Nursing students' internationalization: Virtual exchange and clinical simulation impact cultural intelligence.

BACKGROUND: There is a need for globally competent nurses; however, some cannot train abroad. Internationalization at home strategies seek to teach intercultural and international competencies to all students, regardless of location. PURPOSE: This study evaluated the impact of a virtual exchange and clinical simulation program on nursing students' cultural intelligence. METHODS: The Global Nursing Care (GNC) program was designed to improve nursing students' global competencies, particularly cultural intelligence. It was implemented in two universities in Spain and the USA. A quasi-experimental, analytic, and longitudinal study involved 261 nursing students, 57 from the GNC program and 204 in the control group. Sociodemographic data were collected, and the Cultural Intelligence Scale was used to measure cultural intelligence. DISCUSSION: All cultural intelligence dimensions were augmented following program participation. Moreover, students who participated in the program presented higher cultural intelligence than the control group. CONCLUSION: The results suggest that program participation was associated with a statistically significant gain in nursing students' cultural intelligence.

Fostering globally competent dental students through virtual team-working, problem-solving and person-centred multi-disciplinary care planning.

Background/purpose: : Development and acquisition of communication, logical thinking, team-building, critical appraisal, critical thinking and person-centred multi-disciplinary care planning must be considered as skill sets and global core competencies for a dental professional. Therefore, an international online study course to foster undergraduate dental students' skill sets in these areas was established and this study aimed to report the perceptions of participants. Materials and methods: An international online course consisting of three levels pertaining to the school year was delivered to dental undergraduates of Japan and Thailand from September to December in 2021. An online questionnaire survey was conducted to obtain feedback from the participants and assess the implementation of the course. Results: In total, 64 responses were obtained from students who participated in all the assigned online sessions and completed the questionnaire (a response rate of 88%). More than 95% of students from each level felt that the programme increased their motivation to study clinical dentistry, and was beneficial for their future and made them appreciate the importance of participating in international exchange. The ratio of favourable respondents was more than 90% with a 95% confidence interval. Conclusion: Fostering globally competent dental students is important and the acquisition of necessary skill sets could be enhanced through international virtual team-working, problem-solving and person-centred multi-disciplinary care planning activities. These are beneficial for undergraduate dental student training so that they graduate with a broader global perspective and an appreciation of the importance of delivering person-centred culturally sensitive dental care.

Predicting the Success of International Pharmacists in a Distance-Based US Doctor of Pharmacy (PharmD) Program: Results from a 5-Year Cohort.

Background: To establish the predictors of success in an international-trained PharmD (ITPD) program between admission criteria and academic performance. Methods: The primary outcome of this study was the correlation of admission criteria with didactic and experiential grade point averages (GPA) for the first 5 years. Candidates meeting the minimum criteria completed a competency exam or the US-Foreign Pharmacy Graduate Equivalency Exam (US-FPGEE). Tests of English language proficiency (TOEFL(R) and ACTFL's Oral Proficiency Interview) plus interview with faculty, students, and alumni were also required. Scores were correlated with both didactic and experiential GPAs. Results: The 23 students admitted to the ITPD program had a cumulative GPA of 3.72. There was a significant correlation between total admissions score and the median pharmacy and healthcare course category GPA (ρ 0.53), but not other categories. The composite TOEFL did not predict any performance but TOEFL writing and speaking did correlate with advanced pharmacy practice experience (APPE) performance. The OPI scores were associated with higher GPAs overall, in advanced integrated clinical sciences, and APPEs. The admission interview scores consistently and significantly correlated with preceptor-rated APPE GPA, practitioner skills, and professionalism (ρ > 0.5; p < 0.05). Performance in early courses significantly predicted the performance in advanced courses and experiential performance (ρ 0.48−0.61). Conclusion: The correlations between early and late course performance demonstrated the cohesiveness of this program. Further study is needed between the predictors of success using non-cognitive admission criteria.

COVID-19: Development and implementation of a video-conference-based educational concept to improve the hygiene skills of health and nursing professionals in the Republic of Kosovo.

Introduction: The COVID-19 pandemic caught the health care systems of all countries unprepared. For the further education of healthcare personnel in the Republic of Kosovo, it became necessary to implement a concept for practical training in hygienic working. A video-conference-based educational concept to bridge the physical distance between Germany and Kosovo enabled the rapid, theoretical and practical transfer of knowledge. Methods: Current evidence on COVID-19 and Standard Operation Procedures (SOP) were researched. Healthcare staff in Pristina were advised and trained in ten online sessions on hygienic working under pandemic conditions via the "Logitech Rally for DFNconf" video conferencing system. The seminars were interpreted consecutively (Albanian). The Situational Judgement Test (HygiKo-SJT) should describe changes in participants' hygiene knowledge. Results: A total of 25 people were trained in hygiene-related knowledge in terms of basic and specific hygiene for COVID-19. The weekly training sessions made it possible to address questions and subsequently provide practical knowledge. The HygiKo-SJT did not show a generalizable, measurable improvement in hygiene competence. Conclusion: Participants benefited from the concept and rapid implementation of a live video-conference-based seminar on "Hygiene under Pandemic Conditions". The positive experience in terms of guidance, advice and training provides the basis for implementing a dedicated "Hygiene" module in Kosovo.

