ABSTRACT
Education systems face pressures from globalization. Thinking more globally, developing a more global identity, and demonstrating intercultural competence are valued in teacher education as reflected in accreditation standards. These anticipate the requirements of future students’ more diverse generations who must function in an increasingly interconnected and intercultural globalized world. This article describes a course that fits into an undergraduate or graduate teacher education program, and that fosters intercultural competence and global identity through online course delivery combined with experiential learning in a destination country. This course won the 2019 College-Level Course Award from the Association for Distance Education and Independent Learning. Travel restrictions due to the COVID-19 pandemic necessitated developing alternatives to the study abroad component of this course. These virtual solutions are described and can be used in a variety of contexts. © 2021. Common Ground Research Networks, Meg Milligan, Paige Paquette, All Rights Reserved. All Rights Reserved.
ABSTRACT
P157 Figure 1ConclusionsThe NHS GGC CRRT was able to safely and appropriately risk stratify patients and complement tertiary care by providing support at home with potential impact on reducing hospital admissions and deaths. Wider implementation of multidisciplinary community respiratory care could benefit patients and the healthcare service.