Nursing Education Systems of Ireland and China Essay

Nursing Education Systems of Ireland and China - Essay Example In 1998, the Report by Ireland’s Commission on Nursing presented a strong argument for enhanced education of nurses. This paved way for initiation of a degree program in nursing in 2002 and improvement has been taking place since then (O’Dwyer, 2007). Unlike in Ireland where development of nursing education started in the 1970s, in China, nursing education started developing early, following the arrival of Western missionaries in the year 1842 (Xu, Xu, & Zhang, 2000). By the year 1915, the country had an examination framework for certification of professional nurses. This was followed by introduction of a bachelor’s nursing degree programme in 1920, which was the first of its kind in Asia (Smith, 2004). Significant development followed thereafter with establishment of a government-sponsored nursing school being established in 1930. Development of nursing education in China continued until the year 1949, when government was taken over by the Communist party. This led to the abolishment of all nursing education beyond the secondary level. The remnant programmes comprised of three year training courses, after nine years in primary and intermediate academic levels. However, after the collapse of the Communist party government in 1977, gradual improvements started taking place. Bachelor degree nursing education was re-introduced in 1983 and significant milestones have been attained by China ever since (Xu et al., 2000). Government and Nursing Organizations Just like in other nations, Ireland and China have both governmental and non-governmental organizations that work to ensure that nursing education is comprehensive and sustainable. For instance, in Ireland, it was an organization named Irish Matrons’ Association (IMA) that commissioned the original report regarding improvement of nursing education in 1970 (Joyce, 2000). There is also the Irish Nursing Board (INB), which further stimulated discourse regarding the future of Irish educatio n in the nursing profession. The Irish Practice Nurses Association (IPNA) has also contributed significantly to the growth of nursing education and practice. Other Irish organizations that have played a crucial role in recommending and advocating for advanced nursing education and practices include the Irish Nurses Organization (INO) and Psychiatric Nurses Association (PNA). The Irish government also collaborates with other member nations of the European Economic Community (EEC). It is this affiliation to the EEC which ensures that Ireland adheres to general nursing education guidelines and recognition of nurses’ qualifications among member states (O’Dwyer, 2007). Presently, the Chinese Nursing Association (CNA) is recognized as the principal professional body for nurses in the country. The organization unites, develops and promotes nursing in all aspects, including advocating for nurses’ workplace rights and education opportunities (Smith, 2004). The Chinese go vernment also collaborates with international bodies like the World Health Organization (WHO), Project Hope and Heart to Heart, among others to ensure that it works towards establishing comprehensive university education programs for nurses. These organizations ensure that Chinese nurses are well-equipped in terms of experience, prior learning and knowledge of treatment strategies specific to Chinese culture (Xu et al., 2000). Current System of Nursing Education It is rather evident that nursing educ

Emeregency Management (Basic Quantitative Methods) Essay

Emeregency Management (Basic Quantitative Methods) - Essay Example Since health effects are included in the scope of consequences, then it may be said that as per ASME specifications, severity of injuries would have been included as part of the assessment of risk as early as the asset characterization stage. Other ASME literature makes further reference to severity, this time in direct relationship to fatality or injury, an illustrates with a table of â€Å"severity ranking†. In this ranking scale, S5 (â€Å"Very High†) specifies â€Å"offsite fatalities and multiple onsite fatalities†; S4 (â€Å"High†) is the â€Å"severity rank for the possibility of onsite fatalities as well as offsite injuries†; S3 (â€Å"Medium†) is allocated to the absence of â€Å"fatalities or injuries anticipated offsite, but with the possible widespread onsite serious injuries.† S2 (â€Å"Low†) is designated for â€Å"onsite injuries that are not widespread but only in the vicinity of the incident†; and S1 (â€Å"Very Low†) is associated with â€Å"possible minor injury onsite; no fatalities or injuries anticipated offsite† (ASME, 2006:28). Such a ranking would lead one to reason, therefore, that indeed RAMCAP would allow for the cons ideration of severity of injuries anticipated in a possible incident. Smith (2006, April), presenting the case for the U.S. Department of Homeland Securities, is inclined to agree with the ASME. On the other hand, a more careful reading of the Cox (2008) article, as already mentioned, specifically stated RAMCAP does not consider severity of injuries (p.1750), although it does allow for the â€Å"severity of possible adverse consequences† (p.1755). Cox argues that there are serious limitations of â€Å"severity† in the RAMCAP model, which essentially requires the estimation of all factors in quantitative terms. First limitation is that there is â€Å"no objective certainty-equivalent for uncertain