Search

Nursing is a global profession and international collaboration of early-stage researchers (ESRs) builds their capacity as future nursing scientists. This discussion paper focuses on international collaboration of ESRs in nursing science. The aim of this paper was to clarify the optimal collaboration forms and identify challenges and recommendations for supporting individual researchers and organisations to strengthen international collaboration for the ESR phase. The paper is based on previous literature and authors' experiences in the collaboration between two countries by the Baltic Sea, Estonia and Finland. In future, more discussion is needed on how to establish international partnerships and collaboration in researcher career building globally: expanded and long-term collaboration is needed to develop nursing science but also to improve nursing care, patient outcomes and, finally, to benefit society. [ABSTRACT FROM AUTHOR]

Internationalization at home strategies seek to achieve a more inclusive and equitable higher education. Evidence about the impact of these strategies on students' self-efficacy is still scarce, even though this psychological construct is essential for the performance and well-being of nursing students. The Global Nursing Care program was designed to provide nursing students with an internationalization at home experience, combining a virtual exchange and international clinical simulation. To determine the impact of the Global Nursing Care program on nursing students' self-efficacy. A quasi-experimental, analytic, and longitudinal study was conducted. Settings and participants: The virtual module was carried out online, and the international simulations were developed in the Simulation Centers of the San Juan de Dios School of Nursing and Physiotherapy (Universidad Pontificia Comillas, Spain) and the West Coast University (USA). Seventy students participated in the program and 57 completed the pre-post questionnaire. Data were collected using an online survey that included a sociodemographic questionnaire and the General Self-efficacy Scale. IBM's SPSS (version 28.0.1.1) was used to analyze data. Differences between self-efficacy levels were measured before and after the program, and according to sociodemographic characteristics. General self-efficacy was significantly augmented following program participation (pre-intervention: mean = 32.39, SD = 3.87; post-intervention: mea n = 34.44, SD = 3.86; p < 0.001). No differences based on nationality, previous international academic experience or academic year were found. An internationalization at home program based on virtual exchange and simulation improves nursing students' general self-efficacy. Future research can explore to what extent this effect persists over time. • Virtual exchange and simulation are useful for internationalization in nursing. • A combination of simulation and virtual exchange improves general self-efficacy. • Students in the program show higher self-efficacy after the intervention. • This program impacts nursing students beyond intercultural competence. [ABSTRACT FROM AUTHOR]

: Development and acquisition of communication, logical thinking, team-building, critical appraisal, critical thinking and person-centred multi-disciplinary care planning must be considered as skill sets and global core competencies for a dental professional. Therefore, an international online study course to foster undergraduate dental students' skill sets in these areas was established and this study aimed to report the perceptions of participants. An international online course consisting of three levels pertaining to the school year was delivered to dental undergraduates of Japan and Thailand from September to December in 2021. An online questionnaire survey was conducted to obtain feedback from the participants and assess the implementation of the course. In total, 64 responses were obtained from students who participated in all the assigned online sessions and completed the questionnaire (a response rate of 88%). More than 95% of students from each level felt that the programme increased their motivation to study clinical dentistry, and was beneficial for their future and made them appreciate the importance of participating in international exchange. The ratio of favourable respondents was more than 90% with a 95% confidence interval. Fostering globally competent dental students is important and the acquisition of necessary skill sets could be enhanced through international virtual team-working, problem-solving and person-centred multi-disciplinary care planning activities. These are beneficial for undergraduate dental student training so that they graduate with a broader global perspective and an appreciation of the importance of delivering person-centred culturally sensitive dental care. [ABSTRACT FROM AUTHOR]

