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Primary Objective: To review literature to guide the design and implementation of an international and inter-professional ‘Global Learning Partnership’ (GLP). The aim of the GLP model is to create a shared learning opportunity between academics and students from Universitas 21 network with invited partner universities to address United Nations Sustainable Development Goal needs. Design: Two literature reviews were conducted to inform and refine the design of the GLP model to support the acquisition of the desired learning opportunities. One literature review explored the efficacy of international field placements on developing cultural competence in medical and health science students. The second examined common elements of education programs and collaborative projects designed to facilitate inter-professional learning in students of medicine and allied health sciences. Results: The literature reviews demonstrated that cultural awareness and cultural knowledge are enhanced through participation in cultural immersion programs. Secondly that inter-professional education assists in the development of collaborative practice competencies. However, there were few examples of inter-professional collaborations that included students and academics from the host countries as members of the collaborative learning model. Conclusion: The design of the GLP model was informed and supported by the two literature reviews in the objective to develop a project around the fundamental concepts of engagement and sharing across universities and cultural contexts. Rigour has been applied to the design process to ensure the GLP model may build capacity through education, while capitalising on strengths of existing global health placements and inter-professional education. The inclusion of host-country students and academics in this international learning exchange is believed to be key to equitable opportunity and capacity building. [ABSTRACT FROM AUTHOR]

Purpose: This systematic review examines the literature to identify the context and extent of implementation of the International Classification of Functioning, Disability and Health (ICF) model to understand the experience of health and functioning in persons with chronic conditions from the person perspective. Method: The literature search was conducted through five electronic databases between 2001 and December 2012. Reference lists of included papers were also searched. Articles in which the ICF was used to understand the health and functioning experience of adults with chronic conditions from the person-perspective were included. Data were extracted and analysed to identify the year of publication, geographical location, health condition, context of ICF use, authors' remarks and identified limitations of the ICF. Results: Thirty-seven qualitative and mixed-methods studies were included representing 18 countries and a range of chronic conditions. The ICF was found to be used to elicit and analyse people's narratives, with the majority of studies reporting that the ICF provides a comprehensive analysis of experiences and needs from the person perspective. Some limitations to its use and the need to classify the 'personal factors' component were reported. Conclusion: The ICF has been used to provide a comprehensive understanding of health and functioning in persons with chronic conditions from the person perspective, although there are currently relatively few studies which have used the ICF in this context. Limitations regarding its use were reported which should be considered by users of the model and during its revision process. [ABSTRACT FROM AUTHOR]

Aim To examine the feedback given by nurse educators and clinicians on the quality of communication skills of nurses in interactions with simulated patients. Background The quality of communication in interactions between nurses and patients has a major influence on patient outcomes. To support the development of effective nursing communication in clinical practice, a good understanding of what constitutes effective communication is helpful. Design An exploratory design was used involving individual interviews, focus groups and written notes from participants and field notes from researchers to investigate perspectives on nurse-patient communication. Methods Focus groups and individual interviews were held between August 2010-September 2011 with a purposive sample of 15 nurse educators and clinicians who observed videos of interactions between nurses and simulated patients. These participants were asked to give oral feedback on the quality and content of these interactions. Verbatim transcriptions were undertaken of all data collected. All written notes and field notes were also transcribed. Thematic analysis of the data was undertaken. Findings Four major themes related to nurse-patient communication were derived from the educators' and clinicians' feedback: approach to patients and patient care, manner towards patients, techniques used for interacting with patients and generic aspects of communication. Conclusion This study has added to previous research by contributing grounded evidence from a group of nurse educators and clinicians on the aspects of communication that are relevant for effective nurse-patient interactions in clinical practice. [ABSTRACT FROM AUTHOR]

This report describes the outcomes of extensive discussions surrounding clinical education and practice placement issues undertaken by an international group of allied health educators (in audiology, occupational therapy, physiotherapy, and speech pathology) who have met since 2001 as part of Universitas 21 Health Sciences annual meetings. The report outlines key issues associated with clinical education and practice placements from an international perspective and across these four allied health professions. The allied health practice context is described in terms of the range of allied health educational programs in Universitas 21 and recent changes in health and tertiary education sectors in represented countries. Some issues and benefits related to supervision during allied health students' practice placements are addressed. A new approach is proposed through partnership such that frameworks for the provision of practice placements can be created to facilitate student learning and educate and support clinical educators. A set of guidelines that can enhance partnerships and collaborative practice for the benefit of clinical education within complex and changing health/human service and educational environments is proposed.