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1.
Br J Nurs ; 29(1): 55, 2020 Jan 09.
Artículo en Inglés | MEDLINE | ID: mdl-31917938

RESUMEN

Sophie Emery, Student Children's Nurse at the University of Hertfordshire, reflects on her elective placement in Zambia.


Asunto(s)
Educación en Enfermería/organización & administración , Intercambio Educacional Internacional , Estudiantes de Enfermería/psicología , Humanos , Reino Unido , Zambia
2.
Global Health ; 15(1): 84, 2019 12 03.
Artículo en Inglés | MEDLINE | ID: mdl-31796093

RESUMEN

BACKGROUND: Most international electives in which medical students from high-income countries travel abroad are largely unstructured, and can lead to problematic outcomes for students as well as sending and receiving institutions. We analyse the problems of unstructured medical electives and describe the benefits of an elective experience that includes more organisation and oversight from the sending medical school. RESULTS: A number of structured elective programmes have been developed, including those at the Medical School for International Health, Israel and the University of Dundee, United Kingdom. These programmes provide significant pre-departure training in global health and the ethical dimensions of electives, support and monitoring during the elective, and post-elective debrief. Crucially, the programmes themselves are developed on the basis of long-term engagement between institutions, and have an element of reciprocity. We further identify two major problems in current medical electives: the different ethical contexts in which electives take place, and the problem of 'voluntourism', in which the primary beneficiary of the activity is the medical student, rather than the receiving institution or health system. These two issues should be seen in the light of unequal relations between sending and receiving institutions, which largely mirror unequal relations between the Global North and South. CONCLUSION: We argue that more structured elective programmes could form a useful corrective to some of the problems identified with medical electives. We recommend that medical schools in countries such as the UK strongly consider developing these types of programmes, and if this is not possible, they should seek to further develop their pre-departure training curricula.


Asunto(s)
Educación Médica/organización & administración , Intercambio Educacional Internacional , Facultades de Medicina/organización & administración , Curriculum , Humanos , Reino Unido
3.
Nurs Educ Perspect ; 40(5): 278-282, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31436690

RESUMEN

AIM: This qualitative descriptive study aimed to evaluate the role of a short-term interprofessional study abroad program in Kenya on beginning awareness of cultural humility. BACKGROUND: Students in the health care professions, including nursing, must learn to work effectively with diverse patient populations and provide culturally safe care. METHOD: Course assignments of 21 students were thematically analyzed to discover how students applied concepts of cultural attunement to learn cultural humility while interacting with people in rural and urban Kenya. RESULTS: Student narrations acknowledged all aspects of cultural attunement during the experience: the pain of oppression; acted with reverence; reported coming from a place of not knowing; engaged in acts of humility; engaged in mutuality; and reported attaining harmony, cooperation, and accord. CONCLUSION: Findings suggest a short-term community-focused study abroad experience can be a valuable tool for beginning stages of becoming culturally humble and providing culturally safe health care.


Asunto(s)
Competencia Cultural/educación , Intercambio Educacional Internacional , Estudiantes del Área de la Salud/psicología , Estudiantes de Enfermería/psicología , Humanos , Kenia , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería
4.
Nurs Educ Perspect ; 40(5): 291-294, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31436692

RESUMEN

AIM: The study purpose was to describe current international clinical experience (ICE) practices in RN prelicensure programs in the United States. BACKGROUND: There is interest in ICE to fulfill the goal of preparing global citizens; however, lack of evidence on developing, implementing, and evaluating best practices for ICE limits the enactment of this approach. METHOD: An electronic survey was completed by 900 deans and/or directors of diploma, associate, bachelor's, accelerated bachelor's, and master's-entry RN prelicensure programs. RESULTS: Respondents (n = 241, 27 percent) indicated their programs included ICE. Across programs, ICE occurred most often in community health courses. The predominant reason for offering ICE was alignment with the institutional mission and vision. CONCLUSION: Wide variability exists in methods used to implement ICE for credit toward the nursing major. There is a need to continue to assess and disseminate best practices in implementing ICE to accomplish the goal of global health engagement.


Asunto(s)
Bachillerato en Enfermería/organización & administración , Intercambio Educacional Internacional , Salud Global , Metas , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Encuestas y Cuestionarios , Estados Unidos
5.
Nurs Educ Perspect ; 40(5): 300-302, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31436694

RESUMEN

The purpose of this study was to explore nursing students' perceptions of global health experiences from an international partnership. Nursing organizations have identified global health care as core knowledge. To address global health care competencies and culture awareness, activities were designed by nursing faculty in Finland and the United States. A mixed-method questionnaire was given to 111 students. Data suggest contact with international nursing peers and learning activities increased understanding of health issues in another culture and increased student self-confidence and communication. Developing a partnership between nursing schools can result in positive global health learning experiences for students.


