墨尔本大学代写:国际青年专业人员的经验

墨尔本大学代写:国际青年专业人员的经验

墨尔本大学代写:国际青年专业人员的经验

对护理专业学生的课程学习,有必要了解对卫生保健的政治、社会和文化的影响。同时,国家的伦理也会影响病人的特殊需求。因此,以上几个方面应设计成不同民族的护理教育。

为了达到这一目的,不同的大学有不同的方法来培养护理专业毕业生,这主要是由于文化和宗教的差异。例如,在北爱尔兰的护理学生将有一个强烈的印象,该国的两个主要的政治形式:新教的英国和天主教爱尔兰。新教的英国人很难理解另一组人的内心感受,特别是对那些护生或保健工作者。因此,护理教育者或学生在与病人家属建立友好关系之前,应先了解地区或民族的文化和宗教,并将其纳入护理专业。

当许多护理专业的学生有机会出国留学时,在发达国家和发展中国家的国际经验的成果,包含个人和专业发展,是不同的(汤普森,2000)。有说,护理专业的学生应该有足够的知识和实用技能培训的医疗保健。一些发展中国家的学生对发展中国家的这一经验有积极的考虑。他们认为,他们洞察到全球视野上的文化冲突和广泛的沟通,不同的专业技能和健康信念(绿色,2008)。国际学习经验后,未来的职业内涵发生了明显的变化。在发达国家护理研究中也发生了同样的感受。更重要的是他们的思维方式也发生了变化,并变得更加国际化。

约旦是以伊斯兰教为主要宗教的国家,而伊斯兰文化对民族生活产生了深远的影响。宗教是一种生活方式,可以决定工作态度。他们应该遵守社会伦理,如孝敬父母,参加宗教运动等。这些中东护生在美国大学学习时,在财务、新语言、社会价值、风俗习惯和孤独等方面出现了困难的问题。但国际经验将是重要的,有利于他们的未来的保健工作。

墨尔本大学代写:国际青年专业人员的经验

For the courses study of nursing students, it is necessary to have awareness of the political, social and culture influences on health care. And also the country’s ethic would affect the patient’s special needs. So these above aspects should be designed into the nursing education in diverse nations.

To achieve this purpose, the different universities have different methods to train nursing graduates, which are mostly due to the culture and religion difference. For example, the nursing students in Northern Ireland would have an intensive impression on that country’s two main political forms: Protestant-British and Catholic-Irish. The Protestant-British people are very difficult to understand the other group people’s inner feelings, especially for those nursing students or health-care workers. So the nursing educators or students should learn the regional or national culture and religion before they establish a friendly relationship with patient family and take into the nursing professional.

When many nursing students could have opportunity to study aboard, the outcomes of international experience in developed and developing countries, containing personal and professional development, is different (Thompson, 2000). It is said that the nursing students should be given enough knowledge and practical skills training for health care. Some students in developing countries had positive consideration about this experience in developing countries. They thought that they get insight into global perspective on culture conflicts and wide communication on different professional skills and health beliefs (Green, 2008). And the future professional intension changed clear after the international learning experience. The same feelings had also happened in developed country nursing study. More importance is their ways of thinking also have changed, and became more international.

Jordan is the country with Islam as their main religion, and the Islamic culture has a profound impact on national life. The religion is a lifestyle and could decide work attitude. They should obey the social ethic, such as honoring parents, joining in the religious movements and so on. These Middle Eastern nursing students had difficult problems in financial, new language, social values and customs and loneliness when they study in American universities. But the international experience would be important and beneficial to their future health care works.

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