Notice bibliographique
Résumé
Fadwa Affara's guest editorial on the Islamabad Declaration on Strengthening Nursing and Midwifery describes the results of a high-level consultation on two resolutions passed by the World Health Assembly (WHA) in 2006. This issue also focuses on the 2006 WHA resolution themes, particularly ‘Towards a scaling-up of education and training for health workers’. It results from collaboration with the on-line journals Human Resources for Health (http://human-resources-health.com) and Education for Health (http://www.educationforhealth.net), and is an example of INR's links with other international journals to highlight matters of global concern in health. The World Health Report 2006, Working Together for Health, recognized the centrality of the health workforce for the effective operation of country health systems (WHO 2006). The Report emphasised that the crisis in developing countries derives principally from inadequate educational opportunities for health workers and a lack of relevance of their training to community health care practice. The importance of education and training is also highlighted in Juan Somavia's definition of ‘Decent Work’ formulated by the International Labour Organization and its support of nursing through the Nursing Personnel Covention 1977 (no.149). He discusses the need for decent work for the global health workforce in an interview on page 136. The current issue offers a collection of articles that illustrate nurses' immediate educational concerns from around the world. They reflect many of the themes that can be found in Working Together for Health and draw our attention to local issues that are also of global concern. Paying attention to these concerns might go some way to alleviating the health workforce crisis that currently preoccupies governments across the world. Needs assessment, competency development, local and international collaboration, and career development are overlapping themes in these articles. Four articles focus on widely different health needs' assessment. A Jordanian article on health workers' hepatitis training needs identifies that two-thirds of 339 workers surveyed did not have adequate and current training in this vital area of health protection. Other articles cover the need to develop appropriate curricula to help nurses deliver youth-friendly reproductive services in Swaziland; to bring Turkish occupational health nurses' training in line with World Health Organization recommendations; and, finally, to develop cultural competence amongst nurses in the Republic of Ireland, which is moving from a mono- to a multi-cultural society. Competency development is specifically explored in three articles that range from the inter-jurisdictional regulation of entry-level competencies in Canada; to the development of managerial competencies in Georgia; to the practice level of manual blood pressure measurement in Greece. Collaboration between nurses from different countries and agencies to support nursing education and development is reported in articles from Tajikistan and Vietnam. The opportunities and constraints for professional-client cooperation are described in an account of Finnish primary school nurses' contacts with the pupils' parents. Many lessons on the challenges and opportunities for collaboration in educational development can be found in the findings of a review that identifies significant and promising progress in the development of international nursing curricula through cooperative partnerships. Finally, very different aspects of nursing career development can be found in two articles; one following the trajectory of migrant Romanian nurses in Italy, and the second on doctoral prepared nurses in Denmark. Scaling-up of education and training for health workers clearly demands an overview of international, national and local health and educational needs. These articles show that the ‘one size fits all’ model is probably inadequate, for nurse education around the world is at very different stages of development and achievement. Nevertheless, the many examples of international thinking and collaboration that they contain offer hope for the future. Nurses' willingness to cooperate and learn from each other and others is one of the most rewarding lessons to emerge from this collection of articles.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,014 | 0,035 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,015 | 0,008 |
| Communication savante | 0,012 | 0,012 |
| Science ouverte | 0,002 | 0,012 |
| Intégrité de la recherche | 0,015 | 0,018 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,008 | 0,002 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».