Yoshino Yae

Mongolia, the world's second-largest landlocked country, has a healthcare system shaped by Soviet and Chinese influences. While its capital, Ulaanbaatar, houses nearly half of the population with well-developed medical facilities, rural and remote areas, including the Gobi region, face significant disparities in healthcare access. Urban migration to Ulaanbaatar is driven by better economic opportunities, healthcare services, and infrastructure. Traditional Mongolian medicine (TMM) remains an integral part of healthcare, particularly in rural areas, where it is often the primary form of treatment. Despite the adoption of universal healthcare coverage, rural healthcare struggles with workforce shortages, outdated infrastructure, and limited resources. Nurses and midwives lack professional autonomy, and preventive care remains underdeveloped. To address these challenges, Mongolia can strengthen global collaborations through its 'third neighbour policy', expanding partnerships with countries like the USA and Japan to improve healthcare education and workforce capacity. Enhancing online training, telemedicine, and disease prevention programmes, particularly in rural areas, would further support healthcare development. Expanding nursing and midwifery roles, integrating health screenings into community events, and leveraging digital health technologies can bridge healthcare gaps. A holistic approach integrating modern and traditional medicine can lead to a more resilient, accessible, and culturally appropriate healthcare system.

This article describes the January 24-25, 2004 international workshop proceedings held at St. Luke's College of Nursing. The purpose of the workshop was to share the 2002 and 2003 findings, from the research study titled 'Design of Educational Programs for Japanese Nurses whose Mission is to Transfer Nursing Knowledge in Developing Countries' with three international advisors. The focus of the research was to develop graduate, continuing and postgraduate programs in order to prepare those Japanese international nursing collaborators who engage in technical transfer activities in developing countries. Three groups conducted this research. Groups one and two focused on 'Personn el development Program' and 'Basic Nursing Educational Program'. Group three focused on the Process of Technical Transfer. Each of the groups presented their findings and proposed preliminary educational guidelines or educational programs. The members of the workshop provided additional suggestions and ideas for the final year of this study in 2004.