, public elementary courses, and the clinicalpractices (Nepal et al., 2016). The Nepalese curriculum highlights the ‘discipline theoryknowledge systems’ and integrity. Nevertheless, the perplexing relation in between the theoryand practice is significant.Furthermore, Australia always puts more focus on the multicultural development ofthe learners by providing them more knowledge about the community nursing and thehumanities. The teaching content in this region displays the “Biological-Psychological-SocialMedical” model (Deng, 2015). There is a close relations in between the theoretical learningand practice, alternately, spotlighting the main characteristics of nursing along with practicaland cultural knowledge.On the other hand, in Nepal, the courses of nursing in the country paymore attention on clinical nursing. It focuses on classification of clinical diseases thatcomprise of labor education. With the same, the course also emphasizes on the professionaland political knowledge. In order to transmit knowledge, educators in Nepal have long led theteaching process, with learners rarely actively learning. The Clinical practice is then arrangedright after completing all the theoretical learning (approx. 1 year).It is also to be noted that in Australia, the teaching methods are collaborated with thetheoretical studies and this is further inspiration thinking and ability cultivation among thelearners. In contrast to this, as it is discussed above, the traditional teaching method of thelectures is still in use. The Students here listen to what their teachers convey and also there isa very strict importance given to standardization of operational steps and procedures. Theclinical practices are arranged in final year; hence, this makes it very easy to keep practiceteaching and theory teaching disconnected.
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