Status of International Nursing Lectures and IT Environment in Basic Nursing Education: Focusing on the Development of a Remote Education Support System
2024 Volume 8 Issue 2 Pages 1-11
Details
2024 Volume 8 Issue 2 Pages 1-11
Objective
Owing to the extensive and diverse nature of international nursing education, it is challenging for a lecturer to cover all its content. Moreover, this field has been facing a shortage of lecturers. This study aims to not only clarify the actual situation of international nursing lectures and the IT environment but also further obtain suggestions for the introduction of a remote education system for international nursing lectures.
Methods
Anonymous questionnaires were distributed to 1,075 schools available on the Ministry of Health, Labor, and Welfare's "List of Nurse Training Institutes." The study was conducted between March and April 2021.
Results
In total, 411 schools were included in the analysis. International nursing-related subjects were included in 82.9% of the schools’ curriculum. Vocational nursing schools and 5-year integrated nursing schools had higher mandatory percentages than the universities. The full-time faculty placement rate was 68.7%. The implementation rate of "nursing to resident aliens" was 60%; however, specialized lecturers the content accounted for 18.3%. The various "nursing for health issues in international cooperation" constructs had less than 50% implementation rates. Over 90% of the schools provided a form of electronic devices to their students, and 86.4% had a Wi-Fi-enabled environment. The universities had higher percentages than vocational nursing schools and 5-year integrated nursing schools. An e-learning system was implemented by 38.7% of the schools, while 65.5% of the universities did, representing a statistically higher value than that of vocational nursing schools.
Conclusion
It was found that supplementing international nursing lectures with contents related to “resident alien nursing” and “actual international nursing cooperation” was necessary. The findings that the Wi-Fi-enabled environment was well diffused, whereas the e-learning system was not, were indicative of the high feasibility of introducing remote education along with enhancing the understanding of the system for schools other than universities.
