Education Reforms in Nigeria: How Responsive is the Nursing Profession?

2013 ◽  
Vol 10 (1) ◽  
pp. 11-18 ◽  
Author(s):  
Emmanuel Olufemi Ayandiran ◽  
Omolola Oladunni Irinoye ◽  
Joel Olayiwola Faronbi ◽  
Ntombi G. Mtshali
Keyword(s):  
Health Care ◽  
Nursing Education ◽  
Educational System ◽  
First Century ◽  
University Education ◽  
Nursing Profession ◽  
Current Status ◽  
Education Reforms ◽  
Twenty First Century ◽  
Education And Development

AbstractEducation in the twenty-first century and educational reforms are subjects of interest and discourse worldwide because of the link between education and development. What appears not to have been fully explored in the Nigerian context is the responsiveness of various professions, especially nursing, to the consistently changing educational system. Yet innovative advances in health care system in the twenty-first century demands that Nursing as a profession should prepare practitioners who are well equipped to meet the challenges of care within the context of a complex milieu. This paper, therefore, examines the Nigeria educational system, its reforms and current status of nursing education in Nigeria. Some of the challenges in the emergence of professional nursing in Nigeria and the progress made so far to advance professional as well as university education for nurses are articulated with propositions of possibilities and the gains for the Nigeria nation.

scholarly journals 21st-century capitalism: structural challenges for universal health care

2019 ◽  
Vol 15 (S1) ◽  
Author(s):  
Susan K. Sell
Keyword(s):  
Health Care ◽  
Final Section ◽  
Regulatory Reform ◽  
Status Quo ◽  
First Century ◽  
Value Chains ◽  
Universal Health Care ◽  
The Status ◽  
Twenty First Century ◽  
Universal Health

AbstractThe structural perspective outlined here sheds light on some of the fundamental challenges involved in achieving Universal Health Care (UHC) in this twenty-first-century era of trade and financialized capitalism. This commentary explores connections between the structure of twenty-first-century capitalism and challenges to achieving UHC, discussing three features of today’s capitalism: financialized capitalism; trade, intangibles and global value chains; and inequality (as exacerbated by the first two features). The final section discusses the various opportunities for reform to facilitate UHC—from tinkering with the status quo, to deeper regulatory reform and fundamental structural change.

Leadership: a central tenet for postgraduate dementia services curricula development in Australia

2009 ◽  
Vol 21 (S1) ◽  
pp. S16-S24 ◽  
Author(s):  
Jocelyn Angus
Keyword(s):  
Health Care ◽  
Care Delivery ◽  
Dementia Care ◽  
Curriculum Planning ◽  
Health Science ◽  
Leadership Role ◽  
First Century ◽  
Care Services ◽  
Twenty First Century ◽  
Health Care Delivery Systems

ABSTRACTBackground: In the next decades of the twenty-first century, the global aging of populations will challenge every nation's ability to provide leadership by qualified health professionals to reshape and improve health care delivery systems. The challenge for educators is to design and deliver courses that will give students the knowledge and skills they need to fill that leadership role confidently in dementia care services. This paper explores the ways in which a curriculum can develop graduates who are ready to become leaders in shaping their industry.Method: The Master of Health Science – Aged Services (MHSAS) program at Victoria University, Melbourne, Australia is applied as a case study to describe the process by which the concept of leadership is applied as the key driver in curriculum development, teaching practices and learning outcomes.Results: Evaluation instruments employed in a variety of purposes including teaching, curriculum planning and unit appraisal are discussed. Challenges for the future are proposed including the need for postgraduate programs in dementia to seek stronger national and international benchmarks and associations with other educational institutions to promote leadership and a vision of what is possible and desirable in dementia care provision.Conclusions: In the twenty-first century, effective service provision in the aged health care sector will require postgraduate curricula that equip students for dementia care leadership. The MHSAS program provides an established template for such curricula.

scholarly journals Metody nauczania i środki dydaktyczne stosowane przez nauczycieli podstaw przedsiębiorczości – wyniki badań

2008 ◽  
Vol 4 ◽  
pp. 335-340
Author(s):  
Mariola Tracz ◽  
Tomasz Rachwał
Keyword(s):  
Educational System ◽  
Teaching And Learning ◽  
First Century ◽  
The Subject ◽  
Twenty First Century

After the reform of structure and agenda of Polish educational system at the end of twentiethcentury and at the beginning of twenty first century the new subject – the basis for entrepre-neurships – was introduced. The existence of the subject in Polish schools since 2003 gives usa reflection on the didactic aspect appointed by the goals, the tasks, and the achievementsrecorded in the foundation for the curriculum as well as embraced by authorial curricula. Thework presents the results of the research that aimed to:–recognize the types and frequencies of incentive methods used in teaching and learning thebasis for entrepreneurships,–getting teacher’s opinion on the instrument to perform the tasks imposed by the teaching ofthis subject,–recognize which of the didactic means are the most often used on the basis for entrepreneur-ships classes.

Introduction

2013 ◽  
Author(s):  
K.W.M. Fulford ◽  
Martin Davies ◽  
Richard G.T. Gipps ◽  
George Graham ◽  
John Z. Sadler ◽  
...  
Keyword(s):  
Mental Health ◽  
Health Care ◽  
Mental Health Care ◽  
Natural Kinds ◽  
World View ◽  
First Century ◽  
Scientific World ◽  
Imaging Results ◽  
The Status ◽  
Twenty First Century

This section concerns the question of how best to understand the scientific status of mental health care in general and psychiatry in particular. On the assumption that psychiatry is based, in part at least, on natural science, what is the nature or the general shape of that science? Some of the chapters aim at shedding light on component parts of a scientific world view: causation, explanation, natural kinds, models of medicine, etc. Others concern potentially fruitful scientific approaches to mental health care, drawing on brain imaging results, phenomenology, enactivism and what can be learnt from debate of the status of psychoanalysis. One overall lesson is that twenty-first-century psychiatry needs twenty-first-century philosophy of science.

Challenges of Learning Analytics Execution in the Educational System

2018 ◽  
pp. 28-40
Author(s):  
Manoj Kumar Singh
Keyword(s):  
Higher Education ◽  
Educational System ◽  
Learning Analytics ◽  
First Century ◽  
Teachers And Students ◽  
Twenty First Century ◽  
Essential Set ◽  
Educational Enterprise ◽  
Education Stakeholders

Education for the twenty-first century continues to promote discoveries in the field through learning analytics. The problem is that the rapid embrace of learning analytics diverts educators' attention from clearly identifying requirements and implications of using learning analytics in higher education. Learning analytics is a promising emerging field, yet higher education stakeholders need to become further familiar with issues related to the use of learning analytics in higher education. This chapter addresses the above problem and design of learning analytics implementations: the practical shaping of the human tactics involved in taking on and using analytic equipment, records, and reviews as part of an educational enterprise. This is an overwhelming but equally essential set of design choices from the ones made within the advent of the learning analytics structures themselves. Finally, this chapter's implications for learning analytics teachers and students and areas requiring further studies are highlighted.

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