Evaluating e-learning on an international scale: An audit of computer simulation learning materials in the field of dentistry.

BACKGROUND/PURPOSE: Global networking and e-learning courses are an effective strategy for sharing educational content and there is potential scope to use e-learning technology in dental education. Therefore, this study aimed to explicate the challenges encountered in international e-learning use and decipher optimum solutions for disseminating course/systems on an international scale. MATERIALS AND METHODS: An e-learning course with four computer-assisted simulation materials developed among international faculties was provided to dental undergraduates at dental schools in Japan and Vietnam in 2020. A post-questionnaire survey plus pre- and post-tests were conducted to obtain learners' feedback and assess the success of the course's implementation. RESULTS: Altogether, 41 students participated, with a response rate of 78.8%. The mean post-test score was significantly higher than that of the pre-test (p < 0.001). Students from both groups felt that e-learning was beneficial, useful for their future, and should be continued. CONCLUSION: This study showed that e-learning/course provision could be achieved at an international level by using a common online system, which is beneficial for students to gain a wider perspective and global dental education. Learners indicated that they learned without any major problems in learning operations. This type of educational material creation and course implementation is extremely important in global networking and dental education in the present era; and communication and cooperation between the faculties was important for course provision. More countries should be included in future studies to ensure that it has global application.

Academic-professional mobility and internationalization of nursing: contributions of the bologna process / Movilidad académico-profesional e internacionalización de la enfermería: aportes del proceso de bolonia / Mobilidade acadêmico-profissional e internacionalização da enfermagem: contributos do processo de bolonha

ABSTRACT Objective: to understand the contributions of the Bologna Process to academic-professional mobility of Nursing. Method: a descriptive exploratory qualitative research. Open interviews were conducted with six PhD nurses, nursing professors, with more than 20 years of experience and who experienced the changes that occurred in higher education in post-Bologna nursing. The interviews took place in the Health or Nursing Schools of the north, center and south regions of Portugal, between January and March 2019, until saturation occurred by repetition. Content analysis was performed. Results: three perspectives are presented: 1) Mobility and internationalization as presuppositions to the strengthening of the economic bloc; 2) Mobility and internationalization contribute to the consolidation of a European identity; and 3) Diploma Supplement: fundamental aspect of academic-professional mobility. Conclusion: education proved to be a valid instrument for the construction of a common professional identity, considered indispensable for the strengthening of the block, with regard to the production of knowledge. The guidelines for the harmonization of university systems and the Diploma Supplement promoted scientific and cultural exchange through academic-professional mobility and intensified the dialogue between nations, which reverberate in social practices.

RESUMEN Objetivo: comprender las contribuciones del Proceso de Bolonia a la movilidad académico-profesional de Enfermería. Método: investigación cualitativa exploratoria descriptiva. Se realizaron entrevistas abiertas a seis enfermeros doctores, docentes de enfermería, con más de 20 años de experiencia y que vivieron los cambios que ocurrieron en la educación superior en la enfermería post Bolonia. Las entrevistas se realizaron en las Escuelas de Salud o Enfermería de las regiones norte, centro y sur de Portugal, entre enero y marzo de 2019, hasta que se produjo la saturación por repetición. Se realizó análisis de contenido. Resultados: se presentan tres perspectivas: 1) Movilidad e internacionalización como presupuestos para el fortalecimiento del bloque económico; 2) La movilidad y la internacionalización contribuyen a la consolidación de una identidad europea; y 3) Suplemento al Título: aspecto fundamental de la movilidad académico-profesional. Conclusión: la educación demostró ser un instrumento válido para la construcción de una identidad profesional común, considerada indispensable para el fortalecimiento del bloque, en lo que respecta a la producción de conocimiento. Los lineamientos para la armonización de los sistemas universitarios y el Suplemento al Título promovieron el intercambio científico y cultural a través de la movilidad académico-profesional e intensificaron el diálogo entre las naciones, que repercute en las prácticas sociales.

