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Comparing Nursing Education in Saudi Arabia and China
Introduction
This paper compares and contrasts the nursing education systems of Saudi Arabia and China. The countries represent very different cultural, political, and historical backgrounds, and it is crucial to analyze their educational systems and discover what barriers, if any, exist to high-quality nursing education. As the demand for nurses increases worldwide, these countries should aim for collaborative learning to obtain the most effective workforce.
Political History and Development of Nursing Education
Saudi Arabia
Nursing education in Saudi Arabia began in 1954 as a one-year program. Only in 1976 did a degree-granting training program for a Bachelor of Science in Nursing (BSN) appear. In the first few decades, nursing education was offered solely to female students; in 2004, a program for men was designed (Almalki, FitzGerald, & Clark, 2011).
China
The modern nursing education system was developed after the arrival of Western missionaries in the late 19th century, when a three-year training program was introduced. Throughout the 20th century nursing education developed under the influence of the Cultural Revolution. Progress was made when universities began to offer secondary education programs in nursing education, allowing more advanced nurses to obtain a higher degree of qualification (Wong & Zhao, 2012).
Comparison
The history of nursing education in Saudi Arabia is different from that of China, despite the fact that its intense development started in the second half of the 20th century in both countries. In China, education was accessible to everyone while only female students in Saudi Arabia could pursue the field in the beginning.
Government and Nursing Organizations Influencing Nursing Education
Saudi Arabia
The Ministry of Health (MOH) together with the Ministry of Higher Education suggested that the level of nurses entering into practice should be no lower than baccalaureate. Thus, they wanted to ensure a high quality of nursing education in the country (Jradi, Zaidan & Shehri, 2013). The Ministry of Higher Education recommended orienting on international educational standards when planning the curriculum.
China
The Ministry of Education regulates the procedure of entering into nursing practice. Since 2007, it has obliged graduates of all three levels to take a registration examination before starting licensed work. Founded in 1909, the Chinese Nursing Association (CNA) is the main organization for nurse support. It helps nurses protect their rights, strengthen academic exchange, and access general assistance while studying (Wong & Zhao, 2012).
Comparison
In both countries, governmental regulations play a vital role in nursing education by applying certain criteria for nurses to enter practice after training. In Saudi Arabia, the government requires an Associate degree or diploma in nursing to enter the profession, but in China, the type of degree defines the area of competence.
Current System of Nursing Education
Saudi Arabia
There are two educational levels managed by The Ministry of Health: health institutes and junior colleges. Both levels enable nurses to obtain a diploma or Associate degree in nursing with a technical nurse qualification. The Ministry of Higher Education also offers a few programs for a Bachelor of Science in Nursing (BSN) (Jradi et al., 2013). Nurses who obtain bachelors degree are regarded as professionals. In general, the training lasts five years, after which trainees may enter into practice.
China
Nursing education consists of three levels: diploma, advanced diploma, and baccalaureate degree. The first level lasts three years and is earned at hospital-attached health schools. The second is offered for senior high school or health school graduates who must take courses equivalent to a three-year course in nursing. The bachelors degree takes five years and is attainable for the second level graduates. Trainees must take an exam to start licensed work at advanced levels (Wong & Zhao, 2012).
Comparison
Both countries enable students to obtain university degrees in nursing at various levels depending on the educational facility. Nevertheless, the length of studies and the curriculum are different.
Post-Graduate (Masters) Education
Saudi Arabia
Post-graduate education in nursing offers a limited selection of masters programs for female students only. However, the government offers scholarships for students of both genders, and recipients can study at the masters and Ph.D. levels abroad.
China
Post-graduate education is available for everyone; however, admission is based on written examination scores and nursing skill. The masters degree program lasts three years and offers various subjects (e.g., political science, foreign language) together with nursing (Wong & Zhao, 2012). There are Ph.D. programs as well, but few students continue at this level.
Comparison
Post-graduate education in Saudi Arabia differs from that of China, both in terms of attitude towards gender and curriculum. Both countries allow students to study abroad and pursue advanced studies.
Conclusion
Students access to education varies around the world, as demonstrated by nursing education programs in Saudi Arabia and China. Though the systems may differ, the ultimate goal of both countries is the same: to produce highly skilled nurses and to provide high-quality health care services. There are issues in the educational systems of both countries in terms of bridging degrees. In order to meet their goals, these countries should consider applying foreign practices, including offering better student support on every level and making nursing education available to everyone.
References
Almalki, M., FitzGerald, G., & Clark, M. (2011). The nursing profession in Saudi Arabia: An overview. International Nursing Review, 58(3), 304-311.
Jradi, H., Zaidan, A., & Shehri A. M. (2013). Public health nursing education in Saudi Arabia. Journal of Infection and Public Health, 6(2):6368.
Wong, F.Y., & Zhao, Y. (2012). Nursing education in China: Past, present, and future. Journal of Nursing Management, 20(1), 38-44.
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