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Background Presenteeism, the act of going to work while sick, is associated with increases in medication errors, patient falls, diminished quality of care, and higher costs. To date, presenteeism has not been described among nursing students. Purpose This study described presenteeism in nursing students from 3 different international nursing programs. Method A self-administered survey with open-ended responses was used. Results While nearly all student respondents believed going to class and clinical experiences put their classmates and patients at risk, the overall presenteeism rate was 85.5% for class and 69.5% for clinical experiences. Although there were significant differences between universities for reasons for presenteeism, a lack of opportunity for making up missed lecture or clinical time predominated. Conclusion Nursing students in 3 culturally different cities reported going to class and clinical experiences while sick despite recognizing the safety risk.

BACKGROUND Nursing students need an understanding of global health concepts in the 21st century. Patients and/or populations may come from anywhere in the world, some of whom may be seeking refuge from conflict and/or war. In addition, nurses may be employed in other countries. PROBLEM Nurse educators may not have international experiences or know about global opportunities or how to navigate them. APPROACH Fulbright Scholar Awards are one way for nursing educators to experience academic opportunities in another country, working with international colleagues and/or students. OUTCOMES One nurse educator describes her experience from successful application through the postaward period. CONCLUSIONS Fulbright offers opportunities for academics to engage in teaching and/or research, work with international colleagues, and be immersed in other cultures. Such experiences can equip nurse educators with more comprehensive global perspectives for preparing future nurses.

Reflection is a widely accepted learning tool and a component of competent professional practice. An exploratory descriptive study was conducted to compare the breadth and level of reflection between students engaged in individual reflection papers and students engaged in an online group reflection discussion after an international cultural immersion service-learning program. Results indicated that students participating in the online group discussion had a higher level of reflective thinking and discussed more topics in their written reflections.

A qualitative study was conducted to identify the outcomes of international cooperative education in nursing. Seventeen alumni who completed 19 cooperative work experiences were interviewed. International cooperative experiences support learning about culture and contribute to personal and professional development. Outcomes included increased maturation, confidence, and flexibility; elevated political and global awareness; and ability to create effective relationships with culturally diverse patients and coworkers.

The number of international applicants to US nursing graduate programs is increasing. Modifying standard admission criteria, such as RN licensure, graduate record examination, validation of BSN degree, criminal background check, letters of recommendation, and personal statements, is necessary because of unique complexities. Addressing admission requirements unique to international students, such as English proficiency, visas, and proof of financial resources, is critical. Managing complexities of admitting international students is necessary to facilitate their success.

Nursing educators need to adapt to meet students in new technological spaces and in the increasingly global environment. This article provides background on blogging as an educational tool and the use of a blogging assignment for evaluation of course objectives in an international graduate nursing course. The blog is a part of a study-abroad experience in Kenya, where graduate nursing students learn about Kenyan culture and work in the health care system.

This article is a report of a qualitative evaluation of a course on human immunodeficiency virus/acquired immunodeficiency syndrome carried out jointly by faculty from Botswana and the United States at a university in Botswana. It demonstrates the importance of both international nurse educator expertise in impacting a major pandemic and the use of qualitative methods for course evaluation.

Electronic mail (e-mail) exchange programs among students of different cultures are an efficient and economical way to enhance understanding of cultural diversity and global awareness. However, a program that meets the objectives of all participating institutions depends upon careful planning, communication, and collaboration among faculty throughout all project phases. The authors describe strategies used in overcoming barriers to planning, implementing, and evaluating a successful e-mail exchange program between baccalaureate Japanese and American nursing students.

An international service-learning program in a developing country that incorporates local, in-country preceptors offers a unique and valuable learning opportunity for US nursing students. Because of limited research related to the experiences of preceptors in international settings, exploring the experiences of these preceptors and their American nursing students makes a needed contribution to the literature and guides the development of international service-learning programs that meet the needs of both preceptors and students.

Interprofessional exchanges such as workshops are common activities in international development programs. The authors describe processes used to select, implement, and evaluate six collaborative workshops held in Tianjin, China, between 1990 and 1995. These workshops targeted curricular change for a baccalaureate nursing program in Tianjin Medical University. Our experience highlights the importance of understanding the assumptive base for change, developing an institutional memory in both partner universities, introducing interactive teaching methods congruent with Chinese value systems, and using a formative evaluation strategy to foster cross-cultural dialogue and mutual understanding among project partners.

Study abroad programs can enhance cultural awareness and sensitivity of nursing students and help prepare them to care for a multicultural clientele. The author outlines the efforts at one college to organize and initiate a meaningful study abroad course for nursing students to Merida, Mexico.

To expand student appreciation of global health and diversity, many schools of nursing offer study abroad programs. However, this type of labor-intensive program can be difficult in light of faculty shortages and constrained resources. The authors discuss how these issues were addressed using alumni and graduate students as affiliate teachers in 3 clinical study abroad settings.

