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Global health competency is an essential capacity for nursing students. This study evaluated the effect of a global outreach program on global health competency and cultural self-efficacy in nursing students and examined the students' experiences with the program. Participants included thirty-one undergraduate nursing students at a university in Seoul, Republic of Korea, who participated in a global outreach program in 2015 and 2016. Quantitative data were collected before and after program participation using questionnaires evaluating global health competency and cultural self-efficacy, and were analyzed using descriptive statistics and paired t-tests. Both global health competency and cultural self-efficacy increased significantly after the global outreach program. Qualitative data were collected via focus group interviews and reflective journals, and were analyzed using conventional content analysis and thematic analysis, respectively. The results of the content and thematic analyses were compared, and two themes and eight-sub-themes were finally extracted through the data analysis. The program was effective in improving nursing students' global health competency and cultural self-efficacy. • A qualitatively driven, mixed-method design was used to identify a global outreach program. • This study evaluated the effectiveness of a global outreach program for nursing students. • Outreach program improved Global Health competency and cultural self-efficacy. [ABSTRACT FROM AUTHOR]

Background: An adequate number of high-quality nurses are a key factor for superior patient outcomes. However, in 2015, Cambodia reported only 52 nurses with bachelor's degrees, three with master's degrees, and one with a doctorate. The fast track to getting a highly educated nursing workforce requires providing a bridging program for associate's degree nurses to achieve baccalaureate degrees., Objectives: To assess improvement in the competency of nursing students and faculty members through a program that prepares associate's degree nurses to obtain bachelor's degrees in Cambodia., Design: Mixed methods., Setting: Educational institutes in Phnom Penh, Cambodia., Participants: A total of 45 Cambodian nursing students participated in the Cambodian nurse-bridging program and 12 Cambodian faculty members served as co-teachers., Methods: We conducted three surveys to compare the competence of nursing students and faculty members before, during, and after the bridging program. We conducted focus-group interviews to support the qualitative results and explored changes in student and faculty competencies after the program., Results: Quantitative analysis revealed significant improvements in students' nursing competency (p < .001), critical thinking (p < .001), and research competency (p < .001) and faculty members' teaching competency (p < .001) and research competency (p < .001) after the program. Through qualitative analysis, students showed improvement in physical assessment, patient communication, critical thinking, evidence-based nursing, and research competency. Faculty members indicated they had experienced new teaching strategies and subjects, gained increased confidence in teaching, and even though research competency had been improved, more training was required., Conclusions: This study provides evidence to support the effectiveness of higher nurse education in developing countries, and illustrates an opportunity to produce high-quality human resources in nursing., Competing Interests: Declaration of competing interest None., (Copyright © 2020 Elsevier Ltd. All rights reserved.)