Editorial OpinionInternational Connections
Section snippets
Common Challenges
As the keynote speaker on one day of the conference, I talked about challenges we all face, changes that are occurring in our practices, and our opportunity to choose how we will respond. I sent an email to several nurses around the globe asking about challenges they face in the perianesthesia realm. It was uncanny how similar the responses were from all over. From Denmark, a nurse said: “In nursing we fight with lack of time to nursing quality and much workload, and many nurses are unemployed.
Global Nursing Shortage
The last challenge that requires discussion is the global nursing shortage. It is interesting that the numbers show a nursing shortage while at the same time some nurses are unable to find jobs. In 2006, the nursing shortage was characterized as a shortage due to both supply and demand factors—an increasing demand for nurses as well as a decreased supply of nurses (Table 1).2 Oulton gave examples that presented the extent of the shortage and included figures from Europe, Germany, the
Jan Odom-Forren, PhD, RN, CPAN, FAAN, is a Perianesthesia Nursing Consultant in Louisville, KY, and is an Assistant Professor at the University of Kentucky, Lexington, KY.
References (4)
The normalization of deviance: A threat to patient safety
J Perianesth Nurs
(2011)- et al.
Nursing shortage in China: State, causes, and strategy
Nurs Outlook
(2010)
Cited by (1)
Outcome-based evaluation tool to evaluate student performance in high-fidelity simulation
2013, Clinical Simulation in NursingCitation Excerpt :The American Association Colleges of Nursing (AACN) reported that in the United States, nursing schools turned away 67,573 qualified applicants from baccalaureate and graduate nursing programs in 2010 (AACN, 2011). Diminishing numbers of nursing faculty, insufficient clinical sites and clinical preceptors, and budget constraints are among the contributing factors identified as limiting the capacity of nursing schools to accommodate qualified applicants (AACN, 2011; Curl, Smith, Chisholm, Hamilton, & McGee, 2007; Lasater, 2007a; Odom-Forren, 2011). Leaders in health care education and policy have called for profound changes in nursing education, advocating increased rigor and realism to address the rapidly increasing complexity of health care (Institute of Medicine of the National Academies, 2010).
Jan Odom-Forren, PhD, RN, CPAN, FAAN, is a Perianesthesia Nursing Consultant in Louisville, KY, and is an Assistant Professor at the University of Kentucky, Lexington, KY.
The ideas or opinions expressed in this editorial are those solely of the author and do not necessarily reflect the opinions of ASPAN, the Journal, or the Publisher.
Conflict of interest: None to report.