Visibility of International Rotations on Plastic Surgery Program Websites.

Plastic surgery residency programs are offering increasing opportunities for international rotations, recognizing the importance of early exposure and the need to promote better capacity building in host countries. While a greater number of residency programs are offering international opportunities, it is not clear whether applicants are aware of these opportunities based on program websites. The purpose of this study was to determine the availability and ease of access to international rotation information on plastic surgery residency websites. All 101 integrated and independent program websites were visited and assessed for information on international rotations. Programs were noted for any information about rotations and ease of access was determined based on the location of information on the website (homepage, 1 or 2 clicks from homepage, and greater than 2 clicks). Approximately 33% of programs offered any information on international rotations on their program websites. Thirty-six percent of these program websites displayed information on their homepage ("Easy"); 30% of these programs displayed their information 1 or 2 clicks away from the homepage ("Moderate"); and 33% of these programs displayed their information greater than 2 clicks away from the homepage ("Difficult"). Previous studies have established that international rotations are widely available to plastic surgery residents, but this study revealed that only a minority of residency programs are advertising this opportunity on their websites. These data may serve to galvanize faculty to increase website visibility of available international rotations to better promote their programs and attract prospective residents who seek opportunities in global health care.

Development of a Collaborative Online International Learning (COIL) Activity.

Global mobility has made global health a priority within nursing curricula and health care organizations. A collaborative online learning activity could promote international perspectives of health care delivery. Including a collaborative online international learning activity in continuing education for practicing nurses is a viable strategy that is consistent with the internationalization at home movement. Use of a qualitative descriptive evaluation approach when teaching prelicen-sure nursing students and educating practicing nurses provides effective international collaboration, promotes a global mindset, and provides an exemplar for professional development specialists to teach practicing nurses. [J Contin Educ Nurs. 2024;55(5):220-223.].

Long-term trends in international medical electives fees: a database mining study.

BACKGROUND: Abroad medical electives are recognized as high-impact practice and considered a necessity to provide global health training. As of recently, the COVID-19 pandemic and its related travel restrictions prohibited most international elective activities. Another important barrier to abroad electives that received comparably little attention is elective and application fees, which - combined - may be as high as $5000 per month, and may prevent students with limited financial resources from applying for an international elective. Elective fees have never been systematically analyzed and trends in teaching and application fees have rarely been subject to dedicated scientific investigations. METHODS: Using data from two large elective reports databases, the authors addressed this gap in the literature. The authors analyzed trends in abroad elective fees within the last 15 years in some of the most popular Anglo-American elective destinations among students from Germany, including the United States of America, Australia, New Zealand, the Republic of South Africa, Ireland and the United Kingdom. RESULTS: The authors identified n = 726 overseas elective reports that were uploaded between 2006 and 2020, of which n = 438 testimonies met the inclusion criteria. The United Kingdom and Australia were the most popular elective destinations (n = 123 and n = 113, respectively), followed by the Republic of South Africa (n = 104) and the United States of America (n = 44). Elective fees differed substantially-depending on the elective destinations and time point. Median elective fees were highest in the United States of America (€ 1875 for a 4-week elective between 2018-2020), followed by the Republic of South Africa (€ 400) and Australia (€ 378). The data also suggests an increasing trend for elective fees, particularly in the United States. CONCLUSIONS: Rising fees warrant consideration and a discussion about the feasibility of reciprocity and the bidirectional flow of students in bidirectional exchange programs.

Brown-Kurume Exchange Programs Have Developed Through Many Unexpected Encounters and Relationships.

In July 1992, my 24 years of studying abroad in the US as a researcher at Harvard Medical School started. During this period, I met many outstanding scholars who conducted some of the world's leading research projects. In particular, the opportunity to collaborate with Dr. Jack A. Elias, Professor and Dean Emeritus of the Faculty of Medicine at Brown University, on a project focusing on a molecule called Chitinase 3-like 1 was very helpful to my career, and eventually led to my current position as Professor in charge of international medical exchange at Kurume University School of Medicine. By strengthening the foundation of our exchange programs and actively promoting international joint research projects, I would like to raise the global name recognition of Kurume University.

[International exchange program for anesthesia nursing students : Retrospective analysis of sustainable evaluation criteria]. / Internationales Hospitationsprogramm Lernender in der Anästhesiepflege : Retrospektive Analyse nachhaltiger Evaluationskriterien.

