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Nurse educators' perceived challenges in mandatory continuing nursing education.

L D Xiao1

  • 1School of Nursing & Midwifery, Flinders University of South Australia, Adelaide, Australia. Xiao0003@Flinders.edu.au

International Nursing Review
|August 2, 2006
PubMed
Summary

Nurse educators in China face challenges implementing mandatory continuing nursing education, often resulting in credit-focused learning. Addressing policy tensions and supporting educators are key to improving nursing competence and education.

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Area of Science:

  • Nursing Education
  • Healthcare Policy
  • Professional Development

Background:

  • Mandatory continuing nursing education (MCNE) in China, established in 1996, aims to maintain registered nurse competence.
  • Concerns exist regarding credit-focused and teacher-centered learning within China's MCNE system.
  • This study investigates nurse educators' challenges and coping strategies to inform potential reforms.

Purpose of the Study:

  • To understand the challenges nurse educators encounter when implementing mandatory continuing nursing education in China.
  • To identify potential areas for reform within the current MCNE framework.

Main Methods:

  • Qualitative study employing in-depth interactive dialogues.
  • Conducted with five nurse educators across five healthcare organizations in China.

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  • Utilized Gadamer's philosophical hermeneutics for data interpretation.

    • Main Results:

    • Three emergent themes: supporting nurse competence in constrained environments, balancing credit requirements, and representing diverse stakeholder interests.
    • Identified a tension between MCNE policy and its practical implementation.
    • Highlighted the impact of these tensions on learning quality.

    Conclusions:

    • The gap between MCNE policy and its implementation context contributes to suboptimal learning experiences.
    • Regular policy reviews are essential for effective MCNE.
    • Providing educational support for nurse educators is crucial for enhancing the quality of continuing nursing education.