Learning about Nurse Education in Japan
Three students from the School of Nursing reflect on their experiences of learning about nurse education and nursing practices in Kobe, Japan.
Earlier this year, we were given the opportunity to join an exchange programme with Konan’s Women University, in Kobe, Japan. The purpose was to gain insight into nursing education and nursing practice in another country. We were very excited to go there and experience the differences in culture and approach to health care. We were also aware of that language and culture could be barriers to our learning, which made us feel nervous. However, our hosts were warm, welcoming and understanding which helped us to adapt to a new environment.
The most prominent difference we found between pre-registration education for nursing students in Japan was the length of training and very different overall focus. In Japan, the course is 4 years, compared to our 3 years. The Japanese approach has a far greater focus on academic activities with less time undertaking clinical placements. It was interesting to learn that Japanese student nurses only need to complete 12 months clinical placement. In addition the majority of placement is completed in the final 2 years of the course. Another difference is the final national exam that takes place in year 4. This exam tests everything the students have been taught during the course. The content of non-practical sessions is delivered via formal lectures so all the content can be covered. Therefore teaching methods are not as varied as those we have experienced. Students attend university 5 days a week with 4 taught sessions a day. We also noticed that all the student nurses were younger than those at our own university as they start nursing courses straight from high school.
However, the Japanese students appeared to enjoy the course and were surprised that we have a 3 year course! This may be because they have to do sports as part of the course which could help their physical and mental well-being, reducing the levels of stress and burn-out that affects UK nursing students.
We discovered that pre-registration nurse education is very person centred. An example of this is the practice of the footbath and massage that is taught to students. Bathing is very important in Japanese culture and has been interlinked with healing from as far back as 730 AD. It has been proven to increase blood circulation, promote relaxation, improve metabolism and enhance deep and restful sleep. The latter is something patients in the UK often remark on missing out. We felt this practice gives nurses the opportunity to build therapeutic relationship with their patients through the therapeutic touch, as well as allowing nurses to monitor skin integrity. We were privileged to experience a foot bath and massage given by some 1st year students and found this to be restful and relaxing! During this we learnt to appreciate the ceremony linked to the activity. There is a clear routine and order in which the tasks should be carried out. We saw this attention to detail in all aspects of nursing care we observed in Japan and noticed there is a clear link between Japanese cultural and traditions and the evidence base behind care.
Post qualification, there is more support available to newly registered nurses in the form of supervision and pastoral support. This is similar to our preceptorship but is more in depth and person centred. At one hospital we visited, newly qualified staff would receive encouraging “motivational” videos messages and cards in order to promote their professional development and enhance their emotional well-being. This could be beneficial for nurses in the UK in the months immediately post-registration. An interesting observation on the support available for newly qualified staff in Japan compared with our own is that this additional support is being offered to assist in the development of practical skills, an area in the UK which nurses generally need less support with.
This exchange has been invaluable to our learning and has given us insights into nurse education in a different country. It has also highlighted to us how we can use knowledge from another country and culture in our country to improve our practice. We would highly recommend students to take the opportunity to experience an exchange programme or overseas placement in Japan.
James Moore (3rd year nursing student)
Sudina Pun (3rd year nursing student)
Aimee Vacarello (3rd Year nursing student)
Supported by Andrew Southgate (Senior lecturer adult nursing)