BACKGROUND AND AIM: Anesthesia nursing students have little contact with relevant global contexts of their professional practice and health care as a whole. An international exchange program between a German postgraduate institution and a US university focuses on this global perspective and provides insights into each other's healthcare systems. The article offers insight into a successful international exchange program and analyzes possible evaluation criteria for the program. MATERIALS AND METHODS: A retrospective analysis of program implementation at both institutions, evaluations conducted to date, and exchange experiences that have taken place is conducted. From this, possible quantitative and qualitative evaluation criteria were identified. RESULTS: A total of 13 student exchange trips and 7 reciprocal faculty visits were recorded as part of the program. Over the 6­year period analyzed, a total of 15 clinical institutions were recruited for job shadowing. Additional outcomes included joint scientific projects and publications (contributions to journals and congresses). DISCUSSION AND CONCLUSION: The structured goal setting and operationalization of an international cooperation are helpful for the later analysis of its success. In the example described, anesthesia nursing students, faculty, and the participating institutions benefited from the international exchange program. From this, quantitative and qualitative evaluation criteria could be identified and described for future use for international exchange of anesthesia nursing students.

International short-term placements in health professions education-A meta-narrative review.

INTRODUCTION: In order to be prepared for professional practice in a globalised world, health professions students need to be equipped with a new set of knowledge, skills and attitudes. Experiential learning gained during an international placement has been considered as a powerful strategy for facilitating the acquisition of global health competencies. The aim of this review was to synthesise the diverse body of empirical research examining the process and outcomes of international short-term placements in health professions education. METHODS: A systematic review was conducted using a meta-narrative methodology. Six electronic databases were searched between September 2016 and June 2022: Medline, Embase, CINAHL, PsycINFO, Education Research Complete and Web of Knowledge. Studies were included if they reported on international placements undertaken by undergraduate health professions students in socio-economically contrasting settings. Included studies were first considered within their research tradition before comparing and contrasting findings between different research traditions. RESULTS: This review included 243 papers from 12 research traditions, which were distinguished by health profession and paradigmatic approach. Empirical findings were considered in four broad themes: learner, educational intervention, institutional context and wider context. Most studies provided evidence on the learner, with findings indicating a positive impact of international placements on personal and professional development. The development of cultural competency has been more focus in research in nursing and allied health than in medicine. Whereas earlier research has focussed on the experience and outcomes for the learner, more recent studies have become more concerned with relationships between various stakeholder groups. Only few studies have looked at strategies to enhance the educational process. CONCLUSION: The consideration of empirical work from different perspectives provides novel understandings of what research has achieved and what needs further investigation. Future studies should pay more attention to the complex nature of the educational process in international placements.

Stepping outside national borders: International active learning educational collaboration events.

AIM: This paper discusses the benefits of international collaborations for advanced practice nursing education. It identifies new perspectives and innovative practices to enhance cultural competency. BACKGROUND: Competent, well-trained advanced practice nurses (APNs) are necessary to provide high-quality and safe patient care, improve access to care, and address health disparities that are no longer geographically bound. In 2021, an international network of advanced practice educators established an active learning program to teach students their role in global citizenship and increase awareness of health disparities. APN students from Scotland, Wales, Minnesota, Houston, and Rotterdam participated in presentations, online discussions, and in-country scholarships. SOURCES OF EVIDENCE: Growing health disparities have created the need for efficient international collaboration to develop new concepts, approaches, and bidirectional exchange of experiences, culture, and knowledge. Integrating global health into curricula engages students' curiosity and integrates education, research, practice, and leadership while improving cultural competency. DISCUSSION: Forty-two students participated in the international presentations. The students strongly believed in the benefit of international collaboration and the need for a universal role for the advanced practice nurse. They responded positively to sharing cultural and clinical experiences. CONCLUSION: The recent global health challenge supported the development of innovative methods to deliver education and created an opportunity for advanced practice students to develop cultural competence and critical thinking. Collaborative solutions are essential to education and healthcare as we move forward in the 21st century. IMPLICATIONS FOR NURSING PRACTICE: Robust international collaborations have enabled the development of cultural competence and critical thinking. These are crucial elements for advanced practice roles.

