Political History and Development of Nursing Education:
Comparison of China and Poland
Describe how the political history of the country influenced nursing education in China and
Poland. How did nursing education develop?
China
The Chinese nursing education was essentially developed by Western influences and organizations. In 1842, the pioneer nursing school in the country constructed in Fuzhou, Eujian Province. In 1973, majority of entire nurse population in China were missionaries (Chen, 1996). In 1908, Nina Gage, an American registered nurse arrived in Hunan Province and subsequently became the president of Nurses’ Association of China and portrayed the role of Dean of Hunan-Yale School of Nursing. In 1920, Peking Union Medical College established the first collegiate 5-year nursing curriculum through the support of Rockefeller Foundation of the United States. The Medical College was the one only left with a tertiary nursing program in China until 1952 and was later converted to a vocational institution. In 1930, the nationalist government funded the fist secondary-level nursing school in the country. Later in 1961, a department of nursing was established by the Beijing Second Medical College to accommodate working nurses who had plans to pursue further nursing education and training (Yu, Xu & Zhang, 2000).
Poland
The development of professional education of nurses in Poland has been significantly influenced by political situations. In 1911, the first 2-year nursing school was established in the territory of Krakow (Epstein, 1929). Unfortunately, this school was present only until 1914 when the First World War started and education was compromised. Later, one and later two-year program were provided training for nurses in newly-established nursing academic institutions. With this contribution, the University Nursing School resumed its operation in Krakow. Polish nurses made significant development in the succeeding years between World War I and II. Formal post-secondary and university-based nursing academic institutions were instituted. Unfortunately, Poland was left with no established schools to educated new nurses and its nursing leadership was compromised at the end of World War II. During the 1970s, the university-based nursing programs were initially made available for those who were interested in pursuing nursing in the university level. These programs paved way for the availability of a Master’s degree that nurses, who had completed the 2 and 2.5 year programs, could pursue (Sztembis, 2006).
Which government agency(ies) or organizations influenced the training of nurses and how did the agency(ies) do that? Did nursing organizations play a role?
China
In contrast to Poland, the nurse education and training programs in China were essentially influenced by American organizations. In 1912, Yale missionaries established the Hunan Medical University which spearheaded the first nurse-training program in the country. The US-based Rockefeller Foundation instituted the Peking Union Medical College which pioneered the nursing program in the country. The program aimed to develop education and service programs that were comparable in western countries. Later in 1930, the nationalist government spearhead the institution of a secondary-level nursing school in the country (Yu, Xu & Zhang, 2000).
Poland
In Poland, various organizations have influenced the nurse education and training. In 1925, the establishment and membership of the Polish Nursing Association of Professional Nurses was recognized by the International Council of Nurses (ICN). This subsequently gave the Polish nursing organization access to international nursing heritage, the possibility for internal cooperation and comprehensive assistance. In 1926, the Polish government established the first nursing section in the Ministry of Health. This section coordinated nursing education in the country. In 1935, an Act on Nursing emphasizing nursing practice and nursing education was legislated by the Polish parliament. In 1998, expert nursing faculty members, who subsequently developed minimum curricular requirements for 3-year nursing studies based on European standards, was appointed by the Ministry of Health. In 2000, another experts cooperating of the Ministry of Health and the Ministry of Education completed the strategic plan for nurses’ transformation. Further, the National Accrediting Board for Medical Education in the Ministry of Health was instituted and mandated to accredit nurse education programs in 2001 (Sztembis, 2006).
According to the article, what is the current system for educating nurses in China and Poland? Are there diploma (hospital-based) schools? Has nursing education moved into university settings? Is there a combination of nursing education programs (similar to U.S. system) to train nurses?
China
Nursing programs in China, on one hand, include Zhuanke/Associate (3 years), Baccalaureate (5 years), Master (3 years) and Doctoral (3 + 2 years). These programs are offered in universities in China. The programs are relatively comparable to the US’s except on the duration of each. In the US, Associate program lasts for 2 years; the Baccalaureate for 4 years; the Master for 1-3 years; and, for Doctoral for 3 years (Yu, Xu & Zhang, 2000).
Poland
Nursing education programs is composed of a Baccalaureate in Nursing program (3 or 3.5 years) and Master’s program in Nursing (2 years). Nursing education has moved into universities in the country. In comparison to the U.S. system, there are no Associate and Doctoral programs in Nursing in Poland (Sztembes, 2006).
Is post-graduate (Master’s) education for nurses available?
In Poland, a Master’s program in Nursing is offered whilst in China both Master’s and Doctoral programs in Nursing are offered in universities (Sztembes, 2006; Yu, Xu & Zhang, 2000).
In conclusion, what surprised you about nursing education in Poland and in China?
The nursing education in Poland and China has been both essentially developed by the socio-political events. Poland’s, however, constitute more turmoil and challenges as compared to the latter’s. In spite of this, Polish nurses exhibited resilience on these turmoil and persistence on reestablishing and reorganizing, nursing education and programs amidst then numerous political upheavals the profession was afflicted with. Interestingly, amidst these political tensions, the Polish nurses accommodated less intervention or assistance from other countries in restructuring the nursing profession, unlike the Chinese nurses. Chinese nurses depended heavily in American influences on establishing and organizing nursing programs and institutions. Hence, it the nursing education and philosophy are comparable between China and the United States.
In conclusion, the development of nursing as a profession should be viewed within the socio-political context of the country where it has sprung from. Amidst having numerous differences when viewed cross-culturally, the existence of nursing as profession in both cultures can still be viewed and respected for its universal altruistic aims- to care for and ease the suffering of the needy and improve the quality of living of the humanity.
References
Chen, K. (1996). Missionaries and the early development of Nursing in China. Nursing History
Review, 4, 129-149.
Epstein, M. (1929). History of school for professional nurses in Krakow. Polish Nurse, 1, 3-6.
Sztembis, B. (2006). The past, present and future of nurse education in Poland: Stages,
conditions and activities. International Nursing Review, 53, 102-109.
Xu, Y., Xu, Z. & Zhang, J. (2000). The nursing education system in People’s Republic of China:
Evolution, structure and reform. International Nursing Review, 47, 207-217.
