Leadership qualities faculty desire in academic leaders: An international Delphi study.

BACKGROUND: The global nursing workforce is confounded by shortages of nurses, faculty, and academic nursing leaders. Nursing academic leaders influence faculty recruitment and retention influencing the enrollment pipeline to fill nurse workforce capacity. OBJECTIVE: To identify leadership qualities nursing faculty prefer in nursing academic leaders globally. DESIGN: A multi-country exploratory design employed a three-round Delphi process including Demographic Data and open-ended questions. SETTING: An online Qualtrics survey was emailed to schools of nursing selected from seven global regions: United States (North America), Mexico (Latin America/ Caribbean), South Africa (Africa), Saudi Arabia (Middle East), Korea (Asia), Sweden (Europe), and Australia (Oceania). PARTICIPANTS: A convenience sample of faculty members employed in schools of nursing in the seven countries. METHOD: A 43-item Qualtrics survey developed from literature review of leadership qualities of nursing academic leaders was distributed to nursing faculty who participated in three Delphi rounds using descriptive statistics to analyze each round. Open-ended questions were analyzed using qualitative descriptive analysis. RESULTS: In Round 1, 54 faculty rated the 43 leadership qualities using a Likert Scale, identified the top 10, and added additional qualities not in the list. In Round 2, 26 of the original participants rated the resulting 29 leadership qualities. In Round 3, 16 of the original participants ranked their top 8 leadership qualities: mutual trust and respect; clear communication; creating a cohesive culture; assuring diversity, equity, and inclusivity; integrity; developing effective team structure; effective decision-making; and leading by example. In Round 3 participants rated nurses' preparedness for academic leadership. Open-ended questions identified 1) Strategies to prepare nurses for academic leadership roles and 2) Essential characteristics for effective academic leaders. CONCLUSION: Developing key leadership skills can increase the leadership capacity of nursing academic leaders, enhancing work environments, faculty recruitment and retention, helping mitigate a global challenge.

Intraprofessional cultural competence in nursing regulation: A critical content analysis of standards and codes in the United Kingdom, New Zealand and Australia.

There is a global shortage of nurses, leading many countries to recruit internationally qualified nurses (IQNs) to fill the gap. However, IQNs encounter challenges in integrating into their new professional environment, particularly in their interactions with locally qualified nurses (LQNs). Intraprofessional cultural competence (IPCC), defined as 'a set of congruent behaviours and attitudes that enable professionals to work respectfully and effectively in cross-cultural situations', may be a strategy to address these challenges. Content analysis was used to examine nursing regulatory documents (Standards for Practice [Standards] and Codes of Conduct [Codes]) from the United Kingdom, New Zealand and Australia. Data were extracted and organised based on four key themes relevant to IPCC. The analysis revealed a focus on 'Mutual collaboration and professional relationships' in six regulatory documents, with explicit commitments to preventing racism and discrimination in the Australian and NZ Codes. However, issues such as racism, discrimination, bullying and harassment faced by IQNs are not comprehensively addressed, as the documents mainly prioritize culturally appropriate patient interactions over relationships between colleagues. Using regulatory documents to address IPCC may influence positive change such as improving communication, and preventing racism, bullying, discrimination and harassment within nursing.

Strategies for academic nursing to advance global and planetary health: A call to action.

Nurses play a crucial role in addressing human health influenced by global forces such as pandemics, and political conflicts that displace millions; in leading efforts to promote planetary health; and in achieving the United Nations (UN) Sustainable Development Agenda. Academic nursing programs have a significant role in actualizing nursing's impact on global health (GH) and planetary health (PH). This paper describes how nursing programs can actualize their GH and PH nursing perspectives to benefit students and society, thereby increasing nursing's effectiveness and improving health outcomes in local and global settings. Numerous strategies to actualize GH and PH perspectives were derived from current literature and an assessment of eleven nursing program websites. Nursing programs may adopt program-wide strategies such as reflecting GH and PH in their mission statement; through education, in courses; and through faculty or student scholarship, policy endeavors, and/or partnerships. Now is the time to take such action, recommitting to GH and PH nursing and deepening nursing's impact. Academic nursing programs' leadership role in society, and their role in preparing nurses to lead, educate, discover, and advocate is essential for the health of populations and the planet long into the future.

How Can a Global Experience Enkindle a Passion for Oncology Nursing?

I have had a broad global life experience. I was born in China and at the age of 11 years, my family decided that going to live with relatives in the United States was the best thing for me. I had to learn a new culture and l.

Impact of COIL: Learning From Student Nurses in Norway Who Collaborated With U.S. Students.

