Nursing education partnerships between western high-income universities and non-governmental agencies and low-income local agencies: A scoping review of the literature

Nishimi, Kristen; Street, Nancy

doi:10.1016/j.profnurs.2019.08.010

Cited by 6 publications

(4 citation statements)

References 28 publications

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“…This finding agreed with the study of (Nishimi & Street, 2020,) which was concluded that, studies by countless investigators reported positive findings of collaborative preceptor ship fashions between schools of nursing/midwifery and health provider organizations the place nursing and midwifery college students had a favorable experience, elevated their knowledge, expanded their confidence, and integrated their competencies with reallife conditions.…”

Section: Discussionsupporting

confidence: 89%

Nursing Students’ Challenges Regarding Their Expectations and Satisfaction Before and After Attending Delivery Room

Farahat

El-Shabory

haleem

2021

Port Said Scientific Journal of Nursing

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Background:It is dynamic and difficult to study midwifery, and is students accepted into the labor wards or not this affects the students learning. Therefore the study aimed to assess the challenges of nursing students regarding their expectations and satisfaction before and after entering delivery room. Method: An exploratory descriptive study design was used Sample: A purposive sample, all technical institute nursing students (91) who were attending the delivery unit during studying maternity and neonatal nursing course at study year 2018-2019, Setting: in General Damietta hospital. Tools: two tools, a selfadministered questionnaire of three parts was developed by the researchers, includes questions about the students' expectations, students' knowledge about labor and satisfaction, and a modified scale was also used. Results: Regarding students' expectations more than two third of students expected to be welcomed from mothers, and around half of students expected that nurses following the principle of infection control, nurses instructed women regarding bearing down and less than two-thirds of them were satisfied with the practical training and a sense of belonging and identity. Conclusion: Nursing students are faced with many challenges in the clinical learning, there were highly statically significant differences found between before and after entrance for many of their expectations, and some 'expectations were achieved. Students were satisfied with their clinical achievements after attending delivery room. Recommendations: Implement Students orientation programs pre attending delivery room include, prepare students, avoid causes of students fears and anxiety, and increase training through simulators, videos and integration of nursing ethics.

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Section: Discussionsupporting

confidence: 89%

Nursing Students’ Challenges Regarding Their Expectations and Satisfaction Before and After Attending Delivery Room

Farahat

El-Shabory

haleem

2021

Port Said Scientific Journal of Nursing

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“…The generalizability of results was limited as some International Confederation of Midwives regions and WHO were not represented in the publications. Finally, Nishimi and Street (2020) examined the educational delivery approaches used in collaborative programmes and attempted to assess their impact. They concluded that this was difficult as many were in the initial stages of implementation and delivery, and therefore not yet evaluated.…”

Section: Practice Pointsmentioning

confidence: 99%

Collaborative healthcare education programmes for continuing professional education in low and middle-income countries: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 65

et al. 2021

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Background: Large discrepancies exist between standards of healthcare provision in high-income (HICs) and low and middle-income countries (LMICs). The root cause is often financial, resulting in poor infrastructure and under-resourced education and healthcare systems. Continuing professional education (CPE) programmes improve staff knowledge, skills, retention, and practice, but remain costly and rare in low-resource settings. One potential solution involves healthcare education collaborations between institutions in HICs and LMICs to provide culturally appropriate CPE in LMICs. To be effective, educational partnerships must address the challenges arising from differences in cultural norms, language, available technology and organisational structures within collaborating countries. Methods: Seven databases and other sources were systematically searched on 7 July 2020 for relevant studies. Citations, abstracts, and studies were screened and consensus was reached on which to include within the review. 54 studies were assessed regarding the type of educational programme involved, the nature of HIC/LMIC collaboration and quality of the study design. Results: Studies varied greatly regarding the types and numbers of healthcare professionals involved, pedagogical and delivery methods, and the ways in which collaboration was undertaken. Barriers and enablers of collaboration were identified and discussed. The key findings were: 1. The methodological quality of reporting in the studies was generally poor. 2. The way in which HIC/ LMIC healthcare education collaboration is undertaken varies according to many factors, including what is to be delivered, the learner group, the context, and the resources available. 3. Western bias was a major barrier. 4. The key to developing successful collaborations was the quality, nature, and duration of the relationships between those involved. Conclusion: This review provides insights into factors that underpin successful HIC/LMIC healthcare CPE collaborations and outlines inequities and quality issues in reporting.

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“…19 Growing literature suggests that through global partnerships and collaboration, nursing leadership capacity in low-resource countries can be amplified. [20][21][22][23] Nakanjako and colleagues 20 noted enhanced patient care in developing countries requires experiential mentor-based leadership training for nurses. Other researchers discovered that distance-based mentoring was critical in developing nurses' leadership capacity particularly in limited resourced countries.…”

mentioning

confidence: 99%

“…Leadership development must be holistic and stress the value of interactions between leaders and followers within an environment and organizational context 19 . Growing literature suggests that through global partnerships and collaboration, nursing leadership capacity in low-resource countries can be amplified 20-23 . Nakanjako and colleagues 20 noted enhanced patient care in developing countries requires experiential mentor-based leadership training for nurses.…”

mentioning

confidence: 99%

Developing Nursing Leadership Potential Through Education in a Low-Resource Setting

et al. 2021

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Background: Global partnerships amplify nursing leadership capacity in low-resource countries through targeted education efforts. Purpose: We examined a nursing faculty partnership between US and Haitian universities, where Haitian faculty completed graduate-level degrees highlighting leadership and education. This marked the first time a Haitian university awarded a master's of nursing degree. Methods: Longitudinal qualitative research data collection included interviews and observations among 28 participants. Recurrent cross-sectional analysis explored themes and perceived changes in leadership behaviors. Results: Advanced professional stature, leadership as a nurse educator and in the clinical setting, transformational leadership, and challenges to leadership practice were key themes. Graduate nursing education resulted in an improved vision of nursing, increased perceptions of leadership capacities, and advanced management strategies. Conclusions: This partnership led to an Office of Nursing Education at the State University of Haiti, a milestone in the advancement of nursing in this low-resource country.

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Nursing education partnerships between western high-income universities and non-governmental agencies and low-income local agencies: A scoping review of the literature

Cited by 6 publications

References 28 publications

Nursing Students’ Challenges Regarding Their Expectations and Satisfaction Before and After Attending Delivery Room

Nursing Students’ Challenges Regarding Their Expectations and Satisfaction Before and After Attending Delivery Room

Collaborative healthcare education programmes for continuing professional education in low and middle-income countries: A Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 65

Developing Nursing Leadership Potential Through Education in a Low-Resource Setting

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