Through the Lens of Postcolonial Theory: Establishing Global North-South Partnerships.

AIM: This study used postcolonial theory as a critical lens to examine the factors that supported or hindered equitable partnership formation within an innovative international service-learning (ISL) program in nursing education. BACKGROUND: As ISL programs proliferate, ethical concerns have arisen as minimal attention has been given to both the host and visiting partners' experience and perceptions and how these impact partnership development and outcomes. METHOD: A hybrid intrinsic, instrumental, single embedded case study design, including observations, interviews (n = 70), and document analysis, was used to analyze in depth varied partnerships within a US-Kenyan ISL program. RESULTS: Central themes of dispelling assumptions, making connections, revealing privilege, and sharing power emerged and formed a theoretical model, Establishing and Strengthening Partnerships. CONCLUSION: Attention needs to be given to preconceived assumptions, imbalances in privilege, and issues surrounding power and decision-making for equitable, impactful, partnership development. Leadership philosophy, style, and approach make a difference.

Evaluating students' attitudes to using PDAs in nursing clinicals at two schools.

Funding from the University of Massachusetts president's office allowed two campuses of the University of Massachusetts system to offer nursing faculty and students PDAs containing medical/nursing databases for use during their clinical rotations. A study was designed to explore student's attitudes toward the use of PDAs in a clinical setting and to determine if the manner in which the technology was introduced affected the formation of these attitudes. During the fall and spring semesters of 2005 to 2006, both sites used and evaluated the effectiveness of PDAs at the point of care, but the clinical course, faculty experience with PDAs, and method and stage of introduction varied on each campus. The University library acted as the public point of access for borrowing and technical support of the PDAs. All students were asked to complete a 21-question survey that collected quantitative and qualitative data about their attitudes toward the use of PDAs at their clinical agency. Results of questionnaires relating to students attitudes to the PDA as a learning tool showed that there were differences in the student's perceptions and acceptance of the PDA as a learning tool. The results from the analysis of the data and suggestions for the possible reasons for the differences are explored.