References
- WHO. Increasing access to health workers in remote and rural areas through improved retention. Global policy recommendations. 2010; World Health Organization. Department of Human Resources for Health. [cited 2014 June 30]. Available from: http://whqlibdoc.who.int/publications/2010/9789241564014_eng.pdf.
- Alexandersen Ø, Jørgensen E, Østerås J, Hasvold T. Medisinerutdanningen i Tromsø – sikrer den legerekrutteringen i Nord – Norge? (The medical education in Tromsø – does it secure the recruitment of doctors in North Norway). J Norwegian Doctors Assoc. 2004;124:2107–9. (In Norwegian)..
- Cleland J, Johnston PW, Walker L, Needham G. Attracting healthcare professionals to remote and rural medicine: learning from doctors in training in the north of Scotland. Med Teach. 2012; 34: e476–82.
- Gaski M, Abelsen B, Hasvold T. Forty years of allocated seats for Sami medical students – has preferential admission worked?. Rural Remote Health. 2008; 8: 845. [PubMed Abstract] (Online) 2008.
- Nilsen G, Huemer J, Eriksen L. Bachelor studies for nurses organizes in rural contexts – a tool for improving the health care services in circumpolar region?. Int J Circumpolar Health. 2012; 71: 17902.
- WHO. Global Atlas of the Health Workforce. [cited 2014 Jun 30]. Available from: http://www.who.int/globalatlas/autologin/hrh_login.asp.
- Norwegian Statistics. Statistisk sentralbyrå. Befolkning (Population). 2012; Oslo, Norway: Statistics Norway. Available from: http://www.ssb.no/en/befolkning.
- Bushy A. Nursing in rural and frontier areas: issues, challenges and opportunities. Harvard Health Policy Rev. 2006; 7: 17–27.
- Norbye B, Skaalvik MW. Decentralized nursing education in Northern Norway: towards a sustainable recruitment and retention model in rural Arctic health care service. Int J Circumpolar Health. 2013; 72: 22793. [PubMed Abstract].
- Ginns P, Ellis R. Quality in blended learning: exploring the relationships between on-line and face-to-face teaching and learning. Internet Higher Ed. 2007; 10: 53–64.
- Norwegian Ministry of Health and Care Services 2009: The Coordination Reform. (Samhandlingsreformen). 2008; Oslo, Norway: Norwegian Ministry of Health and Care Services. Report to the Parliament no. 47 (2008–2009).
- Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA. 2002; 287: 226–35.
- Goodlee F. Editorial. BMJ. 2014; 348: g2546.
- Norwegian Ministry of Foreign Affairs. The High North. 2011; Oslo, Norway: Norwegian Ministry of Foreign Affairs. Report to the Parliament no 7. (2011 – 2012).
- Norwegian Ministry of Education and Research. Internationalisation of education in Norway. 2009; Oslo, Norway: Ministry of Education and Research. Report nr. 14 (2008/2009) to the Storting.
- Ministry of Education and Research . Rammeplan for sykepleierutdanning (national curriculum regulations for nursing programmes). 2008; Oslo: Ministry of Education and Research. In Norwegian.
- Hegney D, Tuckett A, Parker D, Robert E. Access to and support for continuing professional education amongst Queeensland nurses: 2004 and 2007. Nurse Educ Today. 2010; 30: 84–92.
- Cooley MC. Nurses’ motivation for studying third level post-registration nursing programmes and the effects of studying on their personal and work lives. Nurse Educ Today. 2007; 28: 588–94.
- Dæhlen M, Seip ÅA. Sykepleiernes kompetanse (Nurses Competence). Etter – og videreutdanning, verdsetting og motivasjon (Further education, value and motivation). 2009. Fafo-rapport (Report). ISBN 978-82-7422-694-4. ISSN 0801-6143. Allkopi AS.
- Norwegian Database for Statistics on Higher Education. [cited 2014 Jun 30]. Available from: http://dbh.nsd.uib.no/index.action.
- Bologna Process. [cited 2014 Jun 30]. Available from: http://www.eua.be/eua-work-and-policy-area/building-the-european-higher-education-area/bologna-and-professional-qualifications.aspx.
- Queeney D. Redefining competency from a systems perspective for the 21st century. Cont Higher Educ Rev. 1997; 61: 3–11.
- Beatty R. Continuing professional education, organizational support, and professional competence: dilemmas of rural nurses. J Cont Educ Nurs. 2001; 32: 203–9.
- Polit DF, Beck CT. Nursing research: appraising evidence for nursing practice. 2010; Philadelphia: Wolters Kluwer & Lippincott, Williams & Wilkins.
- Hyrkãs K. Editorial. Achieving excellence in nursing management. J Nurs Manage. 2011; 19: 1–4.
- Frenk J, Chen L, Bhutta ZA, Cohen J, Crisp N, Evans T. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet. 2010; 376: 1923–58.
- The Norwegian Directorate of Health. Norway and Health. 2012. [cited 2014 Jun 30] Available from: http://helsedirektoratet.no/english/publications/norway-and-health--an-introduction/Publikasjoner/norway-and-health-an-introduction.pdf.
- Philips JL, Piza M, Ingham J. Continuing professional development programmes for rural nurses involved in palliative care delivery: an integrative review. Nurse Educ Today. 2012; 32: 385–92.
- Ministry of Health and Care Services. A happy event. A coordinated prenatal and maternity care. 2008–2009; Oslo: Ministry of Health and Care Services. Stortingsmelding nr. 12..
- Bolhuis S. Towards process-oriented teaching for self-directed lifelong learning: a multidimensional perspective. Learn Instruct. 2003; 13: 327–47.
- Smyth S, Houghton C, Cooney A, Casey D. Students’ experiences of blended learning across a range of postgraduate programmes. Nurse Educ Today. 2012; 32: 464–8.
- Black KE, Bonner A. Employer based support for registered nurses undertaking postgraduate study via distance education. Nurse Educ Today. 2011; 31: 164–7.
- Benner P, Sutphen M, Leonard V, Day L. Educating nurses: a call for radical transformation. 2010; Stanford, CA: The Carnegie Foundation for the Advancement of Teaching.
- The future of nursing: leading change, advancing health. 2011; Washington, DC: The National Academies Press. [cited 2014 Jun 30]. Available from: http://www.nap.edu/openbook.php?record_id=12956.