As the objects of comparison, nursing education systems in Jordan and Ireland are considered. The analysis of the characteristics of nursing education in these countries can provide the comprehensive picture of similarities and differences between the two training programs. The two systems are expected to have distinctive approaches to nursing education due to specific goals caused by the location of countries and their level of development.
Political History and Development of Nursing Education
The sociopolitical changes that took place in the country in the middle of the 20th century had a significant impact on training medical specialists (Zahran, 2011). As the author remarks, “the American Model of nurse education had a profound impact on the development of nurse education in Jordan” (Zahran, 2011, p. 380). Physicians are involved in the teaching process, which contributes to successful collaboration.
Nightingale’s model of nursing education was the basis of training in the 20th century (O’Dwyer, 2007). However, in 1998, new guidelines were developed to update the program (O’Dwyer, 2007). The renewal project dealt with different areas, and political trends in the country had a significant impact on the formation of the new system of work for the nursing staff and requirements for healthcare employees.
Comparison of countries
The Jordanian nursing education system has undergone more significant changes under the influence of political events than the Irish one. Traditional approaches to training and specific programs in the 20th century were a common feature of the two countries. Ireland is more focused on its own strategies, while in Jordan there is much in common with the American system of nursing education.
Government and Nursing Organizations Influencing Nursing Education
The Ministry of Health controlled all examinations until the Ministry of Higher Education introduced its reform in 1998 (Zahran, 2011). This system is similar to the Saudi Arabia’s regime where the same boards work (Almalki, FitzGerald, & Clark, 2011). Due to much in common with the American system, nursing organizations play a significant role in improving the degree of specialists’ training and their qualification.
The Department of Health is the main board monitoring the activities of the nursing educational process (O’Dwyer, 2007). Establishing partnerships are encouraged, and organizations tend to improve the quality of training. For comparison, Madagascar that is also an island country does not have such a high level of nursing communities’ work (Plager & Razoaonandrianina, 2009). Curriculum adjustments are monitored by the Department of Higher Education.
Comparison of countries
Despite the fact that in both countries, there are different boards that monitor and regulate the training of nurses, the apparatus that is responsible for education controls the training process. Medical organizations and communities are developed enough to be useful. There is much in common in compiling the curriculum and the load distributed in accordance with the tasks set and particular goals.
Current System of Nursing Education
The system of “both advanced education and certification in speciality areas” is maintained in the country (Zahran, 2011, p. 382). There is also a diploma school providing its graduates with specific documents proving their qualification. According to Zahran (2011), there are three Master’s degree programs. Since the Jordanian system is similar to that of the US, there is the combination of programs and plans.
Nursing programs in Ireland are built on the principle of both university and postgraduate training. As O’Dwyer (2007) notes, certified professionals receive Master’s degree, and relevant certificates are provided. Studies in special diploma schools are supported where nurses can hone their skills. Recent reforms have made access to education freer, and wide prospects are open to those employees who are ready to improve their professional level.
Comparison of countries
In the two countries, nursing personnel has an opportunity to receive sufficiently high education and achieve success by increasing a qualification level. Both in Jordan and in Ireland there are special diploma schools of a certain orientation. The certification process of specialists is determined by the state authorities, and nurses can improve their knowledge and gain valuable experience during the postgraduate training process.
Post-Graduate (Masters/Doctoral) Education
An attempt to introduce a doctoral-prepared nursing faculty was undertaken; nevertheless, “it was found to be very costly to the country and was difficult to sustain both financially and socially” (Zahran, 2011, p. 382). Later, in 2005, the country was able to establish a specific doctoral program based on international standards (Zahran, 2011). Also, Master’s degree programs exist and belong to several areas of work – adult, community, and newborn nursing.
Various universities in Ireland offer advanced nursing programs in different fields. According to ANA (2010), the priority direction of postgraduate training is determined by educational institutions, and the choice is made in favor of the most relevant areas. As O’Dwyer (2007) remarks, the Irish system of training specialists of higher profile includes both the possibility of obtaining Master’s and Doctor’s degrees, which indicates its advancement.
Comparison of countries
The system of postgraduate nursing training is more developed in Ireland than in Jordan. In the European country, there are different doctoral programs, while in the Middle Eastern state, only one project is supported. However, the quality of education is high, and specialists have equal opportunities when obtaining the confirmation of their qualification. Therefore, the difference lies precisely in the number of courses.
Conclusion: Reflections on Nursing Education
Both reviewed nursing education systems comply with international quality standards and are similar to the American training program. The program of Jordan is not significantly worse than in Ireland. Surprisingly, despite the fact that many political events in the Middle Eastern country could have had a negative impact on the development of its healthcare system, the quality of education is high and meets modern requirements.
Almalki, M., FitzGerald, G., & Clark, M. (2011). The nursing profession in Saudi Arabia: An overview. International Nursing Review, 58(3), 304-311.
American Nurses Association (ANA). (2010). Nursing’s social policy statement: The essence of the profession (3rd ed.). Silver Spring, MD: ANA.
O’Dwyer, P. (2007). The educational preparation of nurses in Ireland. Nursing Education Perspectives, 28(3), 136-139.
Plager, K. A., & Razoaonandrianina, J. O. (2009). Madagascar nursing needs assessment: Education and development of the profession. International Nursing Review, 56(1), 58-64.
Zahran, Z. (2011). Nurse education in Jordan: History and development. International Nursing Review, 59(3), 380-386.