Methods: We established true partnership with a shared vision and goals extends beyond the signed Memo of Understanding (MOU) among our international academic partners. Working together, the achievement of curricular objectives and problem-solving issues that inevitably arise is not only possible, but yields fruitful collaborations. To achieve this level of understanding and congruity among global partners, face-to-face meetings held in person or by web conferencing are crucial to forming and maintaining relationships among the partner institutions.
Results: Institution support, in terms of globally-focused resources for faculty and students, training for faculty-led international programs and financial supports were developed and implemented. We worked with our institution to develop official policies and procedures related to fiscal responsibilities, university requirements, safety considerations, and other aspects of executing global experiences for both faculty and students are infrastructure needs to ensure success of global initiatives (World Health Organization (WHO), 2009). An international risk assessment committee was formed and procedures were immdiately instituted for all students and faculty traveling abroad.
Conclusion: A process for risk assessment that includes determination of safety in specific areas of the globe begins during the planning phase for all global student and faculty experiences. Ideally, the infrastructure supports the use of a database for managing global student experiences, emergency contacts, student health information, passport information, and immunization requirements. University and college leaders must become advocates for advancing global health in the nursing curriculum to support the creation of the nursing leaders of tomorrow.