Global citizens, healthy communities: Integrating the sustainable development goals into the nursing curriculum

Upvall, Michele J.; Luzincourt, Geraldine

doi:10.1016/j.outlook.2019.04.004

Cited by 43 publications

(43 citation statements)

References 21 publications

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“…Two specifically highlighted the need to strengthen and broaden nursing and midwifery research to encompass nontraditional areas such as evaluation and health services research. Upvall and Luzincourt (2019) provide suggestions of how this could be achieved and present a successful example of how training experiences of nursing students can be enriched and broadened to include development of global health competencies such as a basic understanding of causes of morbidity and mortality, and how globalization affects health, health systems, and the delivery of care. However, integration of SDGs content into already overloaded undergraduate (or prelicensure/preservice) training curricula will require creativity.…”

Section: Discussionmentioning

confidence: 99%

Nursing and Sustainable Development Goals (SDGs) in a COVID‐19 world: The state of the science and a call for nursing to lead

Osingada

Porta

2020

Public Health Nursing

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The World Health Organization declared 2020 the Year of the Nurse and the Midwife well before the world was plunged into a pandemic response to SARS‐CoV‐2 (COVID‐19). Worldwide, nurses are advancing critical research and policy efforts to achieve all 17 of the United Nations Sustainable Development Goals (SDGs). Nursing is best positioned to ask and answer how to achieve the SDGs over the next decade, and in this COVID‐19 era. In this article, we summarize the state of the nursing and midwifery literature about the SDGs. Twenty‐four publications met criteria for inclusion, with nearly half published in 2019. Findings emphasize a need for: (a) nursing curricula and training revisions to include SDG content and strengthen development of a future nursing workforce comprised of global citizens; (b) innovative and disruptive nursing research documenting advances toward achieving the SDG 2030 agenda; (c) nursing practice that operates within a SDG framework; and (d) responsive and proactive nursing policy development that foresees what is needed to achieve the SDGs. When the urgency of COVID‐19 response subsides, the world will adjust to a new normal and nursing must be positioned to lead and contribute to micro‐ and macro‐level efforts toward achieving the SDGs.

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Section: Discussionmentioning

confidence: 99%

Nursing and Sustainable Development Goals (SDGs) in a COVID‐19 world: The state of the science and a call for nursing to lead

Osingada

Porta

2020

Public Health Nursing

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“…We argue for the integration of both. As Kasper et al ( 20 ) assert “all health is global health, all medicine is social medicine.” Placing students outside their traditional comfort zones and encouraging them to deal with uncertainty is also an important part of their education especially in the field of Global Health ( 8 , 11 , 12 , 16 , 55 , 56 , 78 , 79 ). Students must be provided “with a space in which they feel safe, have control over their actions, enjoy working together, and perceive that their work is making a difference” while teachers need to be able to “generate environments where accepting challenging goals is encouraged” ( 76 ).…”

Section: Discussionmentioning

confidence: 99%

“…Context is crucial to learning medicine—students learn better at the bedside ( 8 , 11 , 12 , 16 , 55 ). Making sense of their patient encounters is greatly assisted by medical anthropology guidance, and students begin the process of professionalized socialization as they learn, interact and develop their relationships with patients, and adjust and adapt to real-life environments out of the classroom and off campus ( 79 , 80 ). Experiential learning in the community is transformational as students turn the strange into the familiar and become comfortable in new environments ( 56 , 60 , 79 ).…”

Section: Discussionmentioning

confidence: 99%

Implementing a Practical Global Health Curriculum: The Benefits and Challenges of Patient-Based Learning in the Community

Biswas

Douthit

Mazuz

et al. 2020

Front. Public Health

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Background: A growing number of medical schools across the world have incorporated global health (GH) into their curricula. While several schools focus GH education on lecture-based courses, our premise is that global health education should embody a holistic approach to patient care and medical education in local communities. Medical students may learn global health by focusing on real patients, their families and communities as part of a practical curriculum. Aims and Objectives: A unique GH curriculum was devised to compare student learning outcomes on a practical vs. lecture-based course. The premise was that learning from patients would result in a greater breadth of coverage of the global health syllabus as compared to that from a lecture-based course. Methods: A teaching and learning program was developed over 3 years to provide medical students interaction with real patients in the community on a first-preclinical-year Introduction to Global Health and Medical Anthropology course. Learning outcomes on the practical vs. lecture-based course were compared using thematic analysis of the written assignments of both courses: global health case reports and literature reviews, respectively. All members of three cohorts of students undertaking the course in successive academic years were compared (Group A: literature review; Groups B and C: case reports; n = 87). Biswas et al. Practical Global Health Curriculum Results: Case reports provided evidence of a greater breadth of learning outcomes when compared to the literature review (p < 0.001). The writing of the case report was enhanced by completion of a field journal and family health needs assessment tool (p < 0.001). Students demonstrated a closeness to their patients that added depth, understanding and motivation to assist patients in health activities and advocate for their needs. Discussion: Placements with patients in the community provided students with a rich learning environment and facilitated the formation of relationships with patients to better understand the social determinants of health and advocate for improvements in their living and working conditions and access to healthcare. Conclusions: Global health may be better learned experientially by following patients rather than from frontal lectures. Patient-based learning inspires a commitment to the individual and facilitates medical schools in meeting their obligations to the communities they serve.

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“…A third critical element for global health learning is the introduction of the Sustainable Development Goals (SDGs), adopted by the United Nations in 2015. Upvall and Luzincourt (2019) make the case that the incorporation of the SDGs should be fully integrated into nursing curricula to promote global citizenry by using "glocal" experiences. Furthermore, they demonstrate the link between the CUGH competencies, professional nursing standards, and the SDGs.…”

Section: Sustainable Development Goalsmentioning

confidence: 99%

Striving to Meet Global Health Competencies Without Study Abroad

Amerson

2020

J Transcult Nurs

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Introduction: The COVID-19 (coronavirus disease 2019) pandemic has radically changed the future of study abroad, yet students require the knowledge, skills, and attitudes to provide care for diverse cultures across geographical boundaries. The purpose of this article is to facilitate innovative learning opportunities in order to meet global health competencies in the physical or virtual classroom when study abroad is not feasible. Approach: Based on a review of published literature related to global health competencies and nursing over the last decade, a description of suggested global learning activities is provided. Results: Few research publications exist to describe activities for meeting global health competencies when travel abroad is restricted. The proposed activities provide a foundation to address the gap in literature and to establish a trajectory for future research. Discussion: The challenge is to demonstrate evidence of global health competency attainment when students are confined to their local community.

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Global citizens, healthy communities: Integrating the sustainable development goals into the nursing curriculum

Cited by 43 publications

References 21 publications

Nursing and Sustainable Development Goals (SDGs) in a COVID‐19 world: The state of the science and a call for nursing to lead

Nursing and Sustainable Development Goals (SDGs) in a COVID‐19 world: The state of the science and a call for nursing to lead

Implementing a Practical Global Health Curriculum: The Benefits and Challenges of Patient-Based Learning in the Community

Striving to Meet Global Health Competencies Without Study Abroad

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