Asunto(s)
Educación en Enfermería/organización & administración , Intercambio Educacional Internacional , Satisfacción Personal , Estudiantes de Enfermería/psicología , Finlandia , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Estados Unidos
6.
Nurs Educ Perspect ; 40(5): 306-308, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31436695

RESUMEN

Global experiential learning using clinical internships and microsemesters is expanding in nursing as an alternative to full-semester study abroad. When incorporated into the curriculum, students have a broader perspective on global health care issues. For example, students learn historic and cultural concepts that are uniquely Australian while studying diversity in a condensed two-week microsemester. We describe the development and incorporation of global internships and alternative global experiences for undergraduate nursing students.


Asunto(s)
Educación en Enfermería/organización & administración , Salud Global/educación , Intercambio Educacional Internacional , Estudiantes de Enfermería/psicología , Australia , Curriculum , Humanos , Internado y Residencia , Innovación Organizacional
7.
J Prof Nurs ; 35(4): 329-334, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31345515

RESUMEN

BACKGROUND: Cultural immersion and service learning are effective pedagogical tools to support the development of cultural competence among nursing students. An international mission trip incorporates these concepts and provides an opportunity for students to broaden their understanding and skills. PROBLEM: A review of the literature demonstrates a significant gap surrounding the process used to successfully plan such a trip. APPROACH: Within the context of a small private college, data from an exemplar project help to identify protocols for planning a successful short-term international mission trip. CONCLUSIONS: An appropriately planned short-term cultural immersion mission trip allows nurse educators and participants to achieve their personal and educational goals for the trip, while providing much-needed healthcare aid to residents and staff in impoverished and underserved areas.


Asunto(s)
Competencia Cultural , Prestación de Atención de Salud , Intercambio Educacional Internacional , Estudiantes de Enfermería/psicología , Bachillerato en Enfermería , Docentes de Enfermería , Salud Global , Humanos
8.
J Prof Nurs ; 35(4): 335-340, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31345516

RESUMEN

The Fulbright Program offers opportunities for faculty and students from the United States to participate in cultural exchanges for up to one year. Faculty have the opportunity to teach and conduct research with their colleagues in participating countries worldwide. My six month nursing faculty Fulbright Award at Umm Al-Qura University's School of Nursing in Saudi Arabia provided me with many opportunities for professional development. Upon arrival, the nursing school was in the midst of an accreditation process and requested my engagement in these activities. As a result, I had the opportunity to work collaboratively with far more faculty and administrators than originally anticipated. This set the foundation for productive teaching workshops and ongoing research exploring women's awareness about breast cancer within the cultural context of a conservative society. In this paper, I reflect on my journey and highlight important considerations for selecting a country and setting an agenda for teaching and research. Nursing faculty interested in global health are encouraged to become Fulbright Scholars and promote collaboration of nursing professionals and academicians worldwide.


Asunto(s)
Docentes de Enfermería , Salud Global , Intercambio Educacional Internacional , Desarrollo de Personal , Neoplasias de la Mama , Femenino , Humanos , Investigación en Enfermería , Evaluación de Programas y Proyectos de Salud , Arabia Saudita , Universidades
9.
Nurs Educ Perspect ; 40(5): 309-311, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31335493

RESUMEN

The PICO (Population/Problem, Intervention, Comparison, Outcome) framework is widely accepted for posing evidence-based practice questions. This framework offers prelicensure nursing students a structured process for synthesizing nursing knowledge with the best available evidence to make decisions for practice. However, students in an international outreach course may find that evidence-based practice is not available in-country; furthermore, it may not be congruent with a population's culture. Faculty guidance helps students enrolled in international outreach courses to integrate cultural competence into the PICO structure. A case study illustrates how the framework was applied during an undergraduate nursing outreach course to Nicaragua.


Asunto(s)
Competencia Cultural/educación , Bachillerato en Enfermería/organización & administración , Enfermería Basada en la Evidencia/educación , Intercambio Educacional Internacional , Curriculum , Humanos , Nicaragua , Investigación en Educación de Enfermería , Estudiantes de Enfermería/psicología
10.
Nurs Educ Perspect ; 40(5): 303-305, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31335494

RESUMEN

Study abroad has the potential to lead to perspective transformation, the highest level of learning. Instruments are lacking to quantitatively measure the effectiveness of the study abroad experience in terms of student learning outcomes. Obtaining such data could be used to better evaluate teaching methods. Informed by qualitative research, an instrument was developed to measure transformation from study abroad. The scale content validity index was 0.82, demonstrating strong validity. Although further testing is needed, this instrument presents a way to examine the impact of study abroad so that learners may be better prepared to attend to the global community.


