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Preparing Students: Research has demonstrated that study abroad experience are well received by students. However these experiences can vary from a few days to a full semester. Some are volunteer service learning experiences where students may connect with local non-governmental organizations (NGOs) and observe or volunteer with some community project. Others are more structured with learning outcomes and specific objectives for students. At Rutgers School of Nursing, Dr. Karen D’Alonzo developed a global health course that was targeted at nurses could benefit students from various health professionals. The course was taught on line and consisted of threaded discussions and covered topics such as global response to health threats, health inequities and regional differences in health care. These topics were intended to prepare the students for the working abroad experience. The presenter will discuss the travel logistics for the students (vaccines, passports, coordinating air travel). We will also discuss how to handle various student expectations regarding study abroad educational experiences.
Preparing Faculty: The presenter will discuss how the accompanying faculty was recruited and selected for the experience. Logistics such as timing, course obligations and responsibility for students will be discussed. In addition to providing technical research assistance for host faculty and students, visiting faculty were expected to provide a research presentation to the host students and faculty. Often times nurses in middle to low income countries have limited resources for teaching and providing health care. The presenter will discuss ideas and ways to provide necessary relevant nursing supplies for the host country. Faculty met frequently during the experience and upon return to the host country. Student evaluations and faculty feedback from the host and visiting countries were used to improve the course for the coming semester and plan subsequent research and educational experiences.
The Itinerary: The presenter will share examples of an appropriate itinerary that maximizes the use of student and faculty time while in the host country. Our contingency consisted of Junior and Senior faculty members, and an interprofessional student cohort from graduate and undergraduate health professions programs. Students were placed with host preceptors in their specialties for clinical observation experiences. Visiting students spent time with their host peers, shared meals in their cafeteria and worked with them to develop a community education project. This experience was an opportunity for visiting students to participate in nursing with their host peers. We will discuss the importance of daily reflective learning activities, cultural experiences and appropriate assignments, and evaluation matrix for these types of learning experiences.
References:
Carpenter, L.J., & Garcia, A., A., (2012). Assessing outcomes of a study abroad course for nursing students. Nursing Education Research 33(2), 85-90.
Opollo, J. G., Bond, M. L., Gray, J. & Lail-Davis, V. J. (2012). Meeting tomorrow’s health care needs through local and global involvement.
Sainz, K., & Holcomb, L. (2009). Essential tools for a study abroad nursing course. Nurse Educator 34(4), 172-175.