Comparative Study Of Nursing Professional Postgraduate Curriculum Between US And China

Nursing postgraduate education is the main channels to train the senior nursing management, teaching, research and clinical talents. The United States is the most developed country of nursing education in the world, nursing postgraduate education starts earlier, the professional characteristics obviously, targeted training, systematic curriculum and abundant supply of teachers have formed a relatively complete system. My postgraduate education of nursing profession as it started late, also in a way to the perfect stage. Despite different national conditions, but understands and learns the experience of others to develop Chinese nursing professional postgraduate education still has great significance. To that end, subject wants to compare US nursing professional postgraduate curriculum with Chinese, while collating and comparing the two mainstream universities postgraduate nursing curriculum relevant information of US and China, so as to provide domestic nursing education fellow member information, expand their horizons, enlightened thinking, rethink our existing postgraduate education;On the other hand, through personal interviews, the study of literature, and other theory and practice combining research ways to study the basic laws of nursing professional postgraduate curriculum, to analyze the concept of courses,course basis, course content, curriculum implementation and other curriculum fundamentals, under the guidance of the modem theory, to raise positive recommendations and ideas for our country set up thecurriculum-----construct science and reasonable, full nursingcharacteristics, embody nursing mainstream of development, fit needs of the structure for the high-level knowledge talents, for the education sector, it can provide a useful basis for decision-making functions and use for reference.The study is divided into four main parts as follows:Part I: theoretical study and research programFirst, using theoretical study law to analyze the theoretical basis of nursing postgraduate curriculum by nursing theory and course theory. According to the characteristics and research purposes of nursing profession, choose and learn from the "target mode" and "practice model" theory as the main guideline of nursing postgraduate curriculum. The second section describes the topic of research program, including: research methods, research objects, compare principles, compare steps, compare framework and elements, as well as related concepts and technical line.Part II: description of US nursing professional postgraduate curriculumThe study of five US universities' nursing schools shows that the United States nursing professional postgraduate curriculum with the following characteristics: (1) Culturalization of the Curriculum: Majority America nursing colleges curriculum broaden the scope of nursing teaching, increased humanities content, created multicultural related courses, ethics related courses, career development of nurses and highly relevant nursing curriculum which has characteristics. At the same time, stressed study of the interdisciplinary courses, allowing students to multi-disciplinary, interdisciplinary and cross-college course choices to foster liberal culture;(2) Specialization of the Curriculum: Professional curriculum which based on the role is the most prominent features of US nursing postgraduate curriculum. US nursing postgraduate education goal is to train clinical experts, according to the different needs of the professional role for nurses to set up courses to train different types of specialist, such as nursing education, nursing management and the practice of senior care professionals, role-based curriculum to enable students to choose according to their needs in order to enhance the knowledge and skills of a specialist field;(3) Individuality of the curriculum: As the United States higher education management decentralized autonomy, the universities in the United States share a professional curriculum autonomy and flexibility, so that its highly personalized curriculum. Therefore, nursing postgraduate curricula often target characteristics into account graduate students, according to social needs, and talent needs to design and arrange courses and the organization of teaching;(4) Unique of the curriculum: American nursing graduate curriculum with special emphasis on absorbing the characteristics nursing curricula which reflected development and social needs of the times, and these characteristics courses have made the United States nursing postgraduate curriculum highly characteristics.The study of 11 Chinese Nursing College shows, China postgraduate professional nursing curriculum has the following characteristics: (1) To value political theory curriculum: Strengthening postgraduate moral education, upgrading postgraduate ideological, political, and moral terms quality, is an important component part of our graduate education. In the curriculum, set up natural dialectics courses and the theory and practice of socialist construction, with the aim of guiding and helping postgraduate students grasp the correct position,viewpoint and method;(2) To pay attention to develop English proficiency: Many domestic universities' nursing department arrange public English courses for the fourth credit in the proportion of the total credit which attached great importance to their English proficiency of postgraduate training. However, because of its excessive proportion of the curriculum, it also undermined the other core courses;(3) To emphasize curricula' professionalism in professional curriculum: Postgraduate professional nursing curriculum focus on nursing theory and methods, supported by interdisciplinary courses, not only in degree courses on the basis of two-class academic requirements and features, and expand basic knowledge of cross-cutting and interdisciplinary support for the two courses is subject to a level that fully reflects the curriculum for professional. However, the timeliness of professional teaching and curriculum, forward, depth and breadth needed further improvement. (4) To emphasize teaching and research practice: Chinese postgraduate training emphasizes both teaching and research, in addition to 4-5 doors degree courses and professional theories and the subject, the theoretical basis