Page 34 - Nursing Education in Malaysia

NursiNg EducatioN iN Malaysia

A local study (Basic Nursing Competencies for New Graduates of Diploma
Programmes, Nursing Task Force, MOHE, 2009/2010) showed clearly that there was no
evidence of the Nursing Process being applied in the diploma students’ clinical training,
nor was there evidence of the use of nursing process as a tool of care in any of the study
hospitals. Clearly, it can be stated that the core of nursing, namely, critical thinking and
the intelligent application of knowledge to practice, specifically in the use of Nursing
Process Model, is currently not relevant to nursing practice in Malaysian hospitals (Refer
to Appendix 1).

the trend in Malaysia is toward a population of newly
graduated degree nurses occupying promotional positions
without practicing nursing
The level of education in nursing is changing. University degree holders enter the
scene to hold higher positions on merit, displacing seniority. It has been reported that in
certain hospitals, degree holders are placed in special locations such as in Matron’s Office
without having to wear uniforms, promoted to sisters or clinical nurse specialists or some
other positions created for them. Notably, in the field of teaching, nursing colleges of the
Ministry of Health and private institutions employ fresh degree graduates as nurse tutors/
lecturers to teach nursing. These positions had been previously held exclusively by senior
diploma graduates especially trained to become nurse tutors. Clearly, experience has been
displaced by level of education. While having teachers with a degree in nursing to teach in
diploma programmes is a good thing, a nurse who has never practiced nursing, would only
be teaching theory without the context.

This attitude must change, that is, the perception that degree holders are not meant
to be bedside nurses. The fact of the matter is that nurses with degrees should rightfully
be at the bedside because they possess the core competence of nursing which is critical
thinking and the intelligent application of knowledge to practice. The four-year Bachelor
of Nursing programme would enable the graduates to effectively apply the nursing process
as a tool in nursing practice, to work as coordinators of care, to use best evidence to make
decisions and most importantly to work collaboratively with doctors and independently as
profesional nurses. They need this experience for at least three years (based on a six month
rotation for each clinical setting), before they are allowed to teach in schools. Within these
three years they must equip themselves with specialized knowledge and skills in the area
they are going to teach as well as with education technology.

The challenge is for the management to make the best use of each personnel to achieve
quality nursing practice.