Global networking and e-learning courses are an effective strategy for sharing educational content and there is potential scope to use e-learning technology in dental education. Therefore, this study aimed to explicate the challenges encountered in international e-learning use and decipher optimum solutions for disseminating course/systems on an international scale. An e-learning course with four computer-assisted simulation materials developed among international faculties was provided to dental undergraduates at dental schools in Japan and Vietnam in 2020. A post-questionnaire survey plus pre- and post-tests were conducted to obtain learners' feedback and assess the success of the course's implementation. Altogether, 41 students participated, with a response rate of 78.8%. The mean post-test score was significantly higher than that of the pre-test (p < 0.001). Students from both groups felt that e-learning was beneficial, useful for their future, and should be continued. This study showed that e-learning/course provision could be achieved at an international level by using a common online system, which is beneficial for students to gain a wider perspective and global dental education. Learners indicated that they learned without any major problems in learning operations. This type of educational material creation and course implementation is extremely important in global networking and dental education in the present era; and communication and cooperation between the faculties was important for course provision. More countries should be included in future studies to ensure that it has global application. [ABSTRACT FROM AUTHOR]

Copyright of Saúde Coletiva is the property of MPM Comunicacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There is a need for globally competent nurses; however, some cannot train abroad. Internationalization at home strategies seek to teach intercultural and international competencies to all students, regardless of location. This study evaluated the impact of a virtual exchange and clinical simulation program on nursing students' cultural intelligence. The Global Nursing Care (GNC) program was designed to improve nursing students' global competencies, particularly cultural intelligence. It was implemented in two universities in Spain and the USA. A quasi-experimental, analytic, and longitudinal study involved 261 nursing students, 57 from the GNC program and 204 in the control group. Sociodemographic data were collected, and the Cultural Intelligence Scale was used to measure cultural intelligence. All cultural intelligence dimensions were augmented following program participation. Moreover, students who participated in the program presented higher cultural intelligence than the control group. The results suggest that program participation was associated with a statistically significant gain in nursing students' cultural intelligence. • An internationalization at home program (simulation + virtual exchange) was created. • Every cultural intelligence (CQ) dimension is higher after completion of the program. • The level of improvement is similar in Spanish and U.S. nursing students. • Program students show higher CQ than the control group. • Our combination of simulation and virtual exchange improves CQ. [ABSTRACT FROM AUTHOR]

Background: Collaborative Online International Learning (COIL) is a pedagogical approach using digital technology to provide experiential international learning without travel abroad. Through web-based, cross-country intellectual exchange, COIL helps prepare nursing students for increasingly diverse and multicultural health care work environments globally. Problem: Opportunities to engage in multicultural learning experiences have traditionally relied on intensive study abroad trips, which can be prohibitive for students with limited fiscal resources or who are place-bound. Approach: A COIL experience for undergraduate nursing students at universities in the United States and the Philippines was designed to fulfill academic degree program goals related to professional communication, collaborative practice, and respect for diversity. Conclusion: After completing the COIL experience, students expressed valuing shared learning with peers in another country and reported gains in intercultural competence. Our efforts indicated that COIL-style endeavors provide meaningful, rewarding opportunities to engage with others across borders, while enhancing students' skills to relate positively to an increasingly diverse world. [ABSTRACT FROM AUTHOR]

Cultural immersion and service learning are effective pedagogical tools to support the development of cultural competence among nursing students. An international mission trip incorporates these concepts and provides an opportunity for students to broaden their understanding and skills. A review of the literature demonstrates a significant gap surrounding the process used to successfully plan such a trip. Within the context of a small private college, data from an exemplar project help to identify protocols for planning a successful short-term international mission trip. An appropriately planned short-term cultural immersion mission trip allows nurse educators and participants to achieve their personal and educational goals for the trip, while providing much-needed healthcare aid to residents and staff in impoverished and underserved areas. • Well planned short-term mission trips support nursing student learning • A complete planning process for short-term international mission trips is presented • The process is recommended for colleges without a dedicated study abroad office • A past trip to Costa Rica serves as a detailed example of the process in action [ABSTRACT FROM AUTHOR]

Understanding different cultures is important in the education of nursing students who will become the health care workforce of our future interdependent and globalized societies. International practicum courses help students and nurses understand different cultures. This article describes an innovative approach to nursing education and understanding diverse cultures, in the context of a hybrid course (online course coupled with face-to-face practicum experiences), which enrolled nursing students from opposite hemispheres. [ABSTRACT FROM AUTHOR]

