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Nurse Education Comparison in Poland and Jordan


Poland and Jordan were selected for comparison. The primary motivation for choosing them was the desire to obtain new knowledge on the operation of the nurse education system because I had some background knowledge of the education systems of other countries. Moreover, I wanted to find whether my initial assumptions were correct. Before reading the articles, I believed that the systems of nurse education were underdeveloped due to economic and historical instability in the past, but they have entered the era of speedy progress and positive reforms promoted by the recent economic upturns.

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Political History and Development of Nursing Education

Information about overall political history and factors that facilitated the development of educational programs in Poland and Jordan will be provided in the discussion below. The focus on nursing degrees in these countries is reasonable because it enhances the understanding of the progress that was shown over the years.


The situation in the country was not stable because of various conflicts and disagreements such as the First World War, military occupation lasting from 1939 to 1945, political instability caused by the Soviet regime, and the subsequent transition towards liberalization and democratization of public and social affairs. In the 1960s, nurse education was reformed along with other vital areas. Individuals that graduated from secondary schools had an opportunity to enter universities and attain a Master’s degree. All reforms were patterned after the education system of the USSR. However, as the Communist regime ceased in 1989, the Polish government chose to reform the system in accordance with the European standards and integrate it internationally (Sztembis, 2006).


The introduction of various levels of nurse education in the country is associated with significant changes in the sociopolitical environment and the role of cultural norms. Because women were limited in going out to work or studying, most nurses were foreigners or men trained in hospitals. Moreover, the influence of international ties is also critical, as most training were conducted by American and British nurses or physicians educated abroad. Even nowadays, the USA plays a significant role in overcoming cultural barriers and improving the image of nursing in order to attract more women. In fact, it was the foreign experience that boosted the creation of the nurse education system and reforming it (Zahran, 2011).

Comparison of countries

Both Poland and Jordan are quite similar because nurse education was developing rather slowly. Some of the most significant weaknesses were addressed over the years, but systems still need to be improved because healthcare is rated poorly in both regions, and it can be explained by the fact that individuals are not presented with enough opportunities for learning and personal development. However, it is paramount to note that, unlike Jordan, the Polish system of education was underdeveloped due to involvement in conflicts and political instability, not the significant influence of cultural norms.

Government and Nursing Organizations Influencing Nursing Education

The discussion will be focused on the impact the governments and nursing associations have on education in these countries.


Parliament played an enormous role in establishing the current nursing education system because it has introduced a broad range of policies that were necessary to meet European standards. Trained nurses collaborated with the Ministry of Health and the Ministry of Education to transform the process of education. The World Health Organization (WHO) also had an enormous impact on the educational systems because of the regulations it has introduced. The Centre for Post-basic Continuing Education for Nurses coordinates most of the processes and supports specialization programs (Sztembis, 2006).

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The Supreme Jordanian Health Council is extremely influential in the region and has helped to establish a nursing committee focusing on the examination of the situation in the country and initiating reforms in the education system. It has recognized that Jordan suffers from enormous shortages and contacted universities to increase the number of educational programs (Zahran, 2011).

Comparison of countries

Both the government and nursing organizations have affected the development of education in these regions. However, the situation in Jordan is much worse because a professional body that protects the rights of nurses was established only recently (Zahran, 2011).

Current System of Nursing Education

Information about modern nursing education systems in Poland and Jordan will be provided below and compared. Most attention will be devoted to the differences between the approaches.


First of all, students will have to go through six years of primary school. Three years of grammar school and three more years at A-level high school are also required. The next step is to receive a baccalaureate degree, and it takes three or three and a half years. Finally, it will be possible to pursue a Master’s program over the course of two years. The system is quite efficient and is a significant improvement over the previous approach that limited the opportunities for individuals that finished nursing secondary schools (Sztembis, 2006).


Government and private universities are determined to provide high-quality educational courses. Cooperation with foreign countries such as the United States is also crucial because world-class specialists help to monitor the efficiency of the process. One of the problems is that nurses lack decision-making skills and the gap between theory and practice is gigantic because no hospital-based programs are provided. As for now, there are four levels of programs: associate, bachelor, masters’ and doctoral degrees. They are university-based (Zahran, 2011).

Comparison of countries

Both Poland and Jordan have to deal with numerous challenges when it comes to nurse education systems because of the changes in the industry. However, it is the only similarity between the two because, unlike Poland, Jordan lacks consistency and efficiency (Zahran, 2011).

Post-Graduate (Masters Education)

The discussion will be focused on post-graduate programs that are currently available in these countries. The situation will be analyzed and compared.

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Individuals that obtained a baccalaureate in nursing have an opportunity to earn a Master’s degree. The education program is two years long and it aims at broadening skills, e.g. conducting research, management in nursing, and being involved in healthcare activities of the local communities. Once they earn a degree, they will be able to find a job in a healthcare setting. Additionally, it is possible to be employed at education centers and other associated institutions. Overall, such a system helps to enhance skills and knowledge of nurses (Sztembis, 2006).


Several programs for Masters are currently available in Jordan, and it can be explained by an increase in the interest in post-graduate education in the country. Students are presented with various options to increase their knowledge. Additionally, individuals may pursue a doctoral-level degree (Zahran, 2011).

Comparison of countries

Both countries offer masters education, but current systems are in need of improvement because the number of specialties is limited. Nevertheless, Poland is at a disadvantage because Doctoral programs are limited and offered in selected studies, but not in nursing.

Conclusion: Reflections on Nursing Education

The most surprising findings are the absence of Doctoral programs in nursing in Poland and hospital-based programs in Jordan. However, these issues can be easily solved by conducting further reforms in the systems. The system in the United States is much more developed compared to the ones in Poland and Jordan, but several similarities are present. For instance, various types of programs are available and individuals can also select their specialty.


Sztembis, B. (2006). The past, present and future of nurse education in Poland: Stages, conditions and activities. International Nursing Review, 53(2), 102-109.

Zahran, Z. (2011). Nurse education in Jordan: History and development. International Nursing Review, 59(1), 380-386.

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