An Innovative Collaborative Approach for Applying Public Health Principles in a Global Setting

Nurse educators are accountable for addressing student competence in public health nursing practice within their baccalaureate undergraduate curricula. Factors that challenge this responsibility include limited availability of clinical sites, student enrollment in online programs and participation from remote sites throughout the United States. Other issues that exist are the need for meaningful student engagement with the community as they assess populations and promote the health of communities through advocacy, health teaching, and health related interventions. A recent Institute of Medicine report on “The Future of Nursing” also charges educators with promoting collaborative partnerships including interdisciplinary and intraprofessional efforts to promote health. The newly revised “Code of Ethics for Nurses” further elaborates on the obligation to support social justice and global health efforts. In our baccalaureate program, an educational service learning experience was implemented over a semester culminating in a two week field experience immersion in Belize. As a result of this experience, students effectively collaborated with numerous community partners leading to improvements in the health and well-being of various populations. Some examples of the community partners included the Ministry of Health, the district department of health, area elementary schools, rural health workers and clinics, local diabetes association, village council, and a cultural exchange company. Urban and rural populations that were targeted in these interventions included school aged children, adults, and individuals with diabetes or hypertension.  Intraprofessional collaboration was successful because students from three different undergraduate programs: RN to BS, traditional, and post-baccalaureate worked cooperatively for the betterment of the community. In addition, students participated in meaningful self and group reflection throughout the semester.  This innovative approach was successful in promoting collaboration with community partners and among the students in the various undergraduate programs. Nursing students exemplified professional values and ethically and culturally appropriate behavior during this service-learning experience. Our goal is that this experience will prepare students for their future practice to care for patients from all over the world and to empower communities toward positive change in health.  Future recommendations include expansion of opportunities to promote group bonding prior to the field experience and increased availability of culturally appropriate and country specific health education resources.