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2.
Public Health Nurs ; 33(4): 360-70, 2016 07.
Artículo en Inglés | MEDLINE | ID: mdl-27235186

RESUMEN

Travel abroad provides college students with a unique learning experience. When plans to take undergraduate community health nursing students from the United States to Haiti were cancelled due to health and safety concerns, faculty piloted international videoconferencing with a nursing program in Haiti as an alternative. During this semester-long course, students in both countries assessed a local community using the Community as Partner framework and compared findings during videoconferences with their international peers. Despite communication challenges such as language barriers and limited internet access in Haiti, evaluative data suggests that all students valued learning with their nursing student peers in another country. For future international videoconferencing endeavors, especially with under-resourced communities, we provide recommendations in the following categories: 1) Building relationships with a partner school, 2) Technology, 3) Pedagogy, and 4) Facilitating interactions between students.


Asunto(s)
Enfermería en Salud Comunitaria/educación , Educación en Enfermería/métodos , Internacionalidad , Videoconferencia , Haití , Humanos , Relaciones Interprofesionales , Aprendizaje , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Investigación Metodológica en Enfermería , Estudiantes de Enfermería/psicología , Estados Unidos
3.
J Nurs Educ ; 54(9): 479-84, 2015 Sep.
Artículo en Inglés | MEDLINE | ID: mdl-26334333

RESUMEN

BACKGROUND: For nursing professionals to direct and influence the health care changes for implementing the Patient Protection and Affordable Care Act, emerging graduate nurses must be prepared as leaders and advocates for smooth patient care transitions for patients and caregivers. This article reports on how an undergraduate nursing program and its clinical partner created a course to allow students to step back from direct patient care and explore diverse nursing roles, team collaboration, communication, and processes that aim to collectively promote safe and effective quality care. METHOD: Students completed online pre- and posttest surveys to rate their confidence levels with skills across seven measures. RESULTS: Comparative analysis of the pre- and posttest surveys indicated a significant increase in students' perception of their knowledge and skills across all areas. CONCLUSION: The instructional framework, using a care transitions model and clinical experiences, prepared students to work with health care teams and community partners for managing patient and family transitions in a variety of health care settings.


Asunto(s)
Continuidad de la Atención al Paciente , Curriculum , Bachillerato en Enfermería , Conocimientos, Actitudes y Práctica en Salud , Estudiantes de Enfermería/psicología , Competencia Clínica , Comunicación , Humanos , Modelos Educacionales , Rol de la Enfermera , Grupo de Atención al Paciente , Patient Protection and Affordable Care Act , Seguridad del Paciente , Encuestas y Cuestionarios
4.
Stud Health Technol Inform ; 209: 135-9, 2015.
Artículo en Inglés | MEDLINE | ID: mdl-25980716

RESUMEN

Community Health Nursing (N456) is a required senior clinical course in the undergraduate nursing curriculum at the University of Michigan in which students learn to assess and address the health of populations and communities. In 2012, we began our efforts to internationalize the curriculum using a globally engaged nursing education framework. Our goal is for all students to have an intercultural learning experience understanding that all students are unable to travel internationally. Therefore, this intercultural learning was implemented through a range of experiences including actual immersion, virtual activities (videoconferencing) and interventions with local vulnerable populations. Grants were obtained to provide immersion experiences in Quito, Ecuador and New Delhi, India. Several technologies were initiated with partner nursing schools in Leogane, Haiti and New Delhi, India. Weekly videoconferencing utilizing BlueJeans software and exchange of knowledge through the Knowledge Gateway facilitated intercultural exchange of knowledge and culture. Local clinical groups work with a variety of vulnerable populations. A private blog was developed for all sections to share community assessment data from local and international communities. Qualitative evaluation data was collected for local and international students to begin to assess cultural competence and student learning. Analysis of data documented increased awareness of culture and identified the many positive benefits of interaction with a global partner.


Asunto(s)
Instrucción por Computador/métodos , Curriculum , Bachillerato en Enfermería/organización & administración , Cooperación Internacional , Enfermeras de Salud Comunitaria/educación , Videoconferencia/organización & administración , Bachillerato en Enfermería/métodos , Michigan , Enseñanza/métodos
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