Research abroad programs for undergraduate students in science, technology, engineering, and mathematics (STEM) provide high-impact learning experiences, but little has been done to assess the scientific and cultural gains of participants. This article compares the learning gains of 10 students who participated as a group conducting research in the Czech Republic with the learning gains of 10 solo students who participated in research abroad and 117 students who participated in research on the University of Arizona (UA) campus. Students' background and experience as well as program structure played a role in how students benefited. Although increased confidence was reported by students in all three programs, the solo model of undergraduate research contributed to the greatest growth in non-field-specific areas such as communication, networking, and patience. Students in the group international research experience and in the domestic research experience reported the greatest disciplinary gains such as learning laboratory techniques. Findings indicate that both group and solo international undergraduate research programs should be available so that students can select an experience that meets their needs. [ABSTRACT FROM AUTHOR]

The purpose of this manuscript was to report and discuss the experience of Brazilian health researchers, going through a program in the area of anthropology. This experience report aims to acknowledge and critical discuss the experiences of the researchers in the anthropology field of continued and permanent education, in the background of the PhD course in Anthropology and Communication of the Universitat Rovira i Virgili in Tarragona, Spain. The immersion studies on medical anthropology and global health done by the researchers widened their understanding of the health-disease-care process, enabling the analysis of the phenomenon from another perspective, where the society and cultural values are strongly present. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Pesquisa: Cuidado é Fundamental is the property of Revista de Pesquisa: Cuidado e Fundamental Online and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

INTRODUCTION One reason given by the South African government for establishing a physician training agreement with Cuba is that the ethical, humanistic and solidarity principles promoted in Cuban medical education are difficult to acquire in other settings. However, Cuba's general medical training program does not provide all skills needed by a general practitioner in South Africa: other competencies are required, such as management of general and gynecological or obstetrical surgical emergencies, administration of anesthesia and nursing procedures. As long as the desired humanistic values were assured, South African authorities have preferred to complement these competencies. Thus, since 2003, the Medical University of Villa Clara has applied a curricular strategy of 12 complementary courses to develop the requested additional skills, but results have not met expectations. OBJECTIVE Determine why the complementary curricular strategy has not been entirely successful and identify possible courses of action for improvement. METHODS A document review was conducted of the curricular strategy applied and of minutes of meetings between Cuban and South African counterparts to identify correspondence between requested professional skills and actions to develop them. In addition, South African students were surveyed and Cuban professors were interviewed in depth. Senior university administrators and key informants were also interviewed. Variables assessed were course quality and satisfaction of students and professors. RESULTS Some actions originally included in the curricular strategy were not implemented and there were structural weaknesses in complementary courses, primarily in objectives, teaching strategy and evaluation. Students reported insufficient practical activities and lack of relationship between content and the health situation in South Africa. Professors were dissatisfied with student levels of motivation and ability to manage their own learning. Other influencing factors were insufficient academic management and professors' lack of knowledge about the context where these future professionals would eventually practice. CONCLUSIONS Curricular strategy deficiencies detected are primarily in academic management; overcoming them could facilitate action in specific directions identified to improve the requested skill levels. [ABSTRACT FROM AUTHOR]

Copyright of Pharmacy Practice (1886-3655) is the property of Centro de Investigaciones y Publicaciones Farmaceuticas S.L. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: In the spirit of international exchanges of knowledge with colleagues from all over the world, who are interested in the care and treatment of vascular trauma, we offer selected historical reflections from the western world on vascular trauma. Whereas there are a number of key individuals and a variety of events that are important to us in our writing, we know essentially nothing about what is written by other cultures and, particularly, the Chinese. It is well recognized around the world that Chinese surgeons are among the first to be highly successful in re-plantation of severed extremities, repairing both injured arteries and veins. Also, we recognize that there are contributions in other parts of the world, which are not well known to us collectively. Contributions from the Arabic speaking part of the world come to mind because there is periodic brief reference. We offer our perspective hoping that there will be one or more Chinese surgeons who will offer us the benefit of sharing their perspective on important historical contributions to the managing of vascular trauma outside of the western world, and, particularly, the English speaking literature. Once again, we encourage our colleagues in the Arabic speaking world to provide us with their perspective of the development and management of vascular trauma. [Copyright &y& Elsevier]

