This presentation describes the findings of an internationalization evaluation from student and faculty perspectives. An internationalization review comprises various components of course evaluation processes: its content, materials, activities, and student learning outcomes. At the individual course level, building global competencies and bringing international perspectives into the classroom expands the learning environment for all. In addition to the subject matter of the curriculum, pedagogical implications of teaching and learning approaches to promote and foster transformative internationalization of the curriculum are important considerations.
Students are viewed as important stakeholders in internationalization processes. Graduate level students, both PhD and DNP students, who had completed a graduate level nurse educator course were asked to participate in the course content review. The review also included the course instructor’s level of internationalization awareness. This inquiry was guided by Korhonen & Well’s (2015) framework of internationalization processes and included a reflection on ‘How does one make sense of his or her self-conception and role as an educator in internationalizing nursing education? Further, self-concept and awareness is conceptualized as personal traits and attitudinal drivers, or components of “internal readiness aptitude” for global competence (Global Leadership Excellence, 2017).
At a theoretical level, student and faculty involvement encompasses the ‘individual and team behavioral level’ in the knowledge translation process, with the overall goal of multiple stakeholder involvement in making decisions based on evidence (Patterson & Krouse, 2017). Lave & Wenger’s (1991) Situational Learning Theory and the Knowledge to Action Framework (Field, Booth, Ilott, & Gerrish, 2014) influenced the evaluation of implementation activities conducted. Additional processes, including examining internationalization models and evaluation measurement tools will also be presented.
Lastly, next steps in reviewing best practices and designing theoretically supported educational interventions to improving pedagogical approaches will be offered. The conclusion will also address collaborative practice and implications for funding and future research. This initiative was funded by a curriculum internationalization grant. This presentation supports Sigma Theta Tau International’s vision for global thought and practice leadership. Furthermore, the National League for Nursing’s vision for expanding U.S. nursing education for global health engagement promotes nurse educators to act as catalysts in strengthen nursing education’s capacity to prepare nurses for the development of viable, comprehensive and culturally appropriate care in a global context (NLN, 2017).