Learning Objective #1: Describe strategies to build service learning projects abroad that teach global views of healthcare issues in the advancement of nursing science.

Learning Objective #2: Understand the benefits of creating international connections to discuss global healthcare views where the exchange of ideas and solutions promotes culturally competent nursing practice.

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Nursing students complete coursework that examines global healthcare issues, cultural considerations, and population needs, yet may not recognize the responsibility to the community and society at large when their view of the world has not been challenged.

Purpose: This study program in Cairns, Australia had students working with aboriginal people to complete assessments and implement health promotion projects based on needs. The goals of the project were: to assess the healthcare needs of the aboriginal people and to examine healthcare beliefs and practices from a global perspective.

Sample: Junior and senior-level nursing students

Project Development: Faculty established contacts in Cairns through networking with staff at the Royal Flying Doctors Service and the Base Hospital. Healthcare needs of the aboriginal community were discussed before negotiating the development of activities for the students. Moreover, Australian nurses, educators, and healthcare administrators not only facilitated student opportunities to gain knowledge on the aboriginal people in Cairns, but planned clinical observations, hospital tours, and question-and-answer sessions with the staff to improve the student understanding of healthcare issues in Australia.

The project engaged students in assessing community needs in a country they were not familiar and with people with different cultural beliefs, practices, and lifestyles. Students worked in completing the needs assessments at the Center for Diabetes, but quickly discovered that communication skills were important areas of learning and growth in this project. Students struggled to complete assessments, realizing that aboriginal people were not open communicators and did not ask health-related questions. These findings directed the development of diabetic informational learning aids specifically for aboriginal people that included handouts and posters for use at the clinic.

Results: Student returning from Australia shared their experiences with students to aid in the understanding of differences in health beliefs and practices, as well as health problems.