Vietnam is a beautiful country with many needs related to the achievement of optimal healthcare and the role of nurses in the country. The authors describe a U.S. Agency for International Development funded project sponsored by Health Volunteers Overseas. Nursing educators involved in the project share their experiences to help readers gain insight into the coordination necessary to make an international nursing education project successful.

Study abroad in low-income countries is an emerging trend in nursing education, yet student outcomes vary from positive to negative. Study abroad in low-income countries can be transformative because it has the potential to increase student awareness of socioeconomic relations, structural oppression, and human connectedness. The authors discuss 10 strategies to facilitate transformative learning in students who study abroad.

There is more to planning for study abroad than buying airplane tickets. Providing a successful course away from the host institution requires a great deal of planning by the educator. This planning includes course development, budget, marketing, travel, housing, food, and entertainment. Careful preparation provides both the educator and student a unique and enriching experience that goes beyond the traditional course.

With growing interconnectivity of healthcare systems worldwide and increased immigration, inappropriate cultural and role assumptions are often seen when cultures clash within a country or when there is practice across country boundaries in times of disaster and during international travel. To increase students' multicultural awareness and work experiences abroad, the authors describe a 7-school, 5-country international student exchange project. The authors also share the students' evaluations of their experiences as they are challenged to erase boundaries and embrace nursing across countries. Participating faculty describe the process, challenges, and keys to success found in creating and living this international project. Students involved in the exchange process evaluate the learning opportunities and challenges and the joy of coming together as newfound colleagues and friends.

Research results indicate that study-abroad programs have positive learning outcomes. Drawing on their experiences as faculty in a study-abroad program for student nurses, the authors identify basic educational components and learning activities that can be used to maximize students' learning in a study-abroad program in a low-resource country.

Students can learn a great deal from international experiences. Although one can learn about another culture from books and discussions, immersing oneself in a culture tends to have a greater impact on both intended and incidental learning. The authors describe the lessons learned and student outcomes during a faculty-led 5-week immersion trip to China.

Studying nursing in the English countryside provides valuable insight for students taking community health nursing at the University of Evansville's Harlaxton College campus in Grantham, England. Students gain understanding of new, creative methods of nursing while learning to appreciate the value of time-honored approaches to health care delivery. This program can serve as a model particularly for those wishing to study transcultural nursing and alternative ways of delivering nursing and health care.

International clinical placements offer interested nursing students unique opportunities for development of nursing expertise and cultural competence skills. The authors review the professional literature regarding nursing student experiences in international sites, describe the development of international clinical sites in a required baccalaureate public health nursing course, and summarize challenges and benefits of the program.

As society becomes increasingly culturally diverse, preparing nursing students to become culturally competent practitioners has become more critical. The authors share one school's experience with the development and implementation of a cross-cultural, international, service-learning experience. Discussion will include the development of an elective nursing course with cross-cultural content and the implementation of an international service-learning trip to Quito, Ecuador.

Healthcare is increasingly multicultural, posing a challenge for nurse educators in both Europe and the United States. Nursing education faculties are responding to the challenge of internationalization, for instance, by participating in international student exchange projects to foster students' intercultural competence. The authors describe an educational model constructed during a transatlantic project between European and American universities. The benefits of the project from the Finnish partner's perspective are also reported.

The realization that international learning experiences can provide an excellent opportunity for nursing students to practice nursing in a cultural system different from their own, gain an increased global perspective, and enhance their cultural competency, has led to the development of international nursing education programs across the globe. The authors explore the long-term impact on students of such an experience in Nicaragua. Graduates report how their knowledge, personal growth, and interpersonal connections were influenced by the experience

An international educational exchange between nursing students in the United States and the United Kingdom provides the critical link to develop global partnership to share and exchange information and knowledge on nursing and healthcare systems. This study program assists nurses to view themselves as part of the global community and encourages cooperation in advancing the vision of healthcare reform worldwide.

Healthcare environments increasingly are becoming culturally diverse. A project to incorporate multicultural issues in curricula, identify cross-cultural student learning opportunities, and increase faculty skills in teaching transcultural concepts is described. Through regional networking, faculty members identified barriers to teaching cross-cultural concepts and strategies to address those barriers. Recommendations call for proactive approaches for sharing resources to strengthen cultural dimensions in schools of nursing, particularly in rural areas that lack cultural diversity.

A lack of nurses with masters degree preparation on Guam resulted in a contract with Washington State University to deliver its graduate program to Guam. Faculty who taught the first of four consecutive summer sessions identified many issues in transporting themselves and a total program 6,000 miles away from the home campus. The authors provide suggestions for dealing with administrative, curricular, faculty, and student concerns that may help others plan international education endeavors.