RESUMO Objetivo: compreender as contribuições do Processo de Bolonha para a mobilidade acadêmico-profissional de Enfermagem. Método: pesquisa descritiva, exploratória e de natureza qualitativa. Realizou-se entrevistas abertas com seis enfermeiros doutores, docentes de Enfermagem, com mais de 20 anos de atuação e que vivenciaram as mudanças ocorridas na formação superior em Enfermagem pós-Bolonha. As entrevistas ocorreram nas Escolas de Saúde ou de Enfermagem das regiões norte, centro e sul de Portugal, entre janeiro e março de 2019, até a saturação por repetição. Realizou-se análise de conteúdo. Resultados: apresentam-se três perspectivas: 1) A mobilidade e a internacionalização como pressupostos ao fortalecimento do bloco econômico; 2) A mobilidade e a internacionalização colaboram para a consolidação de uma identidade europeia; e 3) Suplemento ao Diploma: aspecto fundamental à mobilidade acadêmico-profissional. Conclusão: a educação provou ser um instrumento válido para a construção de uma identidade profissional comum, considerada indispensável para o fortalecimento do bloco, no que tange a produção de conhecimentos. As diretrizes para a harmonização dos sistemas universitários e o Suplemento ao Diploma promoveram o intercâmbio científico-cultural por meio da mobilidade acadêmico-profissional e intensificaram o diálogo entre as nações, que reverberam em práticas sociais.

Advanced training and international educational exchange: learning, overcoming and experiences / Formación avanzada e intercambio educativo internacional: aprendizajes, superaciones y experiências / Formação avançada e intercâmbio educacional internacional: aprendizados, superações e vivências

ABSTRACT Objectives: to report my experiences as a researcher during the course of advanced post-doctoral training abroad. Methods: theoretical and methodological option for Max van Manen's phenomenology of practice. The activities were developed in the Health Sciences Research Unit: Nursing, in Portugal, Université Catholique de Louvain, in Belgium, and in Escuela de Enfermería y Fisioterapia de la Universidad de Castilla-La Mancha, in Spain. Results: participating in a multicenter international research project enabled the acquisition of new scientific knowledge, personal and cultural gains. From a broader perspective, the international graduate and undergraduate nursing networks were strengthened through the mobility of researchers, and overcoming of the "status quo" by the formation of a critical mass environment indispensable for scientific advancement. Final Considerations: sharing the experience that you appropriate is about the power of grasping possibilities of a practical experience, in the context of the world, and going through it, motivated by the desire to make internationalization feasible.

RESUMEN Objetivos: relatar mi experiencia de investigador durante el curso de formación posdoctoral avanzada en el extranjero. Métodos: opción teórico-metodológica por la fenomenología de la práctica de Max van Manen. Las actividades se desarrollaron en la Unidad de Investigación en Ciencias de la Salud: Enfermería, en Portugal, Université Catholique de Louvain, en Bélgica, y en la Escuela de Enfermería y Fisioterapia de la Universidad de Castilla-La Mancha, en España. Resultados: participar de un proyecto de investigación internacional multicéntrico permitió la adquisición de nuevos conocimientos científicos, ganancias zpersonales y culturales. Desde una perspectiva más amplia, se fortalecieron las redes internacionales de posgrado y pregrado en Enfermería, a través de la movilidad para investigadores y la superación del "statu quo", por la formación de un ambiente de masa crítica indispensable para el avance científico. Consideraciones Finales: compartir la experiencia que se apropia tiene que ver con el poder de captar las posibilidades de una experiencia práctica, en el contexto del mundo y aprovecharla, motivado por el deseo de hacer factible la internacionalización.

RESUMO Objetivos: relatar minha vivência de pesquisador durante o percurso de formação avançada de pós-doutoramento no exterior. Métodos: opção teórico-metodológica pela fenomenologia da prática de Max van Manen. As atividades foram desenvolvidas na Unidade de Investigação em Ciências da Saúde: Enfermagem, em Portugal, e naEscuela de Enfermería y Fisioterapia de la Universidad de Castilla-La Mancha, na Espanha. Resultados: participar de um projeto multicêntrico de pesquisa internacional possibilitou aquisição de novos conhecimentos científicos, ganhos pessoais e culturais. Sob uma perspectiva mais ampla, foram fortalecidas as redes internacionais de pós-graduação e licenciatura em Enfermagem, por meio da mobilidade para pesquisadores, e a superação do"status quo",pela formação de ambiente de massa crítica indispensável ao avanço científico. Considerações Finais: compartilhar a vivência que se apropria diz respeito ao poder de captar possibilidades de uma experiência prática, no contexto do mundo e percorrê-la, motivado pelo desejo de tornar factível a internacionalização.

Contribuições da mobilidade acadêmica internacional realizada na austrália para a formação da enfermeira no brasil / Aportes de movilidad académica internacional realizados en australia para la formación de enfermeras en brasil / Contributions of international academic mobility held in australia for the training of nurses in brazil

Objetivo: identificar as contribuições da mobilidade acadêmica internacional, realizada na Austrália, para a formação da enfermeira no Brasil. Método: estudo exploratório com abordagem qualitativa, realizado com oito ex-intercambistas do Programa Ciência sem Fronteiras. A análise foi feita pela proposta do Discurso do Sujeito Coletivo. Resultados: a experiência ofereceu às (ex)intercambistas uma gama de oportunidades e de trocas de experiências para a formação em enfermagem. Foi apontada a rica experiência em cursar disciplinas na Austrália, comparando a metodologia Problem Based Learning com a metodologia tradicional vivenciada no Brasil e destacando seus efeitos positivos. O intercâmbio proporcionou desenvolvimento de habilidades técnico-científicas e interpessoais, vivências de sistemas comparados de saúde, além de aperfeiçoamento das competências linguísticas e de construção de compromisso ético-político-social e perspectivas profissionais futuras. Considerações finais: a mobilidade acadêmica internacional contribuiu positivamente na formação das enfermeiras brasileiras, com evidência de desenvolvimento pessoal e profissional.

