Global Health Competencies for Nurses in the Americas

Wilson, Lynda; Harper, Doreen C.; Tamí-Maury, Irene; Zarate, Rosa; Salas, Susana; Farley, Jason E.; Warren, Nicole; Mendes, Isabel Amélia Costa; Ventura, Carla Aparecida Arena

doi:10.1016/j.profnurs.2011.11.021

Cited by 110 publications

(102 citation statements)

References 16 publications

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“…An exploratory survey to identify the perception of nurses about global health competencies applied in nursing faculties from the United States, Canada, Latin America and Caribbean countries found that additional global health competencies, cited by both English and Spanish respondents, were "need for a second language" and "fluency in second language", respectively (51). In Canada, some universities encourage students to take language courses prior to beginning their elective subjects (52), while others require a mandatory language course (the Dalhousie University Faculty of Medicine).…”

Section: Discussionmentioning

confidence: 99%

A province-wide survey on self-reported language proficiency and its influence in global health education

Veras¹,

Pottie²,

Welch³

et al. 2017

Rev. salud pública

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Objective Literature has reported that language is the most common barrier in a health care setting and a risk factor associated with negative outcomes. The present study reports the differences between nursing students who speak one language and nursing students who speak two or more languages (self-reported language proficiency) and their skills and learning needs in global health. Method An observational cross-sectional study was performed among nursing students from five Ontario universities. A survey was designed to measure knowledge, skills and learning needs in global health. Results Students who speak more than two languages are more likely to have more interest in learning global health issues, such as health risks and their association with travel and migration (p=0.44), and social determinants of health (p=0.042). Conclusion Language training is needed for nursing students to be able to face language barriers in health care settings and improve global health, locally and internationally.Key Words: Global health, health education, language, cultural competency, nursing (source: MeSH, NLM). RESUMENObjetivo De acuerdo con la literatura, el idioma es el obstáculo más común en el contexto de la atención médica y un factor de riesgo asociado con resultados negativos. El objetivo de este estudio es presentar las diferencias percibidas entre los estudiantes de enfermería que hablan un idioma y aquellos que hablan dos o más (competencia lingüística reportada por ellos mismos) y sus habilidades y necesidades de aprendizaje en salud global. Método Estudio observacional de corte transversal entre estudiantes de enfermería de cinco universidades de Ontario. Se diseñó una encuesta para medir el conocimiento, las habilidades y las necesidades de aprendizaje en salud global. Resultados Se observó que los estudiantes que hablan más de dos idiomas tienen mayor probabilidad de interesarse más en aprender sobre problemas de salud global, los riesgos para la salud y su asociación con los viajes y la migración (p=0,44), así como sobre los determinantes sociales de la salud (p=0,042). Conclusión Es necesario que se brinde capacitación en aprendizaje de otros idiomas a los estudiantes de enfermería para que puedan afrontar las barreras impuestas por el lenguaje en los contextos de atención médica y mejorar la salud global, de manera local e internacional.Palabras Clave: Salud global, educación para la salud, idioma, competencia cultural, enfermería (fuente: DeCS, BIREME).

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Section: Discussionmentioning

confidence: 99%

A province-wide survey on self-reported language proficiency and its influence in global health education

Veras¹,

Pottie²,

Welch³

et al. 2017

Rev. salud pública

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“…Data were collected using a questionnaire modified by the researchers from the instrument developed by Wilson et al (2012). After obtaining permission from the developers to use the lists of global health competencies, these lists were used to assess the perception of nursing students with Borich's method.…”

Section: Measures and Covariatesmentioning

confidence: 99%

“…To help broaden these experiences and to achieve such competency, a global perspective on nursing should be incorporated into the nursing education program on a graded or non-graded basis. [4,5] Countries such as South Korea, the United States, and Vietnam are particularly aware of the need to prepare global nursing competencies at an undergraduate level. These countries as well as others throughout the world have been preparing study abroad programs or overseas field practice experiences in collaboration with overseas partner institutions, or have created combined global health nursing programs in partner countries.…”

Section: Introductionmentioning

confidence: 99%

“…Currently, Borich's model is widely used in educational needs studies in diverse academic fields, including education and engineering and results from these studies are used in the development of effective educational programs. [23][24][25][26][27] In terms of global health nursing competency models, Wilson et al [5] modified the instrument developed by the Association of Faculties of Medicine of Canada Resource Groups on Global Health and the Global Health Education Consortium. This instrument assesses global public health competency in the nursing field in terms of six categories [5] and was shown to have Cronbach's alphas of 0.81 to 0.96 for each of the six areas.…”