Understanding and Explaining Psychological Distress inInternational Students

Research indicates that international students report more psychological distress than domestic students. The aim of our research was to investigate levels of stress, depression, and anxiety, and in particular, psychological predictors for these symptoms among international students. International students (N= 103) from the University of Jyväskylä (Finland) completed questionnaires assessing their stress (PSS-10), depression (PHQ-9), anxiety (GAD-7), psychological inflexibility (AFQ-Y), mindfulness (FFMQ), and engaged living (ELS). A significant proportion of students experienced high levels of psychological distress, and those with elevated symptoms reported higher levels of psychological inflexibility, lower levels of mindfulness skills and value-based actions. Regression analyses suggested that living according to one’s values and value-based actions was the strongest predictor of stress and depression (approx. 25% of variance explained). On the other hand, the strongest predictor for symptoms of anxiety was acting with awareness (approx. 20% of variance explained). This study suggests that students with different types of distress might benefit from training in distinct psychological flexibility skills, and these skills could be embedded into the university counselling services (AU)

A Case Report of Collaborative Online International Learning in Nursing and Health Studies Between the United States and Japan.

ABSTRACT: Collaborative online international learning (COIL) is an innovative and cost-effective pedagogy to develop cross-cultural awareness through digital technology across shared multicultural learning environments. We implemented our first COIL virtual exchange for undergraduate students at universities in the United States and Japan. We used Padlet for asynchronous discussions to build rapport among students at each institution and Zoom for synchronous discussions to deliver oral presentations. Feedback from students indicate an overall increase in intercultural competence and cultural sensitivity. COIL can provide meaningful, affordable, and feasible health education that enhances cultural understanding through virtual exchange.

Enhancing the Cultural Competence of Baccalaureate Nursing Students Through Short-term Study Abroad Programs.

ABSTRACT: The purpose of this study was to examine the experiences of baccalaureate nursing students on a short-term study abroad program to Peru and the effect on baccalaureate nursing student cultural competence. A qualitative descriptive study was conducted using student pretravel and posttravel journals. The major themes of advocacy, ethnocentric shift, and cultural competence emerged after the study abroad program. Results of this study will be used to inform and improve future study abroad programs to prepare students for a career caring for diverse clients.

Transformation of a Study Abroad Experience Into a Virtual Community Health Clinical.

ABSTRACT: The COVID-19 pandemic forced nursing faculty to transform an international study abroad service-learning course into a virtual community health clinical experience with a global focus. The course was piloted with seven students who would have completed their community health clinical during a short-term immersion trip to Kenya. Clinical assignments were changed to closely mirror the immersion service-learning experience in a virtual environment. Student feedback reflected positive learning outcomes. This transformation has implications for expanding student opportunities in the virtual environment to gain a deeper understanding of global health.

The Role of Debriefing in a Community Health Study Abroad.

Study abroad experiences offer nursing students the opportunity to develop cultural competence and sensitivity while providing care within the context of a different culture. Debriefing is a strategy that engages students in conversation and active reflection to process emotions, examine personal values, and synthesize knowledge gained from active learning experiences. While debriefing can enhance learning outcomes in study abroad programs, there is currently a paucity of literature that explores its use within the context of study abroad. In this article, we describe a structured debriefing approach we use in an international community health clinical experience. We conclude with a discussion of the lessons we have learned to improve the effectiveness of our debriefing sessions and recommendations for future research.

Public health nurse education in the Nordic countries.

BACKGROUND: Higher education should promote critical reflection and guide students towards international activities. In the Nordic countries public health nurse educational programmes are mostly based on guidelines issued by national educational authorities, which describe students' learning outcomes. AIM: The aim of this paper is twofold: to give an overview of public health nurse education and service in the Nordic countries and thereby discuss opportunities for collaboration within the programmes. DATA SOURCES AND COMPILATION OF DATA: National legislations for public health nurse education and services are used as data. Since all sources are written in the language of each country, all the authors wrote the parts that describe each countries conditions in English and contributed to the compilation of data. RESULTS: We found both similarities and differences in public health nurse education and services. Opportunities for collaboration between the programmes are discussed. CONCLUSION: Critical reflection by the public health nurse students can be enhanced by arranging collaboration projects, an exchange of clinical placement, and joint master projects. Collaboration among academic staff within the educational programmes, in education and research, have the potential to enhance quality both within public health nurse education and in developing the profession of public health nursing.

