An action research approach for the professional development of Vietnamese nurse educators

Chapman, Helen, Lewis, Peter, Osborne, Yvonne, & Gray, Genevieve (2013) An action research approach for the professional development of Vietnamese nurse educators. Nurse Education Today, 33(2), pp. 129-132.

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Nurse education in Viet Nam is undergoing substantial reform. In order to facilitate the change, in 2007 the Viet Nam Nurses Association formed a collaborative partnership with the School of Nursing and Midwifery at an Australia university. This collaboration gave rise to the Viet Nam Nursing Capacity Building Project under the leadership of Professor Genevieve Gray, funded by the Atlantic Philanthropies. The new four year competency based nursing curriculum frame is expected to be implemented in September 2011 following approval by the Viet Nam Ministry of Education. The focus of this paper is the Teaching Fellowships Program, an initiative of the Viet Nam Nursing Capacity Building Project, developed to help meet the challenges associated with leading and dealing with the curriculum change. The paper explores the development of the program and justifies an action research approach, illuminates key issues, and briefly refers to changes to the next fellowship program.

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ID Code: 52517
Item Type: Journal Article
Refereed: Yes
Keywords: HERN, Capacity building, Curriculum change, Action research, Viet Nam
DOI: 10.1016/j.nedt.2011.11.010
ISSN: 0260-6917
Subjects: Australian and New Zealand Standard Research Classification > MEDICAL AND HEALTH SCIENCES (110000) > NURSING (111000)
Divisions: Current > Research Centres > Centre for Health Research
Current > QUT Faculties and Divisions > Faculty of Health
Current > Institutes > Institute of Health and Biomedical Innovation
Copyright Owner: Copyright 2011 Churchill Livingstone
Copyright Statement: This is the author’s version of a work that was accepted for publication in Nurse Education TodayTLE. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Nurse Education Today, [VOL 33, ISSUE 2, (2013)] DOI: 10.1016/j.nedt.2011.11.010
Deposited On: 19 Jul 2012 06:31
Last Modified: 24 Feb 2015 21:17

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