Section: Introductionmentioning

confidence: 99%

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Analyzing educational needs to develop an undergraduate global health nursing program

Kang

Nguyen

Xippolitos

2015

JNEP

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Objective: The educational needs of nursing undergraduate students from South Korea, Vietnam, and the United States were assessed to develop an educational program for Global Nursing to improve undergraduate nursing education internationally. Methods: Borich's needs assessment tool was used to measure and validate present and required competency levels of participants' perceptions of educational needs. Data were collected from December 2014 to March 2015. Results: Educational needs significantly differed by overseas study experience (higher for those with such experience) but not by gender. The three countries significantly differed in terms of educational needs (South Korea > the United States > Vietnam) on global health nursing. Educational needs by country showed that variables pertaining to healthcare competencies in developing countries were highest in the US, followed by Vietnam, and South Korea. The variables with the highest scores were globalization of health in the US, health implications of migration in Vietnam, and globalization of health in South Korea. Global nursing education needs slightly differed between the three countries. This could be due to differences in educational environments. Conclusions: An international strategy for standardizing undergraduate global nursing curriculum is needed. Additionally, a mechanism to compare and contrast curriculums using global standards recognized by accrediting bodies and organizations, such as the International Council of Nurses, is required. Furthermore, core curriculum should direct nursing schools offering international programs to consider cultural differences and define differences in health care systems, societal norms, and environmental complexities that students will encounter abroad. Future studies should examine similarities and differences that these students might encounter when entering a host country.

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“…Specific global health concepts to be integrated into basic nursing educational programs include: global citizenship, social justice, health equity, global health nursing issues, determinants of health, epidemics, communicable and non-communicable diseases, epidemiology and health outcomes, and humanitarian emergencies (13) . Faculty that should be included in basic nursing curricula (14) The survey instrument was developed by adapting a set of global health competencies for medical students that had been developed by the Association of Faculties of …”

Section: Preparing Nurses For Global Health Care Lynda Law Wilsonmentioning

confidence: 99%

Preparing nurses for global health care

Wilson

2011

Rev. Latino-Am. Enfermagem

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In 2009, the World Health Organization published a document proposing global standards for the initial education of professional nurses and midwives, and noted that although nearly 35 million nurses and midwives make up the largest cadre of health care workers globally, they are rarely involved in high level decision-making and policy development (1) . The development of the standards addressed one of the goals of the WHA59.23 resolution adopted in 2006 (2) , to develop global nursing education standards as a strategy for strengthening nursing and midwifery in order to achieve the Millennium Development Goals (MDGs) for health (1,3) . The standards specify that graduates of initial nursing and midwifery educational programs should be culturally competent, have an understanding of the social determinants of health, and have the ability to practice and meet population health needs in the health care systems of their respective countries (1) .The standards do not explicitly address the need to prepare nurses who have competencies in global health.In this era of increased geographic mobility, the emergence of emerging infections that cross national borders, technological and communication advances, and the growing interdependence of the world, there is a need to move beyond a focus on local and national health care problems to ensure that all nurses are prepared to address local, national, and global health needs (4)(5)(6)(7) .Global health has been defined as "…an area for study, research, and practice that places a priority on improving health and achieving equity in health for all people worldwide. Global health emphasizes transnational health issues, determinants, and solutions; involves many disciplines within and beyond the health sciences and promotes interdisciplinary collaboration; and is a synthesis of population based prevention with individual-level clinical care" (8) . Although there have been numerous efforts to define cultural competencies to be integrated into nursing curricula (9)(10)(11) , efforts to identify and define global health competencies are just beginning. It is important for nursing educators to develop innovative curricula to prepare nurses for roles in a global society (12) . Specific global health concepts to be integrated into basic nursing educational programs include: global citizenship, social justice, health equity, global health nursing issues, determinants of health, epidemics, communicable and non-communicable diseases, epidemiology and health outcomes, and humanitarian emergencies (13) . Faculty

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Global Health Competencies for Nurses in the Americas

Cited by 110 publications

References 16 publications

A province-wide survey on self-reported language proficiency and its influence in global health education

A province-wide survey on self-reported language proficiency and its influence in global health education

Analyzing educational needs to develop an undergraduate global health nursing program

Preparing nurses for global health care

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