| Learning Objective #1: Examine the process for developing an international nursing education partnership that combines scholarly development with clinical nursing practice | |||
| Learning Objective #2: Apply administrative strategies and pedagogical approaches in arranging an international nursing education partnership |
Administrative and educational partnering between institutions in two countries established a framework for a nursing education exchange. Nursing faculty, hospital administrators, and representatives from community resources collaborated on a curricular plan for scholarly development combined with an intensive clinical practicum. Pre-travel, students’ scholarly preparation included seminars and guided discussions on the variations in health care practices and politics between the two countries and exploration of cultural values in the host country.
Pedagogical Approaches
In the host country, seminars with nursing leaders, clinicians, and researchers, and field study of community resources augmented individualized, precepted clinical experiences. Formal conferences with generic nursing students in the host country allowed for comparison of the school and work cultures of the two countries. At an international nursing breakfast a nurse researcher shared her recent findings on clinical facilitators’ response to students. Evaluation of student learning included formal group presentations, reflective journals, review of clinical performance, and a synthesis paper. The collegiate exchange also helped to socialize the students into the country’s culture and customs through shopping, tours, and visits in family’s homes.
Educational Outcomes
Several scholarship and clinical educational outcomes were achieved. Students gained an appreciation of an alternative system of health care. They responded to the challenge to think globally about the influence of nursing on health practices among people in diverse settings. They applied holistic nursing skills and cultural knowledge to clinical practice in community and acute care environments. Students enhanced their cultural awareness and their clinical competence and confidence. They also grew personally, relying on their own judgments in managing travel. Scholarly products including reflective papers and journals synthesized their lived clinical experience and personal development. The partnership realized an enhanced implementation of the preceptor role in clinical nursing education. Linkages for international nursing recruitment and shared health care expertise were strengthened.
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