“Nursing is a unique profession that combines the art of caring with the science of research. It transcends borders, cultures, and languages, uniting us in our shared mission to improve health outcomes worldwide.” - Unknown
The world of social media has created numerous opportunities for all to share information and learn from each other. One social opportunity is through the use of LinkedIn, by not only members located in the United States, but throughout the world. LinkedIn’s global reach extends to countries in Europe, Asia, India, the Pacific, Latin America, the Middle East, and Africa. LinkedIn now includes over 706 million members, with more than seventy - two percent of world countries represented outside the United States (1).
Among members who have viewed Nursing Research Matters, many reside outside the United States (US) and Canada. Those who have expressed interest in following Nursing Research Matters span the globe, including members from Kuwait, Saudi Arabia, Italy, Kenya, Pakistan, Egypt, India, Nigeria, Australia, Nepal, Ethiopia, South Africa, Canada, Indonesia, Sri Lanka, Jordan, Thailand, Switzerland, New Zealand, Brazil, and beyond.
Knowing of the diverse country following on LinkedIn, my curiosity was sparked in exploring issues concerning nursing research in countries outside the US, particularly relevant to the global nursing shortage, educational resources, and funding challenges. Although healthcare and nursing practice may differ among countries, the potential for advancing nursing science is universal; however, several critical factors can impede the progress of nursing research worldwide.
Global Workforce Shortage
The persistent and widespread shortage of nursing professionals not only affects patient care but also hampers research efforts. With nurses overwhelmed by clinical duties, finding time and resources for research becomes challenging (2).
The shortage of nurses is a worldwide problem. In its report, The State of the World's Nursing 2020, the World Health Organization (WHO) described a shortage and inequitable distribution of nursing care among countries globally.
In particular, more than 90 percent of the global shortage exists in countries in Africa, Southeast Asia, and the Eastern Mediterranean.
In least-developed countries, a scarcity of nursing education resources, low wages, and inadequate working conditions contribute to the continuing migration of nurses to more developed countries (3).
Educational Resources (2), (3)
Access to quality education and training in research methodologies varies greatly across countries. Developing nations, in particular, face limitations in accessing up-to-date literature, research tools, and mentorship opportunities. Many nurses lack the necessary qualifications or training to engage in research.
The level of nursing education varies significantly among countries due to a lack of educational resources. In many countries, nurses are prepared at a diploma level in care settings rather than graduating from university bachelor's degree programs. This limitation restricts nurses' access to master's or doctoral programs. Consequently, there's a persistent shortage of nurses prepared for advanced practice and education, which is crucial for integrating evidence-based practice in patient care, teaching, and conducting nursing research.
Nursing workforce requirements for registered nurses differ across countries. Some nations award certificates or diplomas from training institutions rather than colleges or universities.
Nurse leadership development programs are not universal. Only 53% of countries have such programs, with the majority (64%) found in regions of Africa (3).
A shortage of doctoral faculty to teach compounds these educational challenges.
Addressing these challenges requires a concerted global effort. International collaborations, knowledge-sharing platforms, and initiatives to support nursing research in diverse settings are crucial. In developing countries, nursing research initiatives face significant challenges (2), (5), (6) that include
Limited access to educational resources, especially in least-developed countries, hinders the development of research skills among nurses. Many developing countries struggle with a scarcity of qualified nursing professionals, significantly impacting research capacity.
Inadequate funding for nursing research projects restricts the scope and scale of studies, particularly in resource-constrained settings. Restricted access to funding, equipment, and facilities severely hampers research efforts. In low and middle-income countries, healthcare budgets often prioritize immediate clinical needs over long-term research investments.
Research priorities and methodologies that work in one country may not apply directly to another due to cultural, social, and healthcare system variations, necessitating tailored approaches. The dominance of English in scientific literature poses challenges for non-native English-speaking researchers, potentially limiting their ability to disseminate findings globally or access international research. Obtaining ethical approval for research can be complex due to varying regulations and cultural norms.
Limited access to technology and digital resources can hinder participation in cutting-edge research, particularly in resource-limited settings.
Nursing care settings vary globally, limiting the generalization and applicability of nursing interventions. Moreover, since much research is conducted in high-income countries, research settings, emphases, and priorities may differ significantly from those in other parts of the world.
Call to Action
The WHO report (2020) calls for greater investment in nursing education among countries, both for the hiring of faculty and recruitment of students and for improvement in day-to-day infrastructure to meet healthcare needs and technological improvements within low-income countries. More than six million new nurses will be needed by 2030 to meet the growing demand in low- and middle-income countries. Increasing nurse leadership capabilities is needed to increasingly make a difference in health policy and decision–making regarding a country's healthcare delivery, education, and research 3. Specific actions that can build nursing research capacity (5), (6) can include
Provide financial support. Governments, private organizations, and research institutions might allocate funding specifically for nursing research, supporting studies on patient care, nursing education, and health policy. Researchers can apply for grants to conduct studies, collect data, and publish findings.
