Nursing contributes to the recovery of patients in different ways depending on the economic and social state of a country. This essay describes Haiti’s healthcare delivery system, nursing practice, education leadership and management in comparison to the United States. In general, healthcare system focuses on ensuring a healthy population. Nursing homes, community health centres, physician practices and public health departments are the primary institutions that provide healthcare in the US and Haiti.
American technology and technical expertise make healthcare more advanced as compared to that of Haiti. However, only 55% of Americans can afford healthcare through their health insurance providers (Clark et al., 2015). The United States government has failed to provide high-quality, low-cost healthcare. The private medical services in America are relatively expensive. However, Haiti offers free high quality, low-cost healthcare with the help of foreign doctors who put competitive pressure on the private doctors. Haiti has an underdeveloped healthcare system that emphasizes institutional care. Its citizens cannot access healthcare because of fragmented funding and inadequate training of the healthcare professions including nursing. The World Health Organization statistics states that Haiti has one nurse per 10, 000 persons while the US has ten nurses per 1, 000 persons (Hitchings et al., 2017). Haiti has limited information technology and inadequate financial resources to develop its healthcare systems.
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The majority of nurses in Haiti are not educated beyond diploma levels. Haitian nurses are taught by volunteers from America. The volunteers focus on developing health facilities and educating nurses on emerging technologies. However, American nurses are educated with the help of the improved education system. They are trained and achieve higher levels of advanced nursing education (Redman et al., 2015). American education system offers theoretical and practical training at all levels of learning to prepare its nurses for duties as health care professionals.
It takes creativity and efforts to get clinical experience in Haiti. The country has nursing practitioner programs but lacks clinical programs for nurses that graduate from schools. The financial and social challenge causes nurses to migrate to developing countries to seek better opportunities. The public nursing schools offer poor quality of education. The country is faced with poverty, unemployment and low-income rates. Nurses depend on Donors to pay their tuition fees of $500 which is more than the average income of Haitian (Larson et al., 2015). However, The United States produces graduates and nurses with clinical experience. It also receives nurses from Europe and countries like the Philippines with clinical experience and required expertise. It is currently importing more nurses to meet the demand and need for nursing care.
Haiti has poor leadership, management and governance capacities because of inadequate funds and resources to train modern nursing leader and engage them in leadership development programs (Kelly, Wicker, & Gerkin, 2014). However, the current donors and sponsors have worked with the Haitian government and health workers to strengthen its leadership. The establishment of primary health care in the country requires advanced practice programs for its nurses. It especially needs nurses who can train and supervise midlevel community health workers for public health programs. American donors have taken most leadership roles in Haiti to help it organize and plan its primary care agenda. The efforts are made to facilitate evidence-based decisions in nursing. However, the United States has established systems that facilitate ownership, accountability, sustainability and organizational effectiveness. For instance, American Organization of Nurse Executives trains nursing leadership professionals in nursing administration, supervisory and executive roles. The US also emphasizes on primary care education, public health and patient education. The healthcare institutions also offer training for advanced practice roles such as leadership and management.
References
Clark, M., Julmisse, M., Marcelin, N., Merry, L., Tuck, J., & Gagnon, A. J. (2015). Strengthening healthcare delivery in Haiti through nursing continuing education. International nursing review , 62 (1), 54-63.
Hitchings, M. S. N., Kemp, R. N., Kromer, B. S. N., Labriola, M. S. W., & Yesenofski, M. S. N. (2017). Empowering Nurses to Transform Health Care Globally: A United States-Haiti Nursing Partnership. Journal of American Nurse Today , 12 (2).
Kelly, L. A., Wicker, T. L., & Gerkin, R. D. (2014). The relationship of training and education to leadership practices in frontline nurse leaders. Journal of Nursing Administration , 44(3), 158-163.
Larson, E. D., Nadas, M., Louis-Charles, C., Gideon, M., Gaetchen, P., Trouillot, M., & Curry, C. (2015). Expanding medical and nursing educational experiences in Haiti: A partnership in learning. Annals of Global Health , 81 (1), 160.
Redman, R. W., Pressler, S. J., Furspan, P., & Potempa, K. (2015). Nurses in the United States with a practice doctorate: Implications for leading in the current context of health care. Nursing outlook , 63 (2), 124-129.
