Improving the Safety and Security of Those Engaged in Global Health Traveling Abroad

Abstract

We need to improve the safety and security of global health students, faculty, residents, and workers who travel abroad, particularly those affiliated with smaller organizations or educational programs that lack resources and protocols. We offer a checklist covering 6 core elements: (1) institutional commitment, (2) trainee and faculty participation, (3) safety and security assessment and analysis, (4) risk and hazard prevention, (5) safety training, and (6) program evaluation.

Pediatric nurses' perceptions of preparedness for global health fieldwork

“…Scholars have discussed a lack of safety and security preparedness of GH workers and described potential threats, such as exposure to infectious diseases, road traffic accidents and injuries, conflict-related violence, and deliberate attacks (Brinker, Head, Johnson, & Funk, 2014;Centers for Disease Control andPrevention, 2016, 2018;Mishori, Eastman, & Evert, 2016;Nurthen & Jung, 2008;Wyler et al, 2012). Mishori et al (2016) Those who travel abroad to participate in elective programs in varying resource settings should receive appropriate specialized orientation and training. This training should include such topics as personal health, safe travel, ethical challenges that they may encounter, as well as respect for the historical, sociopolitical, and cultural contexts in which they will be working (Ablah et al, 2014).…”

“…Scholars have discussed a lack of safety and security preparedness of GH workers and described potential threats, such as exposure to infectious diseases, road traffic accidents and injuries, conflict‐related violence, and deliberate attacks (Brinker, Head, Johnson, & Funk, 2014; Centers for Disease Control and Prevention, 2016, 2018; Mishori, Eastman, & Evert, 2016; Nurthen & Jung, 2008; Wyler et al, 2012). Mishori et al (2016) specifically highlighted the fieldworker's responsibility to research the risks and emergency contingency plans before departure. A guidebook published by the International Committee of the Red Cross (ICRC) echoes the charge that “health‐care personnel should consider their responsibilities… before they take on the responsibility of caring for the wounded and sick.…”

Establishing a Virtual Global Health Education Partnership: The Cleveland-Cusco Connection

“…Short-term mission trips have been critiqued for disrupting or undermining existing health services, having underqualified volunteers practice beyond their training, not having sufficient pre-departure preparation, perpetuating a white savior mentality, and being unsustainable [4][5][6][7]. Travel is dependent on many unpredictable factors, such as political stability, security threats, natural disasters, and epidemics [8,9]. The travel restrictions imposed by the COVID-19 pandemic have created an impetus for GH programs to develop, adapt, and incorporate virtual methods of GH education.…”