The impact of the Bologna process on nursing higher education in Europe a reviewWord文件下载.docx

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