Objetivo: identificar las contribuciones de la movilidad académica internacional, realizada en Australia, a la formación de enfermeras en Brasil. Método: estudio exploratorio con enfoque cualitativo, realizado con ocho ex alumnos de intercambio del programa Ciencia sin Fronteras. El análisis se realizó mediante la propuesta del Discurso del Sujeto Colectivo. Resultados: la experiencia ofreció a los estudiantes (ex)de intercambio una gama de oportunidades e intercambio de experiencias para la educación de enfermería. Se señaló la rica experiencia en el estudio de asignaturas en Australia, comparando la metodología de Aprendizaje Basado en Problemas con la metodología tradicional experimentada en Brasil y destacando sus efectos positivos. El intercambio proporcionó el desarrollo de habilidades técnico-científicas e interpersonales, experiencias de comparación de sistemas de salud, además de mejorar las habilidades lingüísticas y construir un compromiso ético-político-social y perspectivas profesionales de futuro. Consideraciones finales: la movilidad académica internacional contribuyó positivamente a la formación de enfermeras brasileñas, con evidencia de desarrollo personal y profesional.

Objective: to identify the contributions of international academic mobility, carried out in Australia, to the training of nurses in Brazil. Method: exploratory study with qualitative approach, conducted with eight former exchange students of the Science Without Borders program. The analysis was made by the proposal of the Collective Subject Discourse. Results: the experience offered (ex)exchange students a range of opportunities and exchange of experiences for nursing education. The rich experience in studying subjects in Australia was pointed out, comparing the Problem Based Learning methodology with the traditional methodology experienced in Brazil and highlighting its positive effects. The exchange provided the development of technical-scientific and interpersonal skills, experiences of comparing health systems, in addition to improving language skills and building an ethical-political-social commitment and future professional perspectives. Final considerations: international academic mobility contributed positively to the training of Brazilian nurses, with evidence of personal and professional development.

Advancing science and education through a novel collaboration platform between the University of Michigan and Peking University Health Science Center.

Research in China has been advancing over the past decade with increasing investments from government and private entities. Collaboration with Chinese investigators and those in the United States has also increased as reflected in the growth of scientific papers with Chinese authors. Collaborations are more commonly based on faculty-to-faculty relationships which can be challenged by institutional or governmental policies. This paper reports on an institution-to- institution collaboration, the Joint Institute for Translational and Clinical Research initiated in 2010 between the University of Michigan Medical School and Peking University Health Science Center, to enable and support collaborative faculty-initiated research. Concomitant education and training programs have also been co-developed. Beginning in 2011, 190 proposals from faculty-to-faculty partnerships have been submitted from which 59 have been selected for funding. These projects have involved over 138,000 patient subjects and resulted in 86 peer-reviewed publications to date. Pilot data has been leveraged to secure $27.3 million dollars of extramural funding outside of China. Faculty and trainee exchanges take place regularly including an annual symposium with mechanisms to link faculty who are seeking partnerships by utilizing each other's complementary strengths and resources. As the collaboration enters its second decade, both institutions believe that the model offers a unique platform to promote faculty-initiated collaborative research. Next steps include funding studies in prioritized scientific themes, and promoting access to high-quality cohorts to attract industry partners and to develop sustainable financial models.

Virtual Study-Abroad Through Web Conferencing: Sharing Knowledge and Building Cultural Appreciation in Nursing Education and Practice.

BACKGROUND: With a focus on building global citizens, a U.S. and Norwegian academic collaborative partnership fostered clinical learning experiences addressing cultural and health care comparisons. High-impact educational practices integrated into international clinical experiences, combined with virtual global learning classrooms, highlighted the Sustainable Development Goals. PROBLEM: Given nursing education's requirements, devising innovative strategies expanded global learning in brief but transformative experiences while integrating nontraveling students, especially relevant considering current pandemic-related travel restrictions. APPROACH: We developed an educational experience pairing U.S. students (17 in person; 64 through web conference) and Norwegian students (50 in person; 3 for web conference) in population health experiences, providing required clinical hours and a shared cultural exchange. Integration of nontraveling students in joint virtual global experiences broadened the global learning opportunity for all. CONCLUSION: This work offers insight into how faculty used a virtual global learning experience as a synergistic tool with traditional study abroad.

The experiences of nurses who studied abroad with The Erasmus program during undergraduate education: A qualitative study.

