ABSTRACT
PROBLEM: Facilitating the development of student nurses' cultural competence and translating these experiences into the clinical setting. METHODS: Qualitative methods. FINDINGS: A short-term global immersion experience informs student nurses' cultural awareness, education, and future clinical practice. CONCLUSIONS: Participation in a short-term global health experience contributes to students' personal growth and broadens their insight into multicultural care.
Subject(s)
Attitude of Health Personnel , Cultural Competency , Education, Nursing, Baccalaureate/organization & administration , Education, Nursing, Graduate/organization & administration , International Educational Exchange , Students, Nursing/psychology , Adult , Antigua and Barbuda , Attitude of Health Personnel/ethnology , Awareness , Cultural Competency/education , Cultural Competency/organization & administration , Cultural Competency/psychology , Female , Guatemala , Humans , Male , Middle Aged , North Carolina , Nursing Education Research , Nursing Methodology Research , Qualitative Research , Retrospective Studies , Transcultural Nursing/education , Workplace/organization & administration , Workplace/psychologyABSTRACT
The Association of Community Health Nursing Educators (ACHNE) has developed a number of documents designed to delineate the scope and function of community/public health nursing (C/PHN) educators, researchers, and practitioners. Consistent with the mission of ACHNE, this position paper entitled Academic Faculty Qualifications for Community/Public Health Nursing has been developed by the Faculty Qualifications Task Force. The shortage of qualified nursing faculty has been well documented. In particular, this shortage has increased the difficulty in having sufficient numbers of faculty who are educationally and experientially qualified to teach in the C/PHN specialty. ACHNE is addressing this concern by setting forth preferred qualifications for faculty to teach C/PHN at both the graduate and undergraduate level. While we recognize that the current faculty shortage may require schools to use faculty to teach in areas in which they do not have appropriate formal preparation, the paper outlines best practices for teaching C/PHN, a goal we urge all schools of nursing to work toward. Task Force members developed an earlier draft of the document in fall 2008, and input was solicited and received from ACHNE members and considered in the final document, which was approved by the ACHNE Executive Board in July 2009.
