All three provisions for health professions training will provide an opportunity for nursing students and schools to receive funding. The Nursing Workforce Development Programs support the supply and distribution of qualified nurses to meet our nation’s health care needs. Over the last 45 years, Title VIII programs have addressed each aspect of nursing shortages – education, practice, retention, and recruitment. By investing in these programs, Congress has shown its strong commitment to reversing the national nursing shortage and filling vacant nursing positions.
The provisions authorized under Title VII are the only federally funded programs that support the education and training of individuals across the interdisciplinary healthcare team. Schools of nursing and nursing students benefit from many Title VII programs, such as the Scholarships for Disadvantaged Students and the Faculty Loan Repayment Program.
Finally, the National Health Service Corps provides scholarships and loans to nurse practitioners, certified nurse-midwives, primary care physicians, dentists, mental and behavioral health professionals, physician assistants, and dental hygienists.
In November 2008, AACN’s Board of Directors approved the organization’s request to expand AACN’s efforts to secure funding for nursing education in the stimulus package. In this difficult economic time for schools of nursing, the Board recognized this unique opportunity to act now and alleviate current funding concerns for nursing education and increase appropriations for the Nursing Workforce Development programs in fiscal years 2009 and 2010. Reacting to AACN’s call to action, nursing deans, faculty, and students rallied behind the stimulus legislation and sent more than a 1,000 messages through AACN’s online advocacy tool to Congress explaining the importance of supporting nursing education and funding for the Title VIII programs.
“Securing this funding is a tremendous feat for nursing education and a testament to the power of collaboration among nursing organizations,” added Dr. Raines. “AACN is grateful that our membership acted quickly, along with the thousands of nurses across the country, to encourage Members of Congress to include funding for nursing and health professions training in the final bill. Nursing united and prevailed.”
For more details on AACN’s advocacy effort on behalf of nursing education and research, see http://www.aacn.nche.edu/Government/index.htm.
Showing posts with label Nursing Education in the United States. Show all posts
Showing posts with label Nursing Education in the United States. Show all posts
Monday, March 30, 2009
Sunday, March 1, 2009
Nursing Education in the United States
Nursing education is a field that combines nursing with the teaching of students of nursing and, for some, with the administration of educational programs.
A high proportion of the teachers in nursing education programs teach in clinical situations, in which students learn to care for patients and families in hospitals, at home, and in other situations. Universities or associations usually offer teaching by nurses in staff-development programs of hospitals and other health agencies and in continuing-education programs. The basic educational program for nurses in many countries is scientific and humanistic in content. All educational programs include experience with patients in hospitals, homes, or other settings.
In almost all countries with nursing education there are at least two kinds of programs – those leading to diplomas and those that train auxiliaries, though a large portion of auxiliaries in some countries are untrained.
The development of nursing education in any country is affected by the developments in general education. In the United States and some other countries, for example, high school graduation or its equivalent has for many years been a requirement for admission to schools preparing registered nurses. In the United States this is also a requirement for admission to practical nurse programs. In some countries fewer years of previous education are required.
Nursing education in the United States has undergone tremendous changes in recent years. In order to prepare nurses for beginning and advanced levels of practice, educational programs also have undergone tremendous changes. Many curricula are creative and interactive, rather than rigid and proscriptive. Education is more learner-focused than teacher-centered. Clinical experiences for students reflect a greater emphasis on community-based care, health promotion, disease prevention, family involvement, and self-care. And the integration of technology and the use of distance learning strategies are more evident in nursing education programs.
Nurse educators are realizing that there is an art and a science to teaching nursing – just as there is an art and a science to practicing nursing – and they are seeking preparation in curriculum development and evaluation, creative teaching/learning strategies, student and program evaluation, and other areas that complement their clinical specialization and expertise.
Post-basic programs for nurses with diplomas have been established in the United States and in many countries. Some programs offer courses in general education, as well as nursing courses, and some, in universities, may become programs leading to a bachelor’s degree. The purposes of such programs vary and include the preparation of teachers, supervisors, or administrators and of nurse specialists in various fields, including midwifery, public health, and teaching of auxiliaries. Some augment the education received in other programs. Enrollment is generally small in relation to the need for their graduates.
A high proportion of the teachers in nursing education programs teach in clinical situations, in which students learn to care for patients and families in hospitals, at home, and in other situations. Universities or associations usually offer teaching by nurses in staff-development programs of hospitals and other health agencies and in continuing-education programs. The basic educational program for nurses in many countries is scientific and humanistic in content. All educational programs include experience with patients in hospitals, homes, or other settings.
In almost all countries with nursing education there are at least two kinds of programs – those leading to diplomas and those that train auxiliaries, though a large portion of auxiliaries in some countries are untrained.
The development of nursing education in any country is affected by the developments in general education. In the United States and some other countries, for example, high school graduation or its equivalent has for many years been a requirement for admission to schools preparing registered nurses. In the United States this is also a requirement for admission to practical nurse programs. In some countries fewer years of previous education are required.
Nursing education in the United States has undergone tremendous changes in recent years. In order to prepare nurses for beginning and advanced levels of practice, educational programs also have undergone tremendous changes. Many curricula are creative and interactive, rather than rigid and proscriptive. Education is more learner-focused than teacher-centered. Clinical experiences for students reflect a greater emphasis on community-based care, health promotion, disease prevention, family involvement, and self-care. And the integration of technology and the use of distance learning strategies are more evident in nursing education programs.
Nurse educators are realizing that there is an art and a science to teaching nursing – just as there is an art and a science to practicing nursing – and they are seeking preparation in curriculum development and evaluation, creative teaching/learning strategies, student and program evaluation, and other areas that complement their clinical specialization and expertise.
Post-basic programs for nurses with diplomas have been established in the United States and in many countries. Some programs offer courses in general education, as well as nursing courses, and some, in universities, may become programs leading to a bachelor’s degree. The purposes of such programs vary and include the preparation of teachers, supervisors, or administrators and of nurse specialists in various fields, including midwifery, public health, and teaching of auxiliaries. Some augment the education received in other programs. Enrollment is generally small in relation to the need for their graduates.
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