The rapid advancement of scientific technology，theworldwidetransformation of the healthcare system，and the paradigm shift fromdisease treatment to health promotion and illness prevention，requiresnew qualified nurses to be trained in higher nursing educationprogram。Globalization has been one of the driving forces not only forinternational economic activities，but also for the nursing professionand nursing education internationally，including China。Thedevelopment of standards about nursing education in foreign countriesand the establishment of InternationalStandards in Basic MedicalEducation and Global Minimum Essential Requirement exert aprofound influence on nursing education in China。In recent years，the enrollment of higher nursing education program keeps increasingin China，however，some problems like unclear training objectivesand unsatisfactory education quality in nursing program occur，whichcall attentions on assurance of nursing education quality。To studyand develop our national standards on higher nursing education，which reflects the requirements by social market about future nurses-knowledge，skills，values and competencies，is of great importance inimproving our nursing education quality and promoting thestandardization and internationalization of our nursing education。
Right thought leads to right action，the establishment of ascientific national standard on nursing education needs scientific pilotstudy on guideline and strategies about the construction of thestandard。We try to clarify the content and classification of nursingeducation standards through literature analysis and theoreticalreasoning。On the basis of comparing and analyzing the developmentof foreign countries- standards of nursing education，an explorationon guidelines and strategies about the construction of the standardswas made。Functional analysiswas suggested to be a useful approachin the development of education standards for professional nursingpractice。On the basis of analyzing the corresponding theories inpedagogy，psychology and social talents classification，a frameworkabout the quality standard of higher education for professionalnursing practicewas constructed and the principle and process ofconstruction of the standardwas explored。
This study consists of six parts，which are shown as follows。
Part One：Introduction
Firstly，the background，the meaning，the purpose of the studyand related study in this areawere reviewed and discussed。Secondly，the scheme and approaches applied in the studywere described，which include literature analysis，survey，interview，case study，reasoning and deduction，etc。
Part Two：Explanation of higher nursing education quality standard
As a constitute part of higher education system，the view ofeducation quality and quality standard of higher nursing educationwas inevitably influenced by the opinion and research production ofthe parent system。After comparing the concepts about quality，standard，higher education standard，education quality standard in amulti‐disciplineway，we define higher nursing education quality asthe extent towhich higher nursing education meet the needs of itsclients or stakeholders，whichwas shown on the quality of theproducts of higher nursing education- the graduates of nursingprogram，i。e。the extent towhich the knowledge，skills，attitude andvalues of the graduates meet the requirements of the stakeholders。Education quality standards can be divided into two kinds：one isnatural quality standard，which represent the nature andcharacteristics of programs of study and training，and it does not referto specific assessment process，but only give values and guidelines tothe assessment。The other is quality assessment standard，which canbe used as a means to assess the quality of resources，the curriculum，the teaching and learning process，etc。In aword，higher nursingeducation quality standards can be divided into two kinds：one is thenatural quality standard of higher nursing education，which is todescribe the nursing subject-s general academic and professionalcharacteristics，and represents general expectation about thresholdstandards for the award of qualifications at a given level and articulatethe attributes and capabilities that those possessing suchqualifications should be able to demonstrate。The other is qualityassessment standard of higher nursing education，which describes thequalification of the institution，resources invested，and the trainingprocess，etc。based on the purpose of accreditation。
In the context of rapid development of higher education today，when establishing the quality standards of higher nursing education，the interests of all stakeholders，such as the government，educator，students and parents，employers，and healthcare consumers should beconsidered。Principles include social‐fitness，human‐orientation，academic‐focus，and sustainable development should be taken intoaccount。
Part Three：Deion of higher nursing education standards inforeign countries
