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Introduction This study aims to reveal the current status and issues on global health competency (GHC) education as well as the perceptions and opinions of nursing academics at universities and vocational colleges about providing GHC education to their students at basic nursing education programs.Methods A Japanese open-ended questionnaire and qualitative content analyses facilitated the first-ever evaluation of Japanese nursing education by standard GHC items developed by Wilson et al. (2012) in the Americas. Using NVivo 11 Plus software, qualitative descriptions of the respondents obtained were coded and the data with similar content were organized into core categories.Results A total of 331 Japanese nursing academics, including 66 deans, 135 principals, and other educators at universities and vocational colleges responded to the questionnaire. The academics recognized the importance of GHC education for their students in basic nursing education programs to adapt to globalization in Japan. On the other hand, they noted the difference in education curricula with the Americas and commented that advanced GHC indicators such as assessment and analysis skills were not feasible in current Japanese nursing education. Insufficient time and specialized instructors in GHC education were other reasons for the reluctance to provide GHC education for nursing academics.Conclusions Incorporating GHC elements into existing courses and promoting nursing educators’ understanding and skills of GHC education through FDs may effectively alleviate their concerns about lack of time and personnel while providing GHC education to their nursing students. Promoting an open, detailed discussion and active conversation among educators is also necessary to reduce the barriers and gradually promote GHC education starting with what can be implemented.
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<p><b>Objectives</b></p><p> This study analyzes Japanese nursing students’ perceptions before and after completing an international nursing practicum (INP) to clear significance and educational effect of practicum in international nursing. </p><p><b>Methods</b></p><p> We conducted an anonymous, self-administered questionnaire survey for students participating in an INP, including practicum in developing countries, using qualitative and quantitative methodologies.</p><p><b>Results</b></p><p> In total, 67.0% students completed the pre-practicum questionnaire and 28.4% completed the post-practicum questionnaire. Students interested in international nursing before and after were 54.5% and 59.3%, respectively. Those who perceived benefits from attending the INP for their future nursing activities (benefits) were 88.0% and 85.2%, respectively.</p><p> In perceptions regarding international nursing, the following four items were significantly higher: “characteristics and diversity of society and culture affecting health,” “understanding of the Japanese health and nursing system,” “understanding of the world health and nursing system,” and “characteristics and diversity of society and culture affecting nursing.” In the perceptions regarding overseas practicum, the following three items included in expectation and achievement were significantly higher: “understanding the effect of society and culture on nursing,” “unable to experience this in Japan,” and “building up relationships with Vietnamese students and teachers.” All significant items included in anxiety were lower. “Language (English) skills” included in preparation was significantly higher. The basis for benefits before and after INP was extracted from six and five categories, respectively. Four categories, i.e., “personal growth,” “cultivation of an international perspective,” “forming views on nursing,” and “preparation for inter-state globalization” were the same for both. The benefits were related to willingness to perform international activities, achievement, and meaningfulness of overseas practicum.</p><p><b>Conclusion</b></p><p> The results suggest that INP is an effective educational method for basic nursing education, moreover, to foster internationalism. One needs to understand the readiness of students and take their anxieties into consideration, particularly for overseas practicum.</p>
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This study analyzes Japanese nursing students’ perceptions before and after completing an international nursing practicum (INP). <BR> Students implementing INP in a developing country completed an anonymous, self-administered questionnaire. Results were analyzed using statistical and qualitative methods. <BR> 66 students completed the pre-practicum questionnaire and 23 completed the post-practicum questionnaire. <BR> As a result of perceptions regarding INP, three factors “interest in international nursing,” “knowledge necessary for international nursing,” and “understanding of the characteristics of international nursing” were extracted; knowledge necessary for international nursing was found to be significantly higher. Students’ perceptions of benefits of INP for their nursing activities, which were answered through the open-ended question revealed “personal growth,” “cultivation of an international perspective,” “increased understanding of nursing,” “beginning of expansion of views on nursing and nursing activities,” and “interest in exploring the essence of nursing.” <BR> Perceptions regarding practicum overseas were revealed by three dimensions. Four factors “development of compassion,” “experience only in the practicum field,” “inspiration from achievement of international nursing activity,” and “living experience outside of Japan” were extracted from expectation and achievement. Three factors “environment,” “individual ability,” and “inevitable events in the developing country” were extracted from anxiety. Four factors “fundamentals for achieving INP goals,” “necessity of achieving INP goals,” “nursing knowledge and skill,” and “importance for implementation in the developing country” were extracted from need for preparation. Expectation and achievement regarding experience only in the practicum field was found to be significantly higher. Anxiety about individual ability and inevitable events associated with practicum in the developing country and need for preparation regarding nursing knowledge and skill were significantly lower.<BR> It was suggested that INP is an effective educational method for basic nursing education and an early exposure for fostering internationalism. Understanding the willingness of students and taking their anxieties into considering were also found to be effective approaches.
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The purpose of this study was to compare the effect of basic nursing education in vocational programs versus university programs upon continuity of working in the nursing profession.The results and suggestions are as follows:<BR>1) Education type did not influence job leaving due to marriage and child care, However, working conditions at hospitals may have encouraged such leaving.<BR>2) We suggest that university nursing education might promote the returning of nurses to their jobs.<BR>3) University nursing education could have the effect of improving the quantitative and qualitative future of nursing manpower.