ABSTRACT
One of the characteristics of nursing in Southeast Asia is the ASEAN Mutual Recognition Arrangements on Nursing Services, which strengthens professional capabilities through four objectives include facilitating mobility of nursing professionals within ASEAN. The Japanese government supports human resources for health in the ASEAN region, as a member country of ASEAN+3. A meeting was held at the Annual Meeting of the Japan Association for International Health 2017. The meeting objectives were as follows: (1) to share three nursing research findings regarding nursing migration, regulatory framework, and in-service training that may affect quality of nursing and (2) to discuss Japan’s role in improving the quality of nursing in the ASEAN region. This report aims to summarize the presentations and points of that meeting. The academic level of nursing education and nursing regulations have improved in ASEAN member countries. All member countries have university nursing education, and some have master’s and doctoral degree nursing programs. In lower middle income ASEAN countries, such as Cambodia, Laos, and Vietnam, the nursing education system is in the process of transition, from the technical to professional level of nursing. The next step for these countries is to strengthen the capabilities of nursing teachers who are responsible for professional nursing education at universities. The ASEAN University Network and universities in neighboring Thailand could also contribute to this end. In-service training is also needed because the guidance of more experienced nurses is crucial in nursing service as well as nursing practicums. Japan’s experience of developing an in-service training system could be useful for some ASEAN countries. The objective of mobility among nursing professionals within the ASEAN has yet to be accomplished. However, there are pull and push factors of nurse migration due to economic conditions within the ASEAN. It is predicted that nurse migration will occur with mixed-skill caregivers to high income countries out of the ASEAN countries, because of the lack of caregivers for the aging population. In order to ensure quality nursing in the ASEAN region, it is not only necessary to share country-level experiences to improve nursing education and regulations but also crucial to develop systems that promote the circulation of nursing professionals through wide regional cooperation.
ABSTRACT
<p><b>Objectives</b></p><p> This study analyzes Japanese nursing students’ perceptions before and after completing an international nursing practicum (INP) to clear significance and educational effect of practicum in international nursing. </p><p><b>Methods</b></p><p> We conducted an anonymous, self-administered questionnaire survey for students participating in an INP, including practicum in developing countries, using qualitative and quantitative methodologies.</p><p><b>Results</b></p><p> In total, 67.0% students completed the pre-practicum questionnaire and 28.4% completed the post-practicum questionnaire. Students interested in international nursing before and after were 54.5% and 59.3%, respectively. Those who perceived benefits from attending the INP for their future nursing activities (benefits) were 88.0% and 85.2%, respectively.</p><p> In perceptions regarding international nursing, the following four items were significantly higher: “characteristics and diversity of society and culture affecting health,” “understanding of the Japanese health and nursing system,” “understanding of the world health and nursing system,” and “characteristics and diversity of society and culture affecting nursing.” In the perceptions regarding overseas practicum, the following three items included in expectation and achievement were significantly higher: “understanding the effect of society and culture on nursing,” “unable to experience this in Japan,” and “building up relationships with Vietnamese students and teachers.” All significant items included in anxiety were lower. “Language (English) skills” included in preparation was significantly higher. The basis for benefits before and after INP was extracted from six and five categories, respectively. Four categories, i.e., “personal growth,” “cultivation of an international perspective,” “forming views on nursing,” and “preparation for inter-state globalization” were the same for both. The benefits were related to willingness to perform international activities, achievement, and meaningfulness of overseas practicum.</p><p><b>Conclusion</b></p><p> The results suggest that INP is an effective educational method for basic nursing education, moreover, to foster internationalism. One needs to understand the readiness of students and take their anxieties into consideration, particularly for overseas practicum.</p>
ABSTRACT
This study analyzes Japanese nursing students’ perceptions before and after completing an international nursing practicum (INP). <BR> Students implementing INP in a developing country completed an anonymous, self-administered questionnaire. Results were analyzed using statistical and qualitative methods. <BR> 66 students completed the pre-practicum questionnaire and 23 completed the post-practicum questionnaire. <BR> As a result of perceptions regarding INP, three factors “interest in international nursing,” “knowledge necessary for international nursing,” and “understanding of the characteristics of international nursing” were extracted; knowledge necessary for international nursing was found to be significantly higher. Students’ perceptions of benefits of INP for their nursing activities, which were answered through the open-ended question revealed “personal growth,” “cultivation of an international perspective,” “increased understanding of nursing,” “beginning of expansion of views on nursing and nursing activities,” and “interest in exploring the essence of nursing.” <BR> Perceptions regarding practicum overseas were revealed by three dimensions. Four factors “development of compassion,” “experience only in the practicum field,” “inspiration from achievement of international nursing activity,” and “living experience outside of Japan” were extracted from expectation and achievement. Three factors “environment,” “individual ability,” and “inevitable events in the developing country” were extracted from anxiety. Four factors “fundamentals for achieving INP goals,” “necessity of achieving INP goals,” “nursing knowledge and skill,” and “importance for implementation in the developing country” were extracted from need for preparation. Expectation and achievement regarding experience only in the practicum field was found to be significantly higher. Anxiety about individual ability and inevitable events associated with practicum in the developing country and need for preparation regarding nursing knowledge and skill were significantly lower.<BR> It was suggested that INP is an effective educational method for basic nursing education and an early exposure for fostering internationalism. Understanding the willingness of students and taking their anxieties into considering were also found to be effective approaches.