The topic that we learned this week is "Future challenges for nursing education –A European perspective". The aim of this study was to describe some main policy papers in the field of nursing education and identify selected future challenges which have been named for developing cross-cultural collaboration, clinical learning environment, role of patients and teacher education.

 From the study we know that in Europe, the directives of the EU and the statements of the Bologna declaration in 1999 have had a major impact on nursing education. In spite of these processes, however, the nursing education system still lacks coherence. The Bologna agreement offers a structure for lifelong learning. Thus in terms of an integrated theoretical and practical career such as nursing, work needs to be done in comparing and defining an agreed master’s degree. professional values and nursing role, nursing practice and clinical decision-making, nursing skills, interventions and activities, knowledge and cognitive competencies, communication and interpersonal relationships and leadership, manager- ment and team abilities have been established as three tuning cycles to competency categories for registered nurses. In this way, the curriculum should be based on research and skills. Research such as cross-cultural,

Patients are the core of nursing education and a great amount of freedom to develop nursing education according to the policies in different countries is needed. There also is a need for research analysing the work, role,activities and competence of nurse educators. In order to safeguard quality of care and patient safety, there is a need for a large number of highly qualified nurses. However, Language barriers, lack of financial support, differences within countries relating to the roles,qualification, nurse educator career pathways and variability in educational systems are all factors that have an impact on educators' workforce mobility.

Educational solutions would include research on curricula, learning and teaching methods in theoretical and clinical environments and the education of professional ethics. This agenda should be worked out in collaboration with countries, educators and practitioners, patients and other groups of healthcare workers. Especially a doctoral-level qualifi-cation is seen as desirable for nurse educators as it provides the basis for future research leaders in nursing, for example in Finland, about 10% of nurse educators have doctoral qualification. There is a lack of strategic management regarding the role of nurse educators and unrealistic to expect perform the teaching, research, clinical and managerial roles. More importantly, the short of strategic management can result in difficulties between academic and clinical spheres emphasized the importance of collaboration between nurse mentors and nurse educators. New educators were inadequately prepared in the skills, strategies and practice of lecturing have been reported largely.

     In summary, educators have a key role in nursing education. For the educators, many challenges have been presented, including the skills of teaching evidence-based practice. Changing focus from nurse educators as educator developers to nurse educator researchers demands a new way of thinking about teaching and learning, more effective skills in facilitating learning, clinical supervision, research and clinical audits,

communication, and other non-traditional nursing skills such as marketing, negotiation, and entrepreneurial skills. During the study,

our associate dean Miss yang asked some related questions about nursing education. She encouraged us to rethink what should we do in order to improve the nursing teaching. At last, Miss yang suggested doing research in the field of cross-culturein the future, as well as  emphasized the importance of collaboration in different units and fields.

                                                                             (Jian hua Chen)