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  • Title: Education of nurses for primary health care.
    Author: Aksayan S.
    Journal: World Health Forum; 1994; 15(2):150-2. PubMed ID: 8018278.
    Abstract:
    The preparation of nurses in Turkey for the tasks of the health-for-all strategy has been under way for a number of years. The difficulties encountered, notably in the areas of planning and the training of teachers, together with the approaches to solving them, are outlined below. In Turkey for the last 10 years, all 3 levels of nursing schools have been working to prepare nurses for those tasks needed to achieve health-for-all (e.g., teaching community health workers and traditional birth attendants to perform primary health care [PHC] activities). Manpower planners focus on the number of nurses needed but do not consider qualitative requirements. Insufficient physical conditions, teaching staff, and opportunities for practice are common for the new schools of nursing opening every year. This causes a decline in the quality of nursing graduates. Planners lack the skills to link the needs of the PHC-based national health system with the development and implementation of realistic plans that consider the availability of human and financial resources. The legal definitions of nurses' roles and tasks are too limiting and do not allow nurses to perform PHC-oriented diagnostic and therapeutic jobs. Manpower planning and policy formulation should be the first steps in the reorientation of nurses' education. The nursing diploma program begins when candidates are just 14-15 years old. This is too young because they are not familiar with the basic health needs of individuals or communities. Sociology and other subjects providing students with behavioral and social knowledge, attitudes, and skills are not part of the nursing curriculum. Public health should be integrated at all levels. Nursing education should provide students with a clear analysis of the structures and cultures of the communities in which they work. Nursing training is still very biased towards curative care (e.g., hospitals). Nurses are not familiar with common diseases and health promotion and are unable to organize and provide care in a community as a member of health teams. Community-oriented, socially and technically appropriate, and learner-centered curricula based on a problem-solving approach are needed. All instructor training programs should be based on PHC principles.
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