AIM: The aim of this study was to describe the experience of Norwegian nursing students with internationalization through participation in a Collaborative Online International Learning (COIL) course. BACKGROUND: Educators in Norway and the United States collaborated to incorporate internationalization and population health concepts into virtual courses during the pandemic. Literature gaps exist in post-implementation assessment data that ascertain internationalization through the COIL experience. DESIGN: This was a qualitative study with a descriptive design. Data were collected from focus group interviews and analyzed conventional content-analysis approaches. METHODS: Fifteen Norwegian undergraduate nursing students who participated in the COIL opportunity completed focus group interviews. FINDINGS: The themes identified included, "virtual conversation builds collaborations and enhances learning," and "this opened my eyes." CONCLUSIONS: Norwegian students acknowledged they had learned transferable lessons from their global partners that could be applied to patient care of the marginalized population in Norway.

The Global Leadership Mentoring Community: An evaluation of its impact on nursing leadership.

AIM: To evaluate a year-long mentorship program, pairing nurses from different regions across the world to support their global leadership capability, and identifying additional consequences of their participation. BACKGROUND: Investment in developing nurse leaders continues as a strategic global imperative. Building on the first cohort's recommendations, this second program illustrates continued progress. PROGRAM EVALUATION: Using the logic model of program evaluation, this non-empirical paper uses data collected from anonymized questionnaires and participants' stories to help improve the program, illustrating innovative practices to develop the confidence and competence of emerging and established nurse leaders globally. DISCUSSION: The value of mentorship was recognized, and there were gains for both mentors and mentees in the development of leadership confidence and competence. Through engagement and collaboration with the whole community, participants were encouraged to understand their own and others' cultures avoiding assumptions and stereotypes. CONCLUSION: This evaluation illustrates that in addition to helping improve future programs, mentorship has enabled the growth of individuals' skill sets and the confidence to reach out to peers across the world to understand the meaning of global health and to make a meaningful contribution to the challenges they face. IMPLICATIONS FOR NURSING PRACTICE: Nurse managers should be encouraged to develop and formalize a mentoring culture to benefit the leadership competence and well-being of their workforce. IMPLICATIONS FOR NURSING POLICY: Every nurse has a responsibility to invest in nursing leadership for themselves and others. Mentorship can assist nurse leaders to build workforce capability to lead and contribute to the policy agenda locally, nationally, and internationally. Starting early and at the individual level, global mentorship programs can develop leadership expertise to help nurses find their voice and strengthen their confidence and competence to lead and therefore build the strategic leaders of the future.

Advanced practice nursing initiatives in Africa, moving towards the nurse practitioner role: Experiences from the field.

AIM: This paper discusses the development and progression of the advanced practice nurse practitioner role in Africa. BACKGROUND: Providing adequate primary health care is problematic in Africa. The World Health Organization and International Council of Nurses proposed that nurses, specifically advanced practice nurse practitioners with the requisite skills in disease prevention, diagnosis and management, can be key to solving the primary care issue. SOURCES OF EVIDENCE: This paper utilized publications from PUBMED, CINAHL, policy papers, websites, workgroups, conferences, and the experiences and knowledge of authors involved in leading and moving forward key events and projects. DISCUSSION: Four African countries have formally adopted the advanced practice nurse practitioner role, with significant interest from countries throughout Africa, and ever-increasing requests for assistance regarding initiation, development and integration of advanced practice roles. Initiatives to advance the roles have been supported by the International Council of Nurses Nurse Practitioner/Advanced Practice Nurse Network and Global Academy of Research and Enterprise. Next steps and projects for future role development are discussed. CONCLUSIONS: There is a progression towards the adoption of the advanced practice nurse practitioner role in Africa, and further mechanisms are suggested to allow full uptake and utilization. IMPLICATIONS FOR NURSING PRACTICE: Prioritization and investment in initiatives implementing nurse practitioner/advanced practice nurse roles in Africa allows nurses to pursue further education, advanced role and leadership opportunities consistent with Nursing Now goals. IMPLICATIONS FOR HEALTH POLICY: Implementation of nurse practitioner/advanced practice nurse roles increases the primary care workforce, consistent with recommendations and priorities in the World Health Organization Global Strategic Directions for Nursing and Midwifery 2021-2025 helping countries ensure that nurses optimally contribute to achieving universal health coverage and other population health goals.

Tanzanian Nursing Students' Experiences of Student Exchange in Sweden-A Qualitative Case Study.

