Translating Theory to Practice: Integrating Global Health Curricula and Healthcare Across Nations

Thursday, 25 July 2019: 4:50 PM

Olivia Catolico, PhD, RN, CNL, BC1
Jane Anyango, MSN, RN2
Leandra Wallace, DNP, RN, FNP-BC, PHN1
(1)Department of Nursing, School of Health and Natural Sciences, Dominican University of California, San Rafael, CA, USA
(2)Uganda School of Nursing Bwindi, Kanungu, Uganda

Global professional nursing values of advocacy, respect for human rights and dignity, cultural values, and the right to health and well-being, are well-articulated in the work of nursing worldwide. The growing recognition of the importance of preparing nurses to care for diverse individuals, groups, and populations is reflected in the mission, vision, and strategic plans of professional nursing associations and schools (American Association of Colleges of Nursing, 2018; American Nurses Association, 2018a, 2018b; Clark, Raffray, Hendricks, & Gagnon, 2016; Commission on Collegiate Nursing Education, 2018; International Council of Nurses, 2018, Sigma Theta Tau International, 2018; Uganda Nursing School, Bwindi, 2018).

This presentation highlights the integration of intercultural knowledge and translation of theory to practice in nursing curricula. Conference participants will be able to design a course or curriculum using global learning outcomes, and develop effective measures of learning appropriately leveled within the curriculum. An exemplar of a global learning course within a school of health and natural sciences at an independent non-profit university in northern California is discussed in the presentation. This department of nursing exemplar is one of many integrated global learning courses offered across various schools within the university. The course is taught in close collaboration with a faith-based affiliate nursing school and community hospital in the southwest region of Uganda.

Sustainability of global education programs require institutional commitment, resources, and curricular integration aligned with the mission, vision, and institutional learning outcomes of the visiting and host schools. Important student learning outcomes are: (a) through intercultural knowledge, students understand multiple worldviews, experiences, and power structures, and (b) through translation of theory to practice, students examine and develop an informed perspective based on both theory and global experience.

On-campus class sessions (pre-practicum) introduce the student to the cultural, social, economic, and political context of the region. Students complete preparational reading assignments (Braveman, 2014; Jacobsen, 2019; Skolnik, 2016a, Skolnik, 2016b, Skolnik, 2016c; Wilson, Mendes, Klopper, Catrambone, Al-Maaitah, Norton, & Hill, 2016). They are directed to relevant websites and are asked to respond to questions to guide their immersion in learning. Two examples of websites are the United Nations Sustainable Development Goals (SDGs), https://www.un.org/sustainabledevelopment/sustainable-development-goals/, and the World Health Organization (WHO) country health profile, Uganda, http://www.afro.who.int/en/uganda/country-health-profile.html. To facilitate understanding and comprehension of a sustainable development goal, students are made aware of issues of clean water in the region, a basic need for health and illness prevention. Students build "tippy taps" from basic materials without special tools, and are expected to be able to construct these and provide education in the host region as needed. During the practicum aspect of the course, collaborative planned learning experiences with faculty and students of visiting and host schools include community “windscreen” assessments, outreach and health promotion visits with village health teams, and health screening and physical examinations. The community hospital in the host region provides opportunities for students to participate in supervised patient care.

Evaluative assignments are intended to facilitate the student’s reflective and critical thought about their experiences, interactions, and major health issues confronting the host community. Visiting students compare and contrast issues within their own communities. To help students acquire a deeper understanding of global health nursing and healthcare, and to further engage them in social responsibility, students propose feasible evidence-based interventions linked to one or more of the United Nations Sustainable Development Goals (SDGs). Students have expressed in their course evaluations a more open worldview of effective approaches to health and wellness, and affirm a respect for differences.