Day 1 :
University of Delaware, USA
Larry Purnell is an Emeritus Professor from the University of Delaware. His model, the Purnell Model for Cultural Competence has been translated into Arabic, Czech, Flemish, Korean, French, German, Japanese, Persian, Portuguese, Spanish, and Turkish. His textbook, “Transcultural Health Care: A Culturally Competent Approach” won the Brandon Hill and American Journal of Nursing Book Awards. He has over 100 refereed journal publications, 100 book chapters, and 14 textbooks, including updated editions. He has made presentations throughout the United States as well as in Australia, Colombia, Costa Rica, England, Italy, Korea, Panama, Russia, Scotland, Spain, and Turkey. He is the US Representative to the European Union’s Commission on Intercultural Communication resulting from the Salamanca, Sorbonne, Bologna, and WHO Declarations. He is a Fellow in the American Academy of Nursing, a Transcultural Nursing Scholar, Luther Christman Fellow, and is on the Rosa Parks Wall of Fame for Teaching Tolerance.
The last 20 to 25 years have seen a remarkable increase in incorporating cultural competence in nursing and healthcare curricula and measuring cultural competence, primarily as a means for decreasing health and healthcare disparities among vulnerable populations. One of the major goals of culturally competent nursing and healthcare practice is to decrease health and healthcare disparities. All healthcare professionals need similar information for cultural competence. Culturally competent practice includes the applying evidence-based care that is in agreement with the preferred cultural values, beliefs, worldview, and practices of the healthcare consumer and stakeholders. However, to date, most of the tools measure knowledge, skills, and abilities but not true competence from a clinical practice perspective. Several tools measure and/or evaluate the organization’s cultural diversity mission but not the providers of healthcare. This presentation will present a number of tools that purport cultural competence with recommendations for actually measuring providers' cultural congruent practice. Participants will be able to engage in dialogue as to what is currently being done in their practice setting and identify what more needs to be done. Ethical concerns will also be addressed.
Western Carolina University, USA
Sharon Elizabeth Metcalfe, EdD, MSN, RN, is Interim Director and Associate Professor at Western Carolina University in Asheville, North Carolina, USA. Her previous academic appointments have been as a Dean of Nursing for a private college. She has been an Educational Grants Researcher with colleges and hospitals. Currently, she is serving on the Board of the North Carolina Nursing Association Foundation. Her research agenda is on global leadership development and mentoring transformational nurse leaders with pediatric nursing students. She has been serving as the Program Director of the NN-CAT Program (Nursing Network-Careers and Technology), a national program that provides scholarships, stipends, and personal mentors to underrepresented ethnic minority students. She strives to help students to learn on an international level and gain knowledge of differences and similarities in Pediatric Nursing.
Statement of the Problem: The nursing profession is evolving, and expanding to become more international in scope. Jie, Andreatta, Liping, and Sijian (2010) found that immersion for student nurses experiencing an international perspective facilitates their personal and professional growth, and allows them to understand different cultures and global issues. International experiences provide students an awareness of pediatric global nursing issues.
Methodology & Theoretical Orientation: In a systematic review of 23 empirical articles regarding international student exchange experiences, Kolbuk, Mitchell, Glick, and Greiner (2012) found that there were no articles describing two-way exchange experiences in global pediatric nursing education and that there were not any models for best practice for international student clinical immersion exchanges.
Findings: This presentation describes the need for understanding pediatric global nursing through exchange programs and discusses a collaborative partnership between two schools of nursing and a pediatric hospital in the United Kingdom and United Stated of America. This partnership has been in existence for eight years.
Conclusions & Significance: The program prepares students for global awareness of pediatric nursing roles through clinical immersion and self-directed learning experiences. Students are transformed in the clinical mentoring that takes place with guidance of pediatric nurses in both the pediatric hospital in the United Kingdom and the United States. Students are guided and led through pediatric clinical experiences with both ambulatory and critically-ill children and are exposed to international differences and similarities in nursing and medical care. The students learn the various differences in pediatric care within both countries and appreciate the nursing care practices in delivery of care. This program continues to be successful and proves to be an educational foundation in pediatrics.