Summary: Worldwide immigration to many high-income countries suggests that these countries’ health care systems must become responsive to a more diverse population. Experiences working with newly arrived populations can provide healthcare students, professionals, and teachers, with valuable insight into the health and social conditions these newcomers face in both source and receiving countries. One way to gain this experience may be by developing partnerships between schools of nursing in receiving countries and international health organizations working in areas that are major migrant source regions for these countries. In this paper, we use a case example to describe, the process of identifying international, migrant-focused organizations, and the steps involved in developing partnerships with these organizations, for the implementation of a migrant health component in health professional curricula. After creating a set of criteria to evaluate partnership potential, we identified a list of international health organizations with whom we thought a partnership might be possible. Following application of our criteria, future work is being pursued with two organizations. Potential implications of this partnership include benefits to all parties involved that may help us move towards increased population and public health capacity. [Copyright &y& Elsevier]

Development of academic partnerships between developing and developed countries is a sustainable approach to build research capacity in the developing world. International collaboration between the Department of Public Health of Fukushima Medical University School of Medicine in Japan and the University of Medicine and Pharmacy, Ho Chi Minh City in Vietnam began in 2002. The relationship has now grown into multifaceted efforts in public health research and education. During the past five years, two joint research projects were launched. Education projects included an epidemiology training course for Vietnamese physicians that has been carried out twice, an overseas public health elective for Japanese medical students that has been offered three times, and additional exchanges of medical professionals. The present article summarizes our past partnership activities and discusses several issues that need to be resolved in hopes of better promoting similar networks between Asian countries. [ABSTRACT FROM AUTHOR]

We propose that PhD and post-doctoral researchers are a strong, untapped resource with the potential to make a real contribution to global health research (GHR). However, we raise some ethical, institutional and funding issues which either discourage new researchers from entering the field or diminish their capacity to contribute. We offer a number of recommendations to Canadian academic and non-academic institutions and funders, and aim to generate discussion among them about how to overcome these constraints. We need changes in the way graduate research is organized and funded, to create opportunities to work collaboratively within established low- and middle-income country (LMIC)/Canadian research partnerships. We urge changes in the way institutions fund, recognize, value and support GHR, so established researchers are encouraged to develop long-term LMIC relationships and mentor new Canadian/LMIC researchers. We ask funders to reconsider additional GHR activities for support, including strategic training initiatives and dissemination of research results. We also encourage the development of alternative institutions that can provide training and mentoring opportunities. GHR per se faces many challenges. If we address those that reduce our potential to contribute, we can become real partners in GHR, working towards equitable global health and solutions to priority health issues. [ABSTRACT FROM AUTHOR]

The globalization of healthcare systems and information has increased the importance of international learning and mobility programs in nursing education. This research aimed to explore and describe the lived experiences of nurses studying abroad with the Erasmus program during their undergraduate education. This is a descriptive phenomenological study. The study sample consisted of 12 nurses who studied abroad during their undergraduate education. The data were collected through semi-structured, face to face in-depth interviews. Colaizzi's seven-step method and NVivo12 software were used to evaluate the data. The study results had five main themes: (1) adaptation process, (2) sources of support, (3) differences, (4) difficulties, and (5) benefits. The nurses considered studying abroad with the Erasmus program as an important opportunity. They reported that this experience made significant positive contributions to them in the personal, professional, cultural, and social aspects. • Creating globally aware nurses should have priority in nursing education. • An international nursing education can encourage self-reflection on own health care and nursing education system. • It was an important opportunity for nursing students to experience different culture and health care system. • Studying abroad affected participant's specializations, career paths and contributed to the improvement of the profession.. • Erasmus program is a significant opportunity for personal and professional development. [ABSTRACT FROM AUTHOR]

Copyright of Online Brazilian Journal of Nursing is the property of Fundacao Euclides da Cunha de Apoio Institucional a UFF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)