ABSTRACT
An international educational program that engages students in healthcare in another culture is a wonderful way to immerse students in diversity issues. However, developing these types of international programs are challenging for many reasons. It takes a great deal of time, financial resources, and ongoing commitment from all involved. Even with the known benefits of developing international educational partnerships many nursing programs lack the personnel and/or financial resources to develop and/or to sustain these programs overtime. By partnering with other universities and local hospitals extra financial and personnel resources become available to develop and help sustain these international educational programs.
Subject(s)
Cooperative Behavior , Education, Nursing, Baccalaureate/organization & administration , International Educational Exchange , Program Development/methods , Transcultural Nursing/education , Attitude of Health Personnel/ethnology , Cultural Competency/education , Curriculum , Faculty, Nursing/organization & administration , Gambia , Health Knowledge, Attitudes, Practice , Interinstitutional Relations , Needs Assessment , Schools, Nursing/organization & administration , Students, Nursing/psychology , United States , Universities/organization & administrationABSTRACT
Spiritual care has long been recognized as an essential component in providing holistic care to patients. However, many nurses have acknowledged that their education lacked practical guidelines on how to provide culturally competent spiritual care. Although all nurses are required to provide spiritual care, rehabilitation nurses are particularly challenged to be competent in this area, due to the lengthy recovery time and special needs often presented by rehabilitation patients. This article provides practical guidelines for rehabilitation nurses, to assist patients in meeting their spiritual needs.
Subject(s)
Cultural Diversity , Nurse's Role/psychology , Nursing Assessment/organization & administration , Rehabilitation Nursing/organization & administration , Spirituality , Attitude to Health/ethnology , Communication , Empathy , Health Knowledge, Attitudes, Practice , Health Services Needs and Demand , Holistic Health , Humans , Nursing Process , Patient Care Planning , Practice Guidelines as Topic , Social Support , Transcultural Nursing/organization & administrationABSTRACT
When students discuss possible solutions for health problems they tend to form quick opinions, rush to conclusions, and suggest answers that do not address all the factors or stakeholders involved. Therefore, teaching the complexity of community health issues can be challenging. A series of learning activities applying Baxter-Magolda's model of four stages of college students' intellectual development is used to help students address complex health problems. Two written assignments and two presentations involving role playing are sequenced throughout the semester. This project has been well received by students and other faculty.
