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Further it will seek to discuss the current system of nursing education, post graduate (masters) education and reflections on nursing education in Kenya and Ireland.
Nursing in Kenya before 1950s was being operated by individuals who had no structure that was convectional; this was based on the fact that poverty level was high. As the result of the poverty level, it was impossible to train and equip nurses with the required nursing practices. The fact that nursing lacked convectional structure meant that government support was not offered and thus nobody could stand and call for national strike which would pressure the government to support nursing organizations (Chinn, 1994 p 30). The well wishers from the United Kingdom provided running support and thus pressure mounted and effort to have legislation on nursing started. It was in 1983 when the first documented legislation Nurses Act Cap 257 was passed by all the nurses’ council of Kenya so that their right and demand could be aired in a manner that was respectable.
In 1980s, Kenya Registered Community Health Nurse (KRCHN) was registered and the aim was to train the nurses so as to provide comprehensive care to the entire communities who were supposed to be served. In 1990s diseases which were complex like cancer, HIV/AIDS among others started to emanate. This made cap257 to be emphasized on to make sure that nurses were equipped and effectively trained. In Ireland, the political and legislative act dates back in 1900 where nursing was developed earlier due to the government and other stakeholders support. The first legislation in Ireland was passed in 1919 while in Kenya it was passed in 1950s which was termed as Nurses Registration Act which was later known as Nursing Council for Ireland (Kelly and Joel, 1996 p 97). The act ensured that practices and other high professional competence in nursing were
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Chinese medicine has been molded by numerous western initiatives from the missionary in the 19 century. Particularly, nursing schools and missionary hospitals, this comprised of 32% of the complete nursing population in the country. The American influence was profound since it was one of the principal in the region doing major investments.
Hong and Yatsushiro (2001) reveal that the establishment of the nursing education in China was influenced mainly by the influx of missionaries from the West. The initiatives of the Western missionaries helped in molding the Chinese nursing education system just after China had lost Opium war that it was involved in 1842.
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However, with continued advocacy for better education structures, the need for reform was recognized in several policy documents of the Irish government. In the year 1995, the government approved a nursing diploma programmed to promote a broader and more educated profession.
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The ‘cognitive domain’ denotes the psychological/mental mechanisms exercised to gain and apply knowledge (Larkin & Burton, 2008). Nursing education places emphasis on a broad range of cognitive knowledge, such as how to correctly manage chronic
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