The impact of the Bologna process on nursing higher education in Europe a reviewWord文件下载.docx
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The impact of the Bologna process on nursing higher education in Europe a reviewWord文件下载.docx
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TodescribetheBolognaProcessasitrelatestoEuropeannursingeducation.
Designandmethodology
Literaturereviewviasearchesofthefollowingelectronicdatabases:
AcademicSearchPremier,MEDLINE,PubMed,ERIC,andCINAHL.SearchcriteriaincludedBolognaprocess,Europeanhighereducation,nursingeducation,qualityassurance,andECTS.
Results
Twenty-fourpeer-reviewedarticleswereincludedaswellasonepeer-reviewedpresentation,onecommissionreport,andonebook.
Conclusion
FurtherinvestigationisrequiredtoaddressthecomplexitiesoftheBolognaprocessanditsevolutionarychangesasitrelatestonursingeducationinEurope.Changeisnotalwayseasy,andisoftencomplex,especiallyasitrelatestocross-bordereducationthatinvolvesgovernmentalregulation.Bologna-membercountriesneedtoadapttotheever-changinghighereducationenvironmentorfallbehind.
Keywords:
Bolognaprocess,
ECTS,
Europeanhighereducation,
Nursingeducation,
Qualityassurance
Whatisalreadyknownaboutthetopic?
•Globalizationofhighereducationhasdecreasedaccessissuesacrossborders.
•TheBolognaprocesshasbeeninexistencesince1999andhasbeenevolvingeversince.
•Bolognahasattemptedtodecreasebarrierstocross-bordereducationandaccesstojobs.
Whatthispaperadds
•EuropeannursingeducationhasevolvedasaresultoftheBolognaprocess.
•ThereareissueswithBologna,aswellasthechallengesofnursingeducationasaresultofitspolicies.
•TherearebenefitsofBolognainrelationtoEuropeannursinghighereducation,includingcross-borderstandardizationandderegulation.
•Anti-highereducationmodelsofnursingeducationarenotconducivetotheEuropeanideasofthemodern,competentworkforcethatitdesires.
•Scopeofpracticeissuesacrossbordersneedsstandardization,oratleastregulation,fromtheEuropeanUnionaswhole.
BacktoArticleOutline
1.
Introduction
Highereducationisanimportantcomponentofasociety'
scultureandknowledge,andservesasaconduitforthesustainabilityofnationalvalues.Italsoplaysanimportantroleinacountry'
seconomicdevelopmentfromthegenerationofnewknowledgethroughresearchandinnovation(Kadoksa,2002).
Highereducationasweknowitischanging.Theworldofhighereducationisbecomingmuchsmallerandmoreattainableforthemasses(Betlehemetal.,2009).Assuch,internationalcompetitionforthebrightestmindshasbecomemoreintense.Universitieshavebecomemoreglobal,stretchingtheirreachbeyondinternationalbordersaswellasintellectualborders(Wildavsky,2010).Historically,educationhasbeendeliveredface-to-face,but
Lenn(1997)
believestheglobalmarketplaceandnewtechnologyarecontributingtotherapidglobalizationofhighereducation.Asaresultofthisglobalization,highereducationisnolongerprovidedsolelywithinnationalborders.Europeanhighereducation—andnursinginparticular—isnoexception.
Improvementscannotbemadewithoutchange.ThechangesinEuropeanhighereducationarebeingdrivenbytheneeds,andsomecouldarguedemands,ofaglobaleducationmarket.Withthe2010formalbeginningofaEuropeanHigherEducationArea—andtheextensionoftheBolognaProcessto2020—theongoingcommitmenttothestandardizationofmanyaspectsofhighereducationintheregionbecameapparent.Inthecontextofthemassivechangesfacinghealthcaresystemsworldwide,thesereformsaretakingonincreasingsignificancefornursesatalllevels(Benton,2011).
Oneofthecriticalelementsessentialtoacountry'
sabilitytomeetitscitizens’needsforhealthcareservicesisthepresenceoftrainedhealthcareproviders(Collins,2011).Europeanpopulationsareaging,whichnotonlyincreasesthedemandbutalsothecomplexityofhealthcareservices(Betlehemetal.,2009,
Fagerstrom,2009).TheBolognaprocesshasledtoashiftofnursetrainingfromvocationaltohighereducationandtheincreasingnumbersofgraduatenursespecialistsisareflectionofthesecomplexneeds.Inthisarticle,wedescribechangesinEurope'
shighereducationsystem,someoftheproblemsassociatedwiththem,andhowtheyhaveaffectedtheeducationofnursingprofessionalsthroughtheestablishmentofminimum,transferablestandards,aswellastherecognitionoftheimportanceofadvancednursingpracticeinthefutureofEuropeanhealthcare.
2.
Methods
2.1.
Objective
TodescribetheBolognaprocessasitrelatestoEuropeannursingeducation.