courses is about 25 percent of the total courses, it because our postgraduate students mainly engaged in professional teaching and research work after graduationPart III: comparative study on nursing professional graduate curriculum between US and ChinaResearch shows that China and US nursing professional postgraduate curricula almost maintain consistency in the following areas to: (1) Training objectives highlighted the growing care disciplines independence process and the resulting increased clarity of the role of nurse's career;(2) curriculum and our whole concept of growing organic nursing care related to the core ideas and concepts;(3) increasing emphasis on curriculum and structure of professional identity and careshown by the relevant capacity-building;(4) courses in the emerging methods of implementing the flexibility and individuality, and so on.But as the Chinese and US national conditions, historical development and the educational system have large differences , reflected differences in postgraduate curricula are: (1) On training objectives, the United States, with professional role as a basis for training different roles nursing professionals;China is mainly focused on training in basic research and research-based clinical-nursing professionals;(2) On curriculum ideas, the United States use the nursing philosophy and objectives of training as a guide, based on people, health, environment, nursing, education, learning concepts to guide curriculum, protrude nursing professional characteristics;totally speaking, Chinese postgraduate nursing curricula ideas reflected in the curriculum still are academic centered, academic-based, teacher centered thoughts, but also has actively exploring people-oriented, nursing and humanities, and social science mutual penetration, the courses concept which focus on students' personality development;(3) As to curriculum basis, US identifies their curriculum according to training goals, social needs, sets of specifications and standards made by the United States Department of Education authorized and accredited senior nursing institutions, the universities' philosophy, teachers' values, resources, goals and potential student groups. China set up curriculum mainly in accordance with national aims of education and training objectives;(4) For course structure and content, United States emphasizes professional and basis as well, including the three frameworks: Postgraduate core curriculum, senior nursing practice core courses and specialist courses, centering on the direction of the occupational professional role which students' choice;China stress on both teaching and research, including four frameworks: public base classes, professional foundation courses, professional andoptional courses;(5) For the implementation of curriculum, the United States supports individuality and independence of teachers in the teaching, pay attention to and encourage multi-disciplinary postgraduate course choices, interdisciplinary study, focus on students' professional training of core competencies, often use PBL teaching methods, role-playing, case teaching, field trips and other effective teaching methods to form students' capacity, evaluate capability is the main curriculum assessment way, usually use comprehensive appraisal methods, such as writing papers, synthesis, nursing activities design, inspection reports and other forms;China conducted reform attempts in the number of courses, also advocated openness teaching, and promoted research-based learning, use small class and social practice instruction forms, through the use of PBL, role playing, research, etc. But need further strengthened and adjusted in teacher group construction and roles allocation of teachers and students;(6) On curriculum evaluation, the United States attaches great importance to the social system's the needs and evaluation to professional nurses' last-acts, and has established a set of authoritative professional assessment agencies and mature assessment system;Which is the weak link in China, but is actively developing national standards for nursing education and nursing education quality assessment indicator system 0Of course, the above comparison is attributable to the history of China-US nursing postgraduate education development, health nursing system characteristics, definition of nurses' vocational roles, and the physical and psychological characteristics of nursing postgraduate students, teacher group construction and many other factors. For example, the United States " a professional role-based" curriculum relate with adequate care teachers in the United States nursing institutions and completed teacher education qualifications, as we extremely lack of high educated nursing teachers, so ensure the quality and quantity of teachersis the most important issue to current needs. Of course, with the nursing overall and diversified' development, Chinese nursing postgraduate education balance clinical development needs is just the facts. The purpose comparing the two countries is that learn from each other, draw learns from each other, and copy any of the parties are not conducive to the development of their own, every countries, schools, nursing profession departments should proceed from their respective and actual conditions, establish research directions and reform requirement, promote its own characteristics, set up its own characteristics curriculum and teaching content.Part IV: Chinese nursing professional postgraduate curriculum thinking and recommendationsStudies suggest that the Chinese nursing professional postgraduate curricula should: (1) Emphasize on system integrity of curriculum;(2) Prominent the frontier in the curriculum content;(3) Emphasize professional in curriculum goals;(4) Show rich levels in the curriculum. And on this basis, submit the recommendations to the Chinese nursing professional postgraduate curriculum: (1) Dividing the curriculum by modules for courses teaching more focused;(2) Restructuring public course content, let the curriculum include more culture and humanism elements;(3) Adding medical soft sciences courses, and let curriculum structure more rationalization;(4) Highlighting the nursing characteristic courses to make nursing education more professional;(5) Stressing the interdisciplinary knowledge content for more comprehensive quality of nursing talents.