The globalization of healthcare systems and information has increased the importance of international learning and mobility programs in nursing education. This research aimed to explore and describe the lived experiences of nurses studying abroad with the Erasmus program during their undergraduate education. This is a descriptive phenomenological study. The study sample consisted of 12 nurses who studied abroad during their undergraduate education. The data were collected through semi-structured, face to face in-depth interviews. Colaizzi's seven-step method and NVivo12 software were used to evaluate the data. The study results had five main themes: (1) adaptation process, (2) sources of support, (3) differences, (4) difficulties, and (5) benefits. The nurses considered studying abroad with the Erasmus program as an important opportunity. They reported that this experience made significant positive contributions to them in the personal, professional, cultural, and social aspects.

Intercâmbio internacional na era COVID-19 por que Portugal? / International exchange in COVID-19 era: why Portugal? / Intercambio internacional en la era COVID-19: ¿Por qué Portugal?

Problema: O intercâmbio internacional é um excelente instrumento de formação paraestudantes e Portugal apresenta diversas vantagens para os alunos brasileiros. No entanto, a literatura brasileira carece de relatos de experiência sobre tais atividades e os estudantesfrequentemente encontram- se preocupados sobre quais atividades serão desenvolvidas,sobre que tipo de sistema de saúde encontrarão e, recentemente, sobre como a pandemia se desenrolou no país de destino.Métodos: Trata-se de um estudo descritivo, do tipo relato de experiência, referente a um estágio internacional na área da saúde, realizado por um acadêmico brasileiro em Portugal. O trabalho foi elaborado a partir de pesquisas bibliográficas e resgate mnemônico da experiência. Resultados: O sistema de saúde português funciona de forma semelhante ao brasileiro, baseado na atenção primária à saúde e na descentralização, e apresentou bom desempenho em relação à pandemia da COVID-19. O intercâmbio foi realizado na área de medicina geral e familiar e de medicina de emergência pela Universidade de Lisboa, no início de 2020, e foi composto por uma vasta gama de atividades desenvolvidas, principalmente o acompanhamento de consultas. Os aprendizados do estágio incluem os conteúdos técnicos das consultas acompanhadas, os conhecimentos não científicos ensinados durante a rotina e as experiências sociais vivenciadas na viagem. Conclusão: Os estudantes brasileiros encontrarão familiaridades e diferenças positivas no sistema de saúde português e observarão excelentes números em relação ao controle da pandemia da COVID-19. O intercâmbio em Portugal possibilitou o crescimento profissional e pessoal do estudante e é recomendado para os estudantes brasileiros da área da saúde interessados em umaexperiência transcultural.

Problem:The international exchange is an excellent training tool for students and Portugal presents several advantages for Brazilianacademics. However, the Brazilian literature lacks experience reports about these activities and students are often concerned about what activities will be developed, about what kind of health system will they find, and, recently, about how the pandemic unfolded in the destination country.Methods:This is a descriptive study, experience report format, referring to an international exchange in the health field, performed by a Brazilian student in Portugal. The manuscript was elaborated with bibliographic research and mnemonic rescue of experience. Results: The Portuguese health system operates similarly to the Brazilian one, relying on primary health care and decentralization, and presented good performance regarding the COVID-19 pandemic. The exchange occurred in the family medicine and emergency medicine field from the University of Lisbon, in early 2020, and comprised a broad range of activities, specially consultation tracking. The internship's lessons include technical content of the consultations followed, non-scientific knowledge taught during routine and social experiences during the trip. Conclusion: Brazilian students will find familiarities and positive differences in the Portuguese health system and will observe excellent numbers regarding the control of the COVID-19 pandemic. The exchange in Portugal allowed the professional and personal growth of the student and it is recommended for Brazilian academics from the health field interested in a transcultural experience.

Problema: El intercambio internacional es una excelente herramienta de formación para los estudiantes y Portugal presenta numerosasventajas a los alumnos brasileños. No obstante, la literatura brasileña carece de relatos de experiencias sobre estas actividades y a losestudiantes a menudo les preocupa qué actividades se llevarán a cabo, qué tipo de sistema de salud encontrarán y, recientemente, cómo se desarrolló la pandemia en el país de destino. Método: Se trata de un estudio descriptivo, del tipo relato de experiencia, con relación a un pasantía internacional en el área de la salud, efectuado por un alumno brasileño en Portugal. El artículo se elaboró a partir de la investigación bibliográfica y el rescate mnemónico de la experiencia. Resultados: El sistema de salud portugués opera de manera similar al brasileño, apoyado en la atención primaria en salud y en la descentralización, y presentó un buen desempeño en relación con la pandemia de COVID-19. El intercambio fue realizado en el campo de la Medicina Familiar y Comunitaria y la Medicina de Emergencia por la Universidad de Lisboa, a principios de 2020, y fue compuesto por una amplia gama de actividades desarrolladas, principalmente el seguimiento de consultas. Las lecciones aprendidas en la pasantía incluyen los contenidos técnicos de las consultas seguidas, el conocimiento no científico enseñado durante la rutina y las experiencias sociales vividas en el viaje. Conclusión: Los estudiantes brasileños encontrarán familiaridades y diferencias positivas en el sistema de salud portugués y observarán excelentes números en relación con la pandemia de COVID-19. El intercambio en Portugal posibilitó el crecimiento profesional y personal del alumno y es recomendado para estudiantes brasileños del área de saludinteresados en una experiencia transcultural.