2.2.
Designandliteraturesearchmethod
AliteraturesearchwasconductedusingAcademicSearchPremier,MEDLINE,PubMed,ERIC,andCINAHL.Acombinationofthefollowingkeywordswasused:
“Europeannursingeducation,”“Europeannursingeducationandhealthcarereforms,”“nursingroles,”“nursingcurriculum,”“nursingeducation,”“ECTS,”“qualityassurance,”and“Bolognaprocess.”Thefilterfunctionlimitedthearticlestothosepublishedafter1995andwithabstract.Thecompletefiltercanbefoundin
Table1.Tobethorough,asearchoftheInternetusingthesamekeywordswasalsoperformed,andreferencesandcitationsofretainedarticleswerereviewed.TheselectionofrelevantarticleswaslimitedtotheEnglishlanguage.
Table1.SearchfilterforBolognaandnursing.
AND
Limits
OR
Bologna
>
1995
Bolognaprocess
Nursingeducation
Abstract
Europeanhighereducation
Nursing
ECTS
3.
Results
Usingthedescribedsearchtermsandinclusioncriteria,194peer-reviewedrelevantdocumentswereidentifiedbyliteraturesearchaswellasonepeer-reviewedpresentationandonebook.Afterabstractevaluation,81wereincludedinanintegrativereviewandthemostrelevantdocumentswereidentifiedandincludedinthisarticleafterahandsearch(n
=
28).ThisreviewdoesnotpretendtoofferadetailedanalyticdescriptionofnursingeducationreformsineachEuropeancountrythatascribestotheBolognaprocess.ItratherattemptstoidentifytheoveralltrendsandchallengesthatseemtobesharedacrossmostEuropeancountries.
DespitetheexistenceoftheBolognaprocessforoveradecade,thereareveryfewresearchreportsavailable,reflectingaseverelackofactualempiricaldataontheprocess,outcomes,andimpactsofBologna-initiatednursingeducationreformsinEurope.AnyattempttounderstandBologna-initiatednursingeducationreformprocessesacrossEuropeisthereforelimitedby(a)publishedworksthataremainlycomposedofgeneraldescriptions,opinions,andattitudesratherthanempiricaldataand(b)theconstantgapexistingbetweenthepublishedmaterialandwhatisinfacthappeninginreality.Theselimitationshavetosomeextentrestrictedtheanalysispresentedinthisarticle.Paperswereincludediftheywerepeer-reviewedanddescribedtheBolognaprocessand/oritsrelationshiptonursingornursingeducation.
3.1.
Bolognaprocess
OneofthemajorchangesinEuropeanhighereducationoverthelasttwodecadesistheintroductionoftheBolognaprocess.Overthatsametimeperiod,Europeannursingeducationhasundergoneanumberofreforms,butnonehavebeenasfar-reachingorhadasmanyimplications(Ohlé
netal.,2011).ThelackofcoordinationthatexistedpriortoBolognaessentiallyrestrictedfreeacademicmovementbetweencountriesinEurope,instarkcontradictiontothegenerallabormarketchangesthataroseintheearlyeightiesfromtheformationoftheEuropeanEconomicCommunity.
3.2.
Background
Asthenamestates,Bolognaisaprocess,andassuchithasoccurredoveraperiodoftimeandiscontinuallyevolving(Fagerstrom,2009).Bolognaevolvedasanextensionofthe“ideaofEuropeanintegrationthathasbeendeepeningsince1950—aswellasacultivationofseedlingsofchangeinhighereducationthatwereplantedinthe1990s—affects4000institutionsand16millionstudents,anenterprisecomparabletothesizeandscopeofhighereducationintheUnitedStates”(Adelman,2009,p.viii).TheideabehindtheoriginalMagnaChartaUniversitatum—signedin1999inBologna—wasthatEuropewouldunifytheirsystemsofhighereducation.Thegoalhasevolvedtobecomethe“establishmentofauniform,transparentandefficientdevelopmentofprofessionalsinahighereducationsystemthatcanreactinaflexiblewaytothechangesinthelabormarket,andtothechallengespresentedbyincreasingglobalization”(Betlehemetal.,2009,p.240),thusbringingdowneducationbordersmuchlikethewayeconomicbordershavebeendissolvedwithintheEuropeanUnion.
ThebeginningsoftheBolognaprocessoccurredwiththeLisbonRecognitionConventionin1997atwhich29Europeancountriesagreedtoguidingprinciplesformutualrecognitionofeducationcredentials.TheseguidingprinciplesbecamethestructurefortheEuropeanQualificationsFramework.
ThenextstepinprogresstowardBolognawastheSorbonneDeclarationof1998.TheSorbonneDeclarationbroughttheeducationministersofthefourlargestcountriesintheEuropeanUnion(France,Germany,Italy,andtheUnitedKingdom)togetherwithanagreementtoleadarede
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