LAPORAN ARTIKEL

OLEH :

NAMA : SUSMITA ANGREANI

NIM : 017026

AKADEMI KEBIDANAN TAHIRAH ALBAETI

BULUKUMBA

TAHUN AKADEMIK 2018/2019

 GCNMOs should influence and create policy to shift resources towards primary health
care. GCNMOs should be responsible for leveraging the education, regulation and practice of
nursing and midwifery towards the implementation of safe and effective people-centred primary
health care. In the 2014 Global Forum, the government chief nursing and midwifery officers
committed their support to the global agenda on universal health coverage in three key areas:
leadership and management, education and training, and strengthening of collaborative
partnerships.

These leaders are instrumental in moving forward WHO’s agenda. The recommendations
from the 2014 Global Forum were the foundation for the development of the Global strategic
directions for strengthening nursing and midwifery 2016–2020.

The Eastern Mediterranean Regional Office has promoted several regional tools2 to
strengthen capacity for health workforce governance and planning, such as a guide to
accreditation of health professions programmes, and tools to optimize staff workload in health
facilities and to make workforce projections. Initiatives to strengthen nursing and midwifery
training include support to several countries in developing their national strategic plans. The
leadership and management training programme, developed by ICN with WHO support,
continues in several countries.

Member States have faced innumerable obstacles in developing a health workforce best
suited for their health needs. The WHO Regional Office for Africa in 2013 developed a
regulatory framework for professional nurses and midwives because of inadequate regulations
for nursing and midwifery education and practice. Three prototype curricula for nursing and
midwifery training programmes have been developed – general nursing, direct-entry midwifery
and nurse-midwife programmes.

Fellowships and study tours continued to be one of the key methods for strengthening
human resource capacity in Member States as indicated in Table III.1. Fellowships and study
tours were used to help Bhutan develop a post- basic bachelor degree programme in nursing and
midwifery, which was launched in June 2012. To increase its workforce, Bhutan sent students to
study for bachelor degrees in nursing and midwifery in India and Thailand. Working with the
Royal Institute of Health Sciences in Bhutan, WHO assisted in the development of the
curriculum, building managerial and teaching capacity, and strengthening library and teaching
aids.

A Regional (South-East Asia) Network on Health Professional Education Reforms was

formed in 2012 with a start-up grant from the China Medical Board. Five countries (Bangladesh,
China, India, Thailand and Viet Nam) initially formed the network which subsequently became
the Asia-Pacific Network on Health Professional Education Reforms (ANHER), with additional
countries of the Asia-Pacific area as members.

A common protocol and tools have been developed and are being used to survey national
and institutional levels of medical, nursing and public health education, as well as to assess final-
year graduates on their attitudes, competencies and readiness to serve in rural health services. It
is envisaged that this will serve as a platform to enable national health professional education
systems to be more responsive to the health needs of the population.