Stakeholders in nursing education: their role and involvement

• Published in: Annali di igiene Vol. 26; no. 6; p. 559
• Main Authors: Virgolesi, M, Marchetti, A, Piredda, M, Pulimeno, A M L, Rocco, G, Stievano, A, De Marinis, M G
• Format: Journal Article
• Language: English
• Published: Italy 01.11.2014
• Subjects: Curriculum; Education, Nursing - economics; Education, Nursing - organization & administration; Financing, Organized; Humans; Italy; Italy; Stakeholders; Curriculum; Nursing Education
• ISSN: 1120-9135
• DOI: 10.7416/ai.2014.2015

In literature, there is evidence that all stakeholders need to be involved in the curricula building process to make sure that health professionals are "educated" to meet the stakeholders' "demands". In Italy, the involvement of stakeholders in the definition of university curricula is ratified by various regulations. To describe the major experiences of stakeholder involvement in nursing education, identify the main stakeholders for nursing education, and the processes in which they are involved. The search strategy included an electronic exploration of the relevant databases. The search terms were: Stakeholders, Curriculum, Nursing Education combined with Boolean operators. The references of the retrieved articles were hand searched for additional related studies. Most of the studies identified were from the United Kingdom, Australia, and the USA. In Italy, no relevant studies were found. The most frequently identified stakeholders were: students, clinicians, educators, nurse managers. They were mainly involved during profound changes in the curricula and the implementation of new educational approaches. Stakeholders are mostly involved in countries with a private funding system for universities. Such funding systems have probably developed in the academia a greater propensity to involve stakeholders, to provide recognition of success when starting new programs, and are perceived more as marketing research. This seems contrary to the spirit of the Italian and European regulatory interventions, which instead, provide a structured commitment to consolidating and expanding the collaboration among universities, users, and the world of labor. This latter collaboration should facilitate internship activities, lifelong learning, and employability of the newly-graduated professionals.