Building Collaborative Research Networks. Establishing networks among nurses interested in nursing research can connect researchers from various institutions and countries, facilitating knowledge exchange, joint projects, and interdisciplinary research.
Journals and Publications. Building intellectual capital through the availability and publishing in nursing journals publish research articles, reviews, and case studies, enabling researchers to disseminate their findings. Access to reputable journals keeps nurses informed about the latest research.
Research Conferences and Symposia. Nursing conferences offer a platform for researchers to present work, share insights, and collaborate. Attendees discover cutting-edge research, network with peers, and explore innovative approaches. Training programs enhance nurses' research skills through workshops, webinars, and courses on research methodologies, data analysis, and scientific writing.
Partnerships with Academia and Healthcare Institutions. Collaborations between nursing schools, hospitals, and research centers foster research initiatives. Joint projects tackle real-world challenges and improve patient outcomes.
Technology and Data Science. Leveraging technology, such as electronic health records (EHRs), enables researchers to analyze vast datasets. Data science techniques reveal trends, patterns, and areas for improvement.
Collaboration in Research. Effective international collaboration and partnership opportunities for nurses globally might include joining international nursing organizations, attending conferences, and participating in webinars to connect with colleagues from different countries. Engage in online forums, social media groups, and professional networks to share experiences, ask questions, and learn from others. Partner with nurses from other countries on research projects, clinical trials, or quality improvement initiatives.
Research Collaborations. Collaborate on multinational studies to gain diverse perspectives, larger sample sizes, and more robust findings. Share de-identified data across borders and collaborate on systematic reviews, meta-analyses, and secondary data analyses. Participate in multicenter clinical trials to enhance generalizability and strengthen evidence-based practice.
Exchange Programs and Visits. Higher education and healthcare organizations can establish exchange programs where students and faculty can spend time in partner institutions, learning about different healthcare systems and conducting joint research. Visits to healthcare facilities in other countries to observe practices, learn about innovations, and build relationships can help build understanding.
Use of Virtual Collaboration Tools. Platforms like Zoom, Microsoft Teams, or Skype for virtual meetings, seminars, and collaborative discussions are useful in promoting nurse research activity. Collaboration is possible in manuscript writing, and grant applications using tools like Google Docs or Microsoft OneDrive. Online survey products can be useful in data collection involving nurses and others worldwide.
Cultural Competence and Sensitivity. Understand and respect cultural differences, communication styles, and healthcare practices. Learn about ethical considerations specific to each country (e.g., informed consent, privacy laws). While English is often the common language for international collaboration, make efforts to accommodate non-English speakers. Use professional translation services when needed to ensure clear communication.
Through a more inclusive and supportive environment for nursing research worldwide, we can enhance the quality of healthcare globally and contribute to addressing pressing health challenges across diverse populations. Successful collaboration requires open-mindedness, flexibility, and a willingness to learn from others. By working together, nurses can contribute to global health and enhance nursing practice worldwide.
Hashtags: #GlobalNursing #NursingResearch #InternationalNursing #NursingShortage #NursingEducation #NursingChallenges #GlobalHealth #NursingResearchMatters
References
1. Apollo Technical (2024). LinkedIn users by country and statistics. Retrieved at
2. Alkhalaf, M, Anderson, R., Basson P & Harb A. 2020 Nurses contribution in research: barriers and solutions. Journal of Nursing & Healthcare Retrieved at nurses-contribution-in-research-barriers-and-solutions.pdf (opastpublishers.com)
3. World Health Organization (2020) State of the world's nursing 2020: investing in education, jobs and leadership. Geneva: World Health Organization License: CC BY-NC-SA 3.0 IGO. 9789240003293-eng.pdf (who.int)
4. Utoikamanu, F. (December, 2018). Closing the technology gap in least developed countries. UN Chronicle. LV: 3&4. https://www.un.org/en/chronicle/article/closing-technology-gap-least-developed-countries
5. Sun, C., Dlamini, P. S., Maimbolwa, M. C., Changala Lukwesa Mukonka, C., Nyamakura, R., Omoni, G., Seboni, N., & Larson, E. (2017). Success Stories: Overcoming Barriers to Research in Southern and Eastern African Countries. Clinical nursing research, 26(4), 399–418. https://doi.org/10.1177/1054773817718935 retrieved at Success Stories: Overcoming Barriers to Research in Southern and Eastern African Countries - Carolyn Sun, Priscilla S. Dlamini, Margaret C. Maimbolwa, Cynthia Changala Lukwesa Mukonka, Rudo Nyamakura, Grace Omoni, Naomi Seboni, Elaine Larson, 2017 (sagepub.com)
6. Lansang, M. A., & Dennis, R. (2004). Building capacity in health research in the developing world. Bulletin of the World Health Organization, 82(10), 764–770. Retrieved 764-770 03-004093.indd (nih.gov)
Comments