In Kenya, nursing education began before the country attained independence. Missionaries were responsible for bringing it into the country. This was a time when the government consisted only of the whites. The missionaries were unable to offer education to the entire country and had to seek assistance from the government. In 1929, the government of Kenya then set up nursing education centers through which nurses were trained as dressers and assistant nurses of grade one (Mule, 1986).
Up to date, the government of Kenya owns almost all the nursing education institutions. Just like in Kenya, missionaries influenced nursing education in China. This was after China lost in the Opium war in the year 1842. Consequently, in 1888 the government of China constructed the first nursing school in the country (Xu & Zhang, 2000). Thus, in both countries, the colonial governments influenced the development of nursing education.
Government and nursing organizations influencing nursing education in Kenya and china
The Kenyan government established nursing programs in the year 1929. Later in 1950, the government established an agency by the name of Kenya Nursing Council, which is now a major body in the ministry of health. This agency improves nursing education through standardization. It is also the body that has the mandate to set the syllabus for nurses, set their examinations and even evaluate them (Mule, 1986). This has seen the nursing career grow over the years. In China, there are different levels of nursing education and all graduates from each level have to be registered for them to be allowed to practice as nurses.
The government of China introduced the China Medical Board, which has played a major role in the improvement of nursing education in China. This agency is responsible for licensing all trained nurses after completion of their courses and works closely with the New York-based agency to ensure the success of nursing in the country. This is done through the funding provided to the nursing education centers (Xu & Zhang, 2000). In the two countries, there is a board responsible for licensing of nurses. Unlike in China where examinations are set at the different levels of nursing, the Licensing Board of Kenya sets both the examinations and the syllabus.
Current systems of nursing education in Kenya and China
Nursing has tremendously grown both in Kenya and in China. In Kenya, the current nursing educational system is very much elaborate involving nursing courses, which take three and a half years for completion. After this, the nurses acquire a diploma certificate and one is therefore, registered as a nursing officer 3. Through experience, the nurse can then be promoted to nursing officer 2 and 1. Currently, there are no university degree programs for nursing in Kenya. Just as it is in the USA, there are different nursing educational programs though not many. One can train as a general nurse, a midwife nurse or a community nurse (Mule, 1986).
In China, the nursing educational system has more stages compared to Kenya. There is the secondary level, and the post-secondary level. Unlike in Kenya, nursing education in China takes a much longer period. The secondary nursing education takes about 3 years, while the post-secondary nursing education has three levels. The Zhuanke level takes 3 years, and one is awarded a tertiary diploma upon completion. The secondary and the Zhuanke levels of nursing education are equivalent to degree programs in the USA. The Baccalaureate level takes 5 years, and upon completion, one is awarded a degree in Bachelor of Medicine.
The last level is the graduate level, which takes three years and only the Baccalaureate graduates can enroll in it. Upon completion, they are awarded a master’s degree. As such, it is clear that China has different levels of nursing education when compared to those in Kenya. The nursing education in China has also reached the university level in which different nursing programs are studied similar to those of USA (Xu & Zhang, 2000).
Post-graduate education in Kenya and China
The post- graduate level of education is commonly referred to as the master level, in which one obtains a master’s degree. In Kenya, this level is not yet available. This can possibly be because nursing education has not been introduced at the university level, as only diplomas are available in Kenya (Mule, 1986). Unlike in Kenya, postgraduate nursing education is available in china. Although it is termed as the graduate level, one achieves a master’s degree upon completion. It is a level, which takes 3 years of education (Xu & Zhang, 2000).
Reflections on nursing education in Kenya and China
The most interesting factor in the two curricula is the difference in the years of studying nursing in the two countries. In Kenya, one needs only three years and a half to complete the entire nursing education, while those in China take at least eight years of study to complete the highest level of nursing education. I must admit that I am shocked that there are no degree and masters levels of nursing education in Kenya, yet the time taken for the diploma level is very short. This means that the Kenyan nurses do not cover much within those years, which ends up being covered by other medical practitioners. The nursing educational system of China has impressed me since it led me into believing that the nurses who complete the graduate level must be very competent given the lengthy duration they take on the nursing curriculum.
Reference List
Mule G. (1986). Nursing Education in Kenya: Trends and Innovations. International Nursing Review, 33 (3), 83-86.
Xu Y. & Zhang J. (2000). The nursing education system in the People’s Republic of China: evolution, structure, and reform. International Nursing Review, 47 (4), 207-217.