Internacionalização e adaptação de graduandas/egressas do curso de enfermagem em mobilidade acadêmica internacional / Internacionalización y adaptación de académicos/egresos de grado en enferméria en movilidad academica internacional / Internationalization and adaptation of undergraduate/graduate students of the nursing course in international academic mobility

Objetivo: Compreender o processo de adaptação e as repercussões da internacionalização para graduandos e egressos do curso de Enfermagem que vivenciaram a mobilidade acadêmica internacional. Método: Estudo qualitativo, realizado por meio de entrevistas semiestruturadas, com oito ex-intercambistas do programa brasileiro Ciência sem Fronteiras, de cursos de enfermagem de Instituições de Educação Superior de diferentes localidades brasileiras. As entrevistas foram realizadas via videoconferência, as quais foram gravadas para posterior transcrição. Os dados foram analisados pela técnica do Discurso do Sujeito Coletivo. Resultados: Emergiram cinco discursos: adaptação na Austrália; apoio ao estudante; estilos de vida e comportamento; diversidade cultural e comparação do sistema de saúde e da enfermagem entre Brasil e Austrália. As diferentes culturas possibilitaram a reflexão sobre o contexto multi e interculturais vivenciados, reforçando seus potenciais para a formação profissional e humana. Conclusão: A experiência com o intercâmbio representou um marco transformador, com impactos na vida pessoal e na formação profissional.(AU)

Objective: To understand the adaptation process and repercussions of internationalization for undergraduate and graduate nursing students who experienced the international academic mobility. Method: This is a qualitative study based on semistructured interviews with eight students who joined the Science without Borders Brazilian Program from Higher Education Institutions from different locations in Brazil. The students were interviewed via videoconference, which were recorded for later transcription. The data were analyzed by means of the Collective Subject Discourse. Results: From the data analysis, five discourses emerged: Adaptation in Australia; Student support; Lifestyles and behavior; Cultural diversity; and Comparison of the health system and nursing between Brazil and Australia. The different cultures made it possible for students to reflect on the multicultural and intercultural contexts experienced, reinforcing their potential for professional and human training. Conclusion: The experience with an exchange program represented a milestone with positive impacts both in personal life and in professional training.(AU)

Objetivo: Comprender el proceso de adaptación y las repercusiones de la internacionalización en la formación profesional de enfermeros, a partir de la percepción de los estudiantes de pregrado y egreso de la carrera de Enfermería que han experimentado la movilidad académica internacional. Método: Estudio cualitativo, realizado a través de entrevistas semiestructuradas, con ocho ex alumnos de intercambio del programa Brasileño Ciencia sin Fronteras de cursos de enfermería en Instituciones de Educación Superior de diferentes lugares de Brasil. Las entrevistas se realizaron mediante videoconferencia, las cuales fueron grabadas para su posterior transcripción. Los datos se analizaron mediante la técnica del Discurso del sujeto Colectivo. Resultados: Del análisis de datos surgieron cinco discursos: adaptación en Australia; apoyo estudiantil; estilos de vida y comportamiento; diversidad cultural; y comparación del sistema de salud y enfermería entre Brasil y Australia. Se hizo evidente que la adaptación de los entrevistados en Australia se vio obstaculizada por el idioma. La poca participación del programa Ciencia sin Fronteras se identificó durante el proceso de adaptación de los estudiantes de intercambio en el país de destino. Las percepciones mostraron que hubo comparaciones entre diferentes culturas durante el período de intercambio, lo que permitió reflexionar sobre el contexto multicultural vivido, reforzando su potencial de formación profesional y humana. Conclusión: La experiencia con el intercambio representó un hito transformador, con impactos positivos en la vida personal y la formación profesional como enfermero.(AU)

Transcendendo fronteiras: experiência de enfermeiras brasileiras em Portugal / Transcending borders: experience of brazilian nurses in Portugal

Introdução: Programas de residência multiprofissional em saúde, no Brasil, oportunizam a formação de profissionais enfermeiros nos ambientes em que se realiza saúde. Transcender a realidade de saúde, ao possibilitar mobilização internacional, contribui para o desenvolvimento acadêmico-profissional. Objetiva-se descrever a experiência de enfermeiras em um hospital de Portugal. Metodologia: Trata-se de um relato de experiência de enfermeiras residentes em relação a um período de estágio internacional. Resultados e discussão: Pode-se observar diversas diferenças entre os papéis realizados por profissionais enfermeiros no Brasil e em Portugal. Além disso, a organização da categoria e suas rotinas de trabalho também divergem da brasileira. Considerações finais: Oportunizar experiências internacionais implica em ampliação de horizontes culturais e técnicos e desenvolvimento de pensamento crítico-reflexivo.

