Article 2025

Analysis of Multiple Pathways for the Internationalization of Nursing Vocational Education; 护理职业教育国际化发展多元路径分析

Chinese Journal of Nursing Education
Journal · Vol. 22 · Issue 10 · pp. 1191-1196
Abstract

With the acceleration of globalization,international medical cooperation and exchanges have further deepened. As China continues to advance its “Belt and Road" initiative and places increasing emphasis on the role of vocational education “going global" in building a strong educational nation,international development has become a crucial path and an inevitable trend of the high-quality development of nursing vocational education in the new era. This paper focuses on the core concepts and current challenges in the international development of nursing vocational education. It systematically analyzes and comprehensively summarizes the diversified pathways for high-quality internationalization in nursing vocational education. The study elaborates on key aspects, including the exportation of professional standards, international cooperative education programs, curriculum system reform for globalization, cross-cultural humanities exchanges, faculty development, and digital platform construction. These findings provide insights and references for the future international development of nursing vocational education. © 2025, Chinese Nursing Journals Publishing House. All rights reserved.

Keywords

Author Keywords

Vocational education Nursing Development strategy Internationalization

Index Keywords

Author Affiliations
Zunyi Medical University, Zunyi, Guizhou, China
Technical College, Yiwu, China
Funding & Acknowledgements
Grant: gzwkj2024-546
Guizhou Provincial Health Commission Science and Technology Foundation Project (gzwkj2024-546); Guizhou Nursing Vocational and Technical College Education and Teaching Reform Project (2024JGK05)
Grant: 2024JGK05
Guizhou Provincial Health Commission Science and Technology Foundation Project (gzwkj2024-546); Guizhou Nursing Vocational and Technical College Education and Teaching Reform Project (2024JGK05)
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