Introduction
The present paper will compare nursing education systems in Poland and Brazil. I have selected these countries since I knew just a little about them and wanted to explore some more information pertaining to their nursing education systems. This research helped me to better understand how political and cultural influences affect the development of the nursing profession in different regions.
Political History and Development of Nursing Education
Poland
In 1911, the first 2-year nursing school was established on the territory of Krakow. As WWI began, the development of nursing education degraded and resumed with the establishment of short-term nursing programs merely after the war ended. During WWII, nursing education resources in Poland almost entirely depleted but, after the Soviets took power, education commenced developing again in line with the Soviet philosophy. The education system was revised and modernized in the 1960s. Although secondary-level nursing education existed, university-level studies were not available and were introduced merely in the 1970s. The advancement of nursing education in Poland and its integration into the international community continued after the liberation of Poland in the 1980s (Sztembis, 2006).
Brazil
After the proclamation of the Republic in 1889, the president established the first professional school for nurses at the National Insane Asylum 1890. However, before the establishment of the School for Nurses by the National Public Health Department in 1923, efforts to advance nursing education were small-scale. For instance, some schools for voluntary nurses were created during WWI since there was a need for the development of nursing personnel. The education system steadily progressed since the mid of the 20th century with the help of nursing leaders who obtained education degrees abroad and participated in the creation of important nursing organizations in Brazil (Oguisso & Freitas, 2015).
Comparison of countries
Comparison of countries. Nursing education in both countries was strongly influenced by political and cultural factors. For a significant time throughout the 20th century, Poland was closed to the international community. Conversely, Brazilian nursing practitioners and leaders were continually exposed to international influences since the very beginning of the 20th century.
Government and Nursing Organizations Influencing Nursing Education
Poland
The government created a nursing section in the Ministry of Health in 1926, which allowed the advancement of nursing leadership in the country. The Parliament also passed policies defining nursing practice and reforming nursing education in both pre-war and post-Soviet eras. Other organizations and agencies that took part in the redesign of contemporary nursing education were the Polish Nursing Association and the Department of Nursing that developed laws regarding the nursing scope of practice and published recommendations for the improvement of nursing education (Sztembis, 2006).
Brazil
The Brazilian Nursing Association (BNA) that was created in 1926 and became an International Council of Nurses member in 1929, was the primary actor in the advancement of nursing education in the country. In 1949, the organization promoted the law regulating nursing education, which was approved by the National Congress 1949. Cofen and Coren, launched in 1973, also assisted in improving the nursing profession by obliging all practicing nurses to be trained and educated (Oguisso & Freitas, 2015).
Comparison of countries
Major nursing organizations and agencies appeared in both countries approximately at the same time. They substantially influenced the development of necessary laws pertaining to nursing practice and education.
Current System of Nursing Education
Poland
After finishing primary school, students who want to become nurses are required to complete three-year baccalaureate programs offered by Polish universities (Sztembis, 2006). After that, nurses can complete complementary two-year master’s programs, which also take place in university settings (Sztembis, 2006). According to modern Polish laws and EU rules to which Poland is subject, “first degree courses in nursing cannot be conducted in the extramural form” (Zgliczyński, Cianciara, Rostkowska, & Pinkas, 2016, p. 281). Compared to the US, there is only one pathway to become a nurse in Poland, that is through a full bachelor’s degree.
Brazil
According to Neves and Mauro (2001), the following sections of nursing education have existed in the Brazilian university system since 1971: “basic, professional and pre-specialization in areas such as community, maternal-child, medical-surgical, and pedagogical nursing” (para. 3). Since 1994, the curriculum of pre-specialization courses became integrated into professional courses. Even though hospital-based education was present in the past in Brazil (Oguisso & Freitas, 2015), nurses are now primarily expected to complete university-level training courses.
Comparison of countries
The current systems of nursing education are similar in both countries. Hospital-based nursing education was historically present in Brazil, yet, based on the reviewed articles, it is not clear whether this form of education is still valid. Overall, the findings suggest that the completion of university-level programs is a requirement for practicing nurses in Brazil and Poland.
Post-Graduate (Masters/Doctoral) Education
Poland
Besides the master’s nursing programs, Poland currently has doctoral nursing programs. They are regulated by the Directive of the Minister of Science and Higher Education (Serafin, Doboszynska, & Kadalska, n.d.).
Brazil
Nowadays, a plethora of advanced master’s and doctoral programs are available in Brazil. According to Neves and Mauro (2001), their number has significantly increased since the 1980s, resulting in the advancement of nursing research in the country.
Comparison of countries
Advanced nursing courses are available in Brazil and Poland. It means that both countries undertake efforts to provide nurses with opportunities for professional development.
Conclusion
It was surprising to learn the university-level education is mandatory for practicing nurses in the selected countries. This requirement differs their nursing education systems from the US system, which offers more pathways into nursing practice for students. It is valid to conclude that although the US education system allows solving the problem with the nursing shortage, the Brazilian and Polish systems focus mainly on the quality of professional development and practice.
References
Neves and Mauro (2001). Nursing in Brazil: Trajectory, conquests and challenges. The Online Journal of Issues in Nursing, 6(1).
Oguisso, T., & Freitas, G.F. (2015). Brazilian nursing history on the shoulders of giants. International Nursing Review, 62, 75-81.
Serafin, L., Doboszynska, A., & Kadalska, E. (n.d.). Doctoral education in nursing: A polish perspective. Web.
Sztembis, B. (2006). The past, present and future of nurse education in Poland: Stages, conditions and activities. International Nursing Review, 53(2), 102-109.
Zgliczyński, W. S., Cianciara, D., Rostkowska, O., & Pinkas, J. (2016). Nurses in Poland – Staffing and training system. Postępy Nauk Medycznych, XXIX(5), 279-283.