Introduction: Multiprofessional health residency programs in Brazil provide opportunities for the training of professional nurses in health settings. Transcending health reality by enabling international mobilization contributes to academic and professional development. The purpose of this study is to describe the experience of nurses in a hospital in Portugal. Methodology: This is an experience report of resident nurses in relation to an international internship period. Results and discussion: We were able to observe several differences between the roles performed by professional nurses in Brazil and Portugal. In addition, the organization of the category and its work routines also differ from the Brazilian one. Final considerations: Opportunity for international experiences implies broadening cultural and technical horizons and developing critical-reflective thinking.

Global health electives: Ethical engagement in building global health capacity.

Purpose: Little is known about the impact medical trainees undertaking global health electives (GHEs) have on host institutions and their communities in low-and middle-income countries. The goal of this study was to explore the relationship dynamics associated with GHEs as perceived by host stakeholders at three sites in sub-Saharan Africa.Method: This case-based interpretive phenomenological study examined stakeholder perspectives in Mwanza, Tanzania, and Mbarara and Rugazi, Uganda, where the University of Calgary, Alberta, Canada has long-standing institutional collaborations. Between September and November 2017, 33 host stakeholders participated in semi-structured interviews and 28 host stakeholders participated in focus group discussions. Participant experiences were analyzed using interpretive phenomenological techniques.Results: The findings revealed that, although GHEs are well-established and a common experience for host stakeholders, their perceptions about who visiting medical trainees (VMTs) are remains indistinct. Participants acknowledged that there are a variety of benefits to GHEs, but overall VMTs appear to benefit the most from this unique learning opportunity. Host stakeholders described significant challenges and burdens of GHEs and recommended ways in which GHEs could be improved.Conclusions: GHEs need to be designed to better embrace ethical engagement and reciprocity with host stakeholders to ensure equity in benefits and responsibilities.

The international medical elective in Nepal: perspectives from local patients, host physicians and visiting students.

OBJECTIVES: To understand the impact of the international medical elective (IME) on Nepali patients and physicians alongside visiting European and American medical students. METHODS: At a hospital in Nepal, semi-structured interviews were conducted with 15 patients and 15 physicians about positive and negative experiences with visiting medical students. Likert scale surveys about knowledge of Nepal, clinical competencies, and post-elective feedback were administered to 56 visiting medical students before and after their elective. Interviews were coded using conventional content analysis and surveys were analyzed using descriptive statistics and paired t-tests. RESULTS: Emergent positive themes from interviews were that visiting students enhanced the reputation of the hospital, afforded financial benefits, improved international collaboration, and increased knowledge, culture and language exchange. However, negative themes were the language barrier and time expended to orient students. Before vs. after the elective, visiting students had increased knowledge of Nepal's healthcare system (M=1.9, SD=0.6 vs. M=3.2, SD=0.6, t(55)=-10.22, p<.001), ability to communicate with health professionals from different backgrounds (M=3.3, SD=0.7 vs. M=3.6, SD=0.7, t(55)=-3.11, p=0.003) and practice in resource constrained environments (M=2.4, SD=0.9 vs. M=2.8, SD=0.9, t(55)=-2.42, p=0.02). However, students had no change in history (M=4.0, SD=0.7 vs. M=3.9, SD=0.7, t(55)=0.84, p=0.40), physical exam (M=3.9, SD=0.6 vs. M=3.9, SD= 0.7, t(55)=0.22, p=0.82) or diagnostic (M=3.5, SD=0.7 vs. M=3.4, SD=0.8, t(55)=1.52, p=0.14) abilities. CONCLUSIONS: This study demonstrated a variety of benefits and harms of the IME. To improve the IME experience, medical educators should emphasize pre-departure orientation and fostering equitable partnerships between sending and receiving institutions.

Intercâmbio Acadêmico Internacional na Pós-Graduação em Enfermagem: Relato de Experiência / International Academic Exchange in Nursing Graduate Studies: Experience Report

Objetivo: descrever a experiência discente acerca da mobilidade internacional acadêmica em um programa de intercâmbio em Havana - Cuba, na área de pós-graduação em enfermagem. Método: relato de experiência acerca das vivências acadêmicas e pessoais, decorridas durante as atividades realizadas no intercâmbio acadêmico entra Brasil e Cuba entre setembro e outubro de 2018. Resultados: a experiência possibilitou a aquisição de conhecimentos científicos ampliados à enfermagem no âmbito da pós-graduação e a formação de vínculos acadêmicos, propiciando o aperfeiçoamento na formação acadêmica, sócio-crítico-cultural e pessoal, a partir da inter-relação teoria-prática. Isso contribui para formação de habilidades interpessoais e profissionais permeadas por aspectos influenciadores e humanista ao cuidado de enfermagem e para o processo de internacionalização do curso de enfermagem. Conclusão: a experiência do intercâmbio acadêmico internacional contribui para o amadurecimento pessoal, científico e profissional e este relato visa incentivar os estudantes a idealizarem tal possibilidade que agrega novos saberes acadêmicos.