Contribuições da mobilidade acadêmica internacional realizada na austrália para a formação da enfermeira no brasil / Aportes de movilidad académica internacional realizados en australia para la formación de enfermeras en brasil / Contributions of international academic mobility held in australia for the training of nurses in brazil

Objetivo: identificar as contribuições da mobilidade acadêmica internacional, realizada na Austrália, para a formação da enfermeira no Brasil. Método: estudo exploratório com abordagem qualitativa, realizado com oito ex-intercambistas do Programa Ciência sem Fronteiras. A análise foi feita pela proposta do Discurso do Sujeito Coletivo. Resultados: a experiência ofereceu às (ex)intercambistas uma gama de oportunidades e de trocas de experiências para a formação em enfermagem. Foi apontada a rica experiência em cursar disciplinas na Austrália, comparando a metodologia Problem Based Learning com a metodologia tradicional vivenciada no Brasil e destacando seus efeitos positivos. O intercâmbio proporcionou desenvolvimento de habilidades técnico-científicas e interpessoais, vivências de sistemas comparados de saúde, além de aperfeiçoamento das competências linguísticas e de construção de compromisso ético-político-social e perspectivas profissionais futuras. Considerações finais: a mobilidade acadêmica internacional contribuiu positivamente na formação das enfermeiras brasileiras, com evidência de desenvolvimento pessoal e profissional.

Objetivo: identificar las contribuciones de la movilidad académica internacional, realizada en Australia, a la formación de enfermeras en Brasil. Método: estudio exploratorio con enfoque cualitativo, realizado con ocho ex alumnos de intercambio del programa Ciencia sin Fronteras. El análisis se realizó mediante la propuesta del Discurso del Sujeto Colectivo. Resultados: la experiencia ofreció a los estudiantes (ex)de intercambio una gama de oportunidades e intercambio de experiencias para la educación de enfermería. Se señaló la rica experiencia en el estudio de asignaturas en Australia, comparando la metodología de Aprendizaje Basado en Problemas con la metodología tradicional experimentada en Brasil y destacando sus efectos positivos. El intercambio proporcionó el desarrollo de habilidades técnico-científicas e interpersonales, experiencias de comparación de sistemas de salud, además de mejorar las habilidades lingüísticas y construir un compromiso ético-político-social y perspectivas profesionales de futuro. Consideraciones finales: la movilidad académica internacional contribuyó positivamente a la formación de enfermeras brasileñas, con evidencia de desarrollo personal y profesional.

Objective: to identify the contributions of international academic mobility, carried out in Australia, to the training of nurses in Brazil. Method: exploratory study with qualitative approach, conducted with eight former exchange students of the Science Without Borders program. The analysis was made by the proposal of the Collective Subject Discourse. Results: the experience offered (ex)exchange students a range of opportunities and exchange of experiences for nursing education. The rich experience in studying subjects in Australia was pointed out, comparing the Problem Based Learning methodology with the traditional methodology experienced in Brazil and highlighting its positive effects. The exchange provided the development of technical-scientific and interpersonal skills, experiences of comparing health systems, in addition to improving language skills and building an ethical-political-social commitment and future professional perspectives. Final considerations: international academic mobility contributed positively to the training of Brazilian nurses, with evidence of personal and professional development.

A Descriptive Analysis of the Experiences of Nursing Students Who Participated in an International Service-Learning Project in Haiti.

BACKGROUND: Studies have demonstrated multiple benefits of international service-learning experiences in nursing education. These benefits include personal and professional growth, increased cultural sensitivity, and increased self-efficacy. PURPOSE: The purpose of this project was to describe the experiences of nursing students engaged in an international service-learning experience in Haiti. METHOD: A descriptive qualitative outcomes evaluation project was utilized to understand student perceptions of this experience. Nine respondents were interviewed about their experiences that took place as part of a nursing capstone course offered at a private liberal arts university in the Midwest. Interview transcripts were analyzed by the authors for common themes. RESULTS: The six themes identified included: a desire for an international experience to better understand healthcare in a developing country; culture shock; context of poverty; excitement and a sense of "helping" amidst the chaos; feelings of increased confidence, independence, and competence; and personal and professional growth. Responses indicated students felt more confident in caring for individuals from other cultures as well as in basic nursing skills and interprofessional communication after this experience. Participants' narratives also indicated intent to serve vulnerable populations in the future. CONCLUSIONS: The nursing students perceived increased sociocultural understanding and self-efficacy following a 10-day international service-learning experience.