Asunto(s)
Intercambio Educacional Internacional , Aprendizaje , Estudiantes de Enfermería/psicología , Encuestas y Cuestionarios , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Investigación Cualitativa , Reproducibilidad de los Resultados
11.
Nurse Educ Today ; 79: 204-209, 2019 Aug.
Artículo en Inglés | MEDLINE | ID: mdl-31158652

RESUMEN

BACKGROUND: Study abroad generates positive learning outcomes for students. However, experiences of learning, and processes of learning during unaccompanied-by-faculty nursing study abroad are unclear. This research therefore investigated student nurse experiences of learning during a study abroad journey in order to explore the phenomenon of learning and the processes of learning throughout this journey. METHODS AND PARTICIPANTS: An interpretivist hermeneutic phenomenological methodology was applied, and twenty student nurses, from the UK and Europe, participated; two individual semi-structured interviews were conducted per participant (post-return and follow-up). FINDINGS AND CONCLUSIONS: The 'Phenomenological Hermeneutical Method' of data analysis was employed and revealed the phenomenon of learning comprised four themes: 'experiencing a different reality'; 'active sense-making'; 'being with others' and 'being changed and transformed'. When considered together, these themes identify that study abroad was experienced as the liminal space in which learning occurred. Students experienced liminality in this space and the process of learning was triggered by disjuncture. Students took responsibility for learning and undertook active sense-making activities to gain insight. Students struggled to make sense of troublesome experiences, and remained in a stuck place until resolution of troublesome-ness enabled students to cross a threshold into understanding. Learning was also influenced by others. Students experienced change and transformation as a result of the learning that had occurred, and a postliminal state was attained when troublesome-ness was resolved and students had re-integrated into their usual reality. These findings offer insight into student learning during unaccompanied study abroad journeys, and further development of nurse education and research is recommended.


Asunto(s)
Competencia Cultural , Hermenéutica , Intercambio Educacional Internacional , Aprendizaje , Estudiantes de Enfermería/psicología , Características Culturales , Prestación de Atención de Salud , Bachillerato en Enfermería/métodos , Europa (Continente) , Humanos , Entrevistas como Asunto , Investigación en Educación de Enfermería , Investigación Cualitativa
12.
Br J Nurs ; 28(9): 574-577, 2019 May 09.
Artículo en Inglés | MEDLINE | ID: mdl-31070961

RESUMEN

Nurses and nursing students from the UK and overseas are learning in each other's countries.


Asunto(s)
Educación en Enfermería/organización & administración , Intercambio Educacional Internacional , Estudiantes de Enfermería/psicología , Salud Global , Humanos , Aprendizaje , Reino Unido
13.
Br J Nurs ; 28(9): 578-579, 2019 May 09.
Artículo en Inglés | MEDLINE | ID: mdl-31070965

RESUMEN

Sean Morton, Senior Lecturer, School of Health and Social Care at Lincoln University ( SMorton@lincoln.ac.uk ), describes what he has learned in 20 years of working with and teaching nurses from the UK, USA and Europe.


Asunto(s)
Salud Global , Relaciones Enfermero-Paciente , Enfermeras Internacionales/psicología , Enfermería , Educación en Enfermería/organización & administración , Europa (Continente) , Humanos , Intercambio Educacional Internacional , Reino Unido , Estados Unidos
14.
J Nurs Educ ; 58(5): 294-297, 2019 May 01.
Artículo en Inglés | MEDLINE | ID: mdl-31039264

RESUMEN

BACKGROUND: Nursing programs are instrumental in developing the knowledge, skills, and attitudes necessary for nursing practice. Opportunities are lacking for role formation for successful transition into practice. METHOD: An intraprofessional global clinical immersion program was utilized as the setting for students to develop their role identity. Students from each level of nursing traveled to Jamaica to participate in a clinical immersion experience. Students participated in structured collaboration among students in different programs and acted as the instrument other students utilized to develop their role. Students had the opportunity to work with each other every day, and they provided authentic feedback for each other on their role-formation process. RESULTS: Program evaluation revealed that the immersion helped students gain confidence in their roles as they transition into practice. CONCLUSION: Results of this evaluation support the sustainability of the structured global immersion experiences for professional role formation. [J Nurs Educ. 2019;58(5):294-297.].


Asunto(s)
Intercambio Educacional Internacional , Rol de la Enfermera/psicología , Estudiantes de Enfermería/psicología , Humanos , Jamaica , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería
15.
J Prof Nurs ; 35(3): 181-186, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31126394

RESUMEN

The literature indicates that service learning integrated into a study abroad course results in cultural learning, personal growth, and professional development. However, there are inadequate examples of strategies to achieve cultural learning in the context of study abroad. The purpose of this article is to briefly describe the authors' collaboration with leaders of an international health system in developing a faculty-led study abroad course and describe strategies to promote guided reflection to achieve cultural learning. The preparation phase of the course was delivered with two video conferences and an online learning management system for students on three campuses. Service learning with clinic nursing staff of the international health system and children in a residential home was purposefully incorporated in the study abroad phase of the course. During the first week of study abroad, specific prompts for daily journaling were introduced to the students to promote guided reflection as a critical component of service learning. During the second week, students discussed concepts that had been introduced during the preparation phase. The students wrote a final summary reflection paper with the guidance of additional prompts and an evaluation rubric. In summary, preparation phase learning activities, study abroad phase daily journaling and group discussion combined with a summary reflection paper were used as strategies to achieve cultural learning.


Asunto(s)
Competencia Cultural/educación , Intercambio Educacional Internacional , Aprendizaje Basado en Problemas , Estudiantes de Enfermería/psicología , Pensamiento , Bachillerato en Enfermería , Ghana , Humanos , Investigación en Educación de Enfermería
16.
Br J Nurs ; 28(8): 518-522, 2019 Apr 25.
Artículo en Inglés | MEDLINE | ID: mdl-31002546

RESUMEN

Maintaining competence and keeping skills and knowledge in children's orthopaedic nursing alive are problematic in both the UK and Australia. The dearth of dedicated postgraduate courses for this specialty has resulted in an array of unregulated in-house training, nurses' individual educational needs not being met and potential for children with an orthopaedic problem being put at risk of not receiving optimal care. This paper reports on a travel scholarship used to compare and contrast the UK with Australia, which supported an international scoping exercise to identify nurses' beliefs regarding expertise in children's orthopaedic nursing and explore provision for maintaining pertinent knowledge and skills. Potential ways to improve support for nurses in maintaining expertise in this field of practice are discussed.


Asunto(s)
Competencia Clínica , Educación de Postgrado en Enfermería/organización & administración , Intercambio Educacional Internacional , Enfermería Ortopédica/educación , Enfermería Pediátrica/educación , Australia , Niño , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Reino Unido
18.
J Nurs Educ ; 58(4): 235-239, 2019 Apr 01.
Artículo en Inglés | MEDLINE | ID: mdl-30943300

RESUMEN

BACKGROUND: Nurses increasingly are identified as key health care members on global health initiatives, and nursing curricula should address this competency to prepare students to work in a global environment. This article will share how processes and structures were established for an international undergraduate nursing student exchange and service-learning experience between two schools of nursing. METHOD: The goals of the project were to (a) implement an annual nursing student exchange of approximately 3 weeks in length; (b) select eight students from each school, accompanied by a faculty member, to participate; and (c) provide opportunities for students to participate in service-learning assessments in identified communities. RESULTS: To date, an annual exchange is in its fourth year of existence. CONCLUSION: An international service-learning opportunity is one way to improve nursing students' ability to provide culturally competent health care. [J Nurs Educ. 2019;58(4):235-239.].


Asunto(s)
Bachillerato en Enfermería/organización & administración , Salud Global/educación , Intercambio Educacional Internacional , Facultades de Enfermería/organización & administración , Humanos , Aprendizaje , México , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Oregon , Estudiantes de Enfermería/psicología
20.
Rev Neurol (Paris) ; 175(5): 291-297, 2019 May.
Artículo en Inglés | MEDLINE | ID: mdl-30902429

RESUMEN

Transnational exchanges have existed for centuries, with both economic and cultural effects. At the end of the 18th century, in the aftermath of the French Revolution, medical education in France underwent radical innovations, prefiguring the training system now almost universally accepted. This paper presents 19th and early 20th century neurology-related exchanges between the United States (US) and Europe, particularly, Paris, which had become a major medical center and where many US neurologists were trained. We discuss some of the intense neurology-related exchanges between the USA and Europe, notably the role of US neurology founders William Alexander Hammond, Silas Weir Mitchell, Edward Seguin as well as Mauritius-born Charles Edouard Brown-Séquard and a few others. We emphasize the mutual benefits that resulted from such exchanges. In later years, the trend reversed with many foreigners, particularly Europeans coming to improve their knowledge in the US. More recently, a shared pattern of travel and enrichment is occurring despite current threats caused by isolationism and undue stress on local identity.


Asunto(s)
Intercambio Educacional Internacional/historia , Neurología/educación , Francia , Historia del Siglo XIX , Historia del Siglo XX , Estados Unidos
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