Objective: describe the student experience about international academic mobility in a postgraduate nursing exchange program in Havana - Cuba. Method: experience report about the academic and personal experiences, which took place during the activities carried out in the academic exchange between Brazil and Cuba, from September to October 2018. Results: the experience made possible the acquisition of expanded scientific knowledge to nursing in the post- graduation and the formation of academic bonds, providing the improvement in the academic, socio-critical-cultural and personal formation, from the theory-practice interrelationship. Contributing to the formation of interpersonal and professional skills permeated by influential and humanistic aspects of nursing care and the internationalization process of the nursing course. Conclusion: the experience of international academic exchange contributes to personal, scientific and professional maturation and this report aims to encourage students to idealize such a possibility that adds new academic knowledge.

Recommendations for planning short-term nursing student mission trips.

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.

Elective Educational Unit: International Exchange Experience in Undergraduate Medical Training / Unidade Educacional Eletiva: Experiência de Intercâmbio Internacional na Graduação em Medicina

ABSTRACT As part of the integrated curriculum, the Elective Educational Unity (EEU) is a tool to support knowledge construction and student autonomy during undergraduate training. The international exchange for undergraduates therefore aims to explore potentialities and challenges within a pedagogical perspective through the experience and understanding ofdiverse educational institutions and health services, through prolonged contact with other professionals and students. One constructive strategy of an elective internship is in conjunction with student associations. This report intends to contribute to medical education by reflecting on how the international elective internship impacts on medical training, analysing its potentialities and challenges. The reportaddresses the steps in accomplishing the exchange, presenting the activities developed in the experience, highlightingthe observed objectives and results, along with reflections on the experience. It is ascertained that the international exchange stimulates the experience, recognition and understanding of other cultures; it helps students build autonomy and stimulates a critical reflexive view which promotes knowledge construction, raising the student's awareness of his own social responsibility as a health professional. Therefore, the Elective Educational Unit encourages the student to elect the exchange as a curricular activity, it supports him on choosing a study area and international or national institution of interest, with the option to liaise with other organizations, for example the student organization. Unquestionably, personal growth is one of the consequences through learning about diversecultures and making new friendships and partnerships between different countries. However, there are challenges, such as adaptation to another cultural context, affective detachment and the understanding that different places have distinct historical, social, economic contexts from one another. Thus, advances and changes are proposed to improve the Elective Educational Unit, stimulating greater student participation in international experiences during undergraduate training, as well as underlining the importance of the supervisor's role in the elective planning process.

RESUMO No currículo integrado, instituiu-se a Unidade Educacional Eletiva (UEE) como uma ferramenta de construção de conhecimento e incentivo da autonomia dos acadêmicos no processo de formação médica. Nesse sentido, o intercâmbio internacional na graduação busca explorar potencialidades e desafios dentro de uma perspectiva pedagógica, por meio da vivência e compreensão das múltiplas formas de organização de outras instituições de ensino e serviços de saúde, pelo convívio com outros profissionais e estudantes.Uma das estratégias de construção do estágio eletivo pode ser em conjunto com associações estudantis. Este relatopretende contribuir, assim, para a formação em Medicina a partir da reflexão sobre como essa internacionalização do estágio eletivo interfere na formação médica, analisando suas potencialidades e desafios. Aborda os passos para a realização do intercâmbio, apresenta as atividades desenvolvidas nessa vivência, destaca finalidades e resultados observados, comreflexões sobre a vivência. Verifica-se que o intercâmbio internacional estimula a vivência, o reconhecimento e a compreensão das culturas; contribui para o estudante construir sua autonomia e estimula a visão crítico-reflexiva, que impacta a construção de conhecimento, tornando-o ciente de sua responsabilidade social como profissional de saúde. Em vista disso, a UEE tem incentivado o estudante a eleger o intercâmbio como uma atividade curricular, apoiando-o na escolha da área de estudo e instituição nacional ou internacional de seu interesse, podendo articular-se com outras organizações, dentre essas a estudantil. Positivamente tem-se o crescimento pessoal pela compreensão de diferentes culturas, novas amizades e parceria entre diferentes países, mas também há desafios, como a adaptação em outro contexto cultural, o distanciamento afetivo e a compreensão de que diferentes locais têm contextos históricos, sociais e econômicos distintos uns dos outros. Com efeito, pontuam-se avanços e mudanças interessantes para o aprimoramento da UEE, estimulando os estudantes a participarem mais da internacionalização durante a graduação, bem como salientando o papel do orientador no processo do planejamento do eletivo.