Introduction: Needs within healthcare are changing and nurses require new skills and knowledge in global nursing. Student exchange programs in global contexts provide an opportunity to develop the necessary skills. Objective: The aim of this study was to describe Tanzanian nursing students' experiences of student exchange in Sweden. Methods: A qualitative design was used for this empirical study. Semistructured interviews were conducted with six Tanzanian nursing students who had participated in student exchange in Sweden. The participants were recruited by purposeful sampling. Inductive reasoning and qualitative content analysis were applied. Results: Four main themes were formed; new roles, experience a new culture, establish new competencies, and global work ambitions. The findings revealed that the students experienced new approaches in Sweden, giving them new competencies and understanding. Furthermore, they increased their global perspectives on nursing and interest in working with global health issues, but they also experienced challenges in the new environment. Conclusion: The present study showed that Tanzanian nursing students benefitted from their student exchange, both personally, as well as for their future careers as nurses. More research is needed in examining nursing students from low-income countries participating in student exchange in high-income countries.

A global examination of clinical ladder programs - A synthesis of commonalities and opportunities for standardization.

BACKGROUND: Clinical ladder programs (CLPs) have been part of the nursing profession for nearly 4 decades. However, the structure and implementation of CLPs vary widely throughout healthcare systems. CLPs are a valuable factor in nurse retention and employee satisfaction initiatives, but globally replicating and measuring their impact is difficult due to lack of standardization. AIM: To identify opportunities for global standardization of CLPs through a systematic review of published evidence and facility-sourced CLPs applications and program documents. METHOD: This study used a systematic literature search and scan of existing programs from facilities within the United States (US), Lebanon, and Ghana obtained through professional ties and organizational membership. RESULTS: Seventy-nine articles were screened with 30 studies identified for inclusion, plus 20 CLPs from the US and international facilities. Identified commonalities were the lack of consistency in the number of clinical levels across the CLPs, eligibility requirements and application process, reward and recognition, lack of emphasis on technology and informatics, and missed opportunities to use CLPs to drive a culture of safety. The administrative burden of the programs and the time required by the nurse to complete the CLP application were rarely referenced. LINKING EVIDENCE TO ACTION: The lack of consistency between facilities and across the healthcare sectors limits the measurable impact CLPs have on the nursing profession. Recommendations for practice include developing a standardized professional development framework. A standardized framework will encourage adoption of a retention tool that will provide the profession with a measurable method to demonstrate the value it brings to patient care. Providing guidance to health care facilities in low- and middle-income countries on the implementation of a professional development framework will assist in closing the global gap of professional development opportunities for nurses.

Dialogues on nursing curriculum and pedagogy: a critical planning activity for global educational collaboration.

PURPOSE: We describe the experience of a collaborative, dialogical process on nursing pedagogy to identify the best process for creating a mutually beneficial international nursing education exchange. APPROACH: Faculty from two universities in Sucre, Bolivia and in Seattle, Washington, US engaged in planned virtual dialogues to share their nursing curricula, course content, teaching methodologies, and contextual challenges and strengths. RESULTS: From the dialogues, a thematic analysis using a modified conventional content analysis approach was completed, and four themes emerged: 1) similarities in course content, pedagogy, and curricular challenges; 2) differences in teaching competencies; 3) teaching methodologies responsive to national trends; and 4) benefits from and alternatives to the use of educational technology. Early dialogues among participants allowed them to discern areas of need and interest for future planning. IMPLICATIONS FOR INTERNATIONAL AUDIENCE: Intentional academic dialogues should be the first step to enter in an exchange program to enable participants from different hemispheres to contribute equally as partners in the formation of nurses able to respond the current global health concerns.

Fostering Oncology Nursing and Oncology Nursing Research Across the World.

From the vantage point of severe disruption across healthcare settings, how do we keep moving forward, supporting nursing across the world? The challenges will take long-term strategies, not simply "producing" more nurses.

[Nurses' contribution to health systems, data for action]. / Contribution des infirmières au sein des systèmes de santé, des données pour agir.

The year 2020, originally dedicated to nurses by the World Health Organization (WHO), took an unexpected turn with the occurrence of the Covid-19 pandemic. However, the state of the art of nursing around the world was able to be published based on data collected in 2019. The findings of this report were used in the work of the 74th World Health Assembly in 2021 and led to the development of a new WHO global strategy to promote nursing in the health field.

Experiences of nurse educators facilitating and teaching in an international setting.

BACKGROUND: Multiple studies focus on the experiences of visiting students from high resource regions that participated in clinical placements in lower resource countries but less focus on the experiences of the educators accompanying students. AIM: The purpose of this study was to explore the experiences of educators during an international clinical placement of nursing students in a country in West Africa. METHODS: We implemented a focussed ethnographic design. We purposively sampled educators who accompanied students on an international clinical placement. Data collection from 2018 to 2019 consisted of in-depth individual interviews. We utilized Roper and Shapira's (2000, 10.4135/9781483328294.) data analysis process, which includes coding keywords, identifying patterns and theorizing. FINDINGS: Three themes emerged from the data: rewards in accompanying students, challenges experienced and the need for mentoring and continuous support. Educators found it rewarding to see growth in students, how students developed as global citizens, how students developed critical thinking and problem-solving skills and create lifelong friendships. CONCLUSION: Educators who accompany nursing students to international clinical placement experience valuable learning and challenging issues. Educators must navigate, support and advance student learning when on an international placement. It is crucial to have adequate institutional support from both the home and host country.

Current trends in global nursing: A scoping review.

AIM: This review aimed to elucidate research trends in global nursing in international literature. DESIGN: A scoping literature review of the PRISMA was used to guide the review. METHODS: PubMed was used to search for English articles published in academic journals between 2016-2018. The search keywords were "global/international/world nursing." We used thematic synthesis to analyse and interpret the data and generated topics for global nursing literature. RESULTS: In total, 133 articles were analysed. Six topics emerged: (a) conceptualization of global nursing, (b) environmental health, (c) infectious diseases, (d) security efforts, (e) global shortage of nursing personnel and (f) diversification of study abroad programmes. The results of this review reflect today's serious international health, labour and global environmental issues. Based on these latest global nursing topics, it is necessary to develop new strategies, nursing models and environment-related theories to create and maintain a healthy environment.

Convergência das metas da Campanha Nursing Now Brasil: relato sobre fortalezas para a enfermagem brasileira / Convergence among the nursing now campaign goals in brazil: a report about strengths for brazilian nursing / Convergencia de las metas de la campaña nursing now brasil: informe sobre fortalezas para la enfermería brasileña

Objetivo: apresentar a experiência exitosa da Campanha Nursing Now Brasil a partir da convergência de suas metas para o fortalecimento da enfermagem brasileira. Método: relato de experiência sobre o desenvolvimento da Campanha Nursing Now Brasil, que teve como cenário todo o contexto brasileiro a partir das ações realizadas em estados da federação e instituições de ensino, de assistência à saúde e de gestão, no período de abril de 2019 a maio de 2021. Nesse sentido, foram apresentadas as ações realizadas para impulsionar o alcance das metas da campanha. Resultados: as ações desenvolvidas variaram em conferências, palestras, audiências públicas, podcasts, lives, produções científicas, fóruns, incentivo ao cadastro e publicização de iniciativas exitosas que permitiram conexões entre profissionais de enfermagem de diferentes contextos do país. Conclusões: a Campanha Nursing Now Brasil impulsionou a convergência de ideias e ações, entre diferentes atores sociais e lideranças da enfermagem de contextos variados para potencializar o alcance de metas relacionadas ao processo de formação, liderança, condições dignas de trabalho e valorização. Depreende-se desse processo a importância da articulação política da profissão e das conexões entre as múltiplas forças de uma enfermagem ampla, plural, heterogênea e transformadora. (AU)

Objective: To present the successful Nursing Now Campaign in Brazil considering the convergence among its goals to strengthen Brazilian Nursing. Methods: Experience report about the development of the Nursing Now Campaign in Brazil, with actions developed in different states of the country and in diverse academic, healthcare and management settings, from April 2019 to May 2021. Thus, this article presented the actions developed to leverage the goals of the campaign. Results: The actions developed varied from conferences, keynote speeches, public audiences, podcasts, lives, scientific productions, forums, and actions to encourage the registration and dissemination of successful initiatives, which enabled connections among nursing professionals from different contexts of the country. Conclusion: The Nursing Now Campaign in Brazil harnessed the convergence of ideas and actions among different social actors and nursing leaderships to strengthen the achievement of the goals related to education, leadership, decent work conditions and valuing of the profession. This process emphasizes the importance of the profession's political engagement and the connections among multiple forces of a broad, plural, heterogeneous and transforming Nursing. (AU)

Objetivo: Presentar la experiencia exitosa de la Campaña Nursing Now Brasil a partir de la convergencia de sus objetivos para el fortalecimiento de la Enfermería brasileña. Métodos: Informe de experiencia sobre el desarrollo de la Campaña Nursing Now Brasil, que tuvo como escenario todo el contexto brasileño, a partir de acciones realizadas en diferentes provincias de la federación e instituciones de enseñanza, asistencia a salud y gestión, desde abril de 2019 hasta mayo de 2021. En este sentido, fueron presentadas las acciones desarrolladas para pulsionar el alcance de los objetivos de la campaña. Resultados: Las acciones desarrolladas fueron conferencias, paneles, audiencias públicas, podcasts, lives, producciones científicas, fóruns, incentivo al registro y promoción de iniciativas exitosas para facilitar conexiones entre profesionales de enfermería de diferentes contextos del país. Conclusion: La Campaña Nursing Now Brasil ha favorecido la convergencia de ideas y acciones, entre diferentes actores sociales y liderazgos de la enfermería de contextos diversos para potenciar el alcance de objetivos relacionados al proceso de formación, liderazgo, condiciones dignas de trabajo y valorización. Se infiere de ese proceso la importancia de la articulación política de la profesión y de las conexiones entre las múltiples fuerzas de una enfermería amplia, plural, heterogénea y transformadora. (AU)

Creating a community of researchers: Fostering global collaboration for doctoral prepared nurses and nursing students.

BACKGROUND: Few publications have explored the role that professional organizations play in facilitating global partnerships; particularly regarding research and educational collaboration between doctoral prepared nurses and students residing in low- and middle-income countries with those from high-income countries. OBJECTIVE: To describe a pilot Spotlight Project which was developed to foster communication and collaboration among global doctoral prepared nurses and nursing students within an international nursing organization. METHODS: Twenty-seven members were identified and sent requests to complete the spotlight form created for this project. This form gave potential participants the option to do a 250 to 350-word write-up or develop a video describing their current research/educational initiatives, achievements, short and long -term goals. RESULTS: Eight of the 27 spotlight requests were returned. Information was received from one recent graduate and 7 faculty members. It included descriptions of motivation to pursue doctoral education, future aspirations, and academic and career accomplishments. DISCUSSION: The Spotlight Project could serve as an avenue for nursing students, researchers, and nursing schools; especially those from low- and middle-income countries that typically have limited funding and access to conferences and other professional opportunities to disseminate information about current projects, and a means of celebrating achievements of organization's members. This is also a potential avenue for international research and education collaboration between students and institutions.

An Ethos of Inclusion for Global Nursing Practice.

The Year of the Nurse and Midwife, 2020, is an opportunity for global nurses to realize the ethos of inclusion for transformative global nursing partnerships. Including all partners in developing and maintaining the relationship provides the foundation for bidirectionality whereby all partners learn and grow personally and professionally from each other. Guidelines, theoretical models, and Codes of Ethics are suggested for applying an ethos of inclusion in all global nursing partnerships.

Accelerating Our Global Impact in the Year of the Nurse and Midwife.

Confronting global health crises requires nurses who demonstrate leadership and the ability to collaborate with other disciplines. Regional partnerships can act as "accelerant synergists" to develop the capacity of nurses locally benefiting the region as a whole.

Global nursing leadership: alive and kicking in the midst of the COVID-19 pandemic.

As the COVID-19 pandemic continues its journey around the world, it has triggered a global nursing response, with nurses everywhere working to save the lives of their extremely sick patients. In parallel with the frontline response, the International Council of Nurses, the World Health Authority and the International Confederation of Midwives have used their biennial Triad meetings to set out what needs to be done from a global perspective to protect nurses and the people they serve. At a time of crisis, it is imperative that the world's nursing leaders, through ICN's National Nursing Associations, step up to give support and guidance at this historically unsettling time.

The experience of culturally diverse faculty in academic environments: A multi-country scoping review.

Evidence supports that the way people work together influences how they perceive the working environment and retention. With increasing migration among health professionals, it is important to better understand the experiences of multi-national faculty in higher education. This scoping review aims to provide a global perspective on the experiences of faculty from diverse cultural backgrounds and explore strategies that promote faculty diversity and contribute to the organizational culture of academic workplaces. CINHAL, PUBMED, and PsycInfo were searched for original studies that examined perspectives of diverse faculty across the world. Seventeen eligible studies were reviewed using PRISMA guidelines. Three themes were extracted: Descriptions of cultural diversity among faculty in the academic workplace, Factors that increase retention among faculty from diverse cultural backgrounds, and Strategies for building an academic culture that values faculty diversity. Faculty reported difficult experiences that limit recruitment and retention of diverse faculty, thus contribute to the lack of faculty diversity and faculty shortages. Expatriate faculty have similar experiences in feeling a lack of support in promoting their professional growth. Still, diversity can also be a positive organizational factor when the commitment of school leaders creates a harmonious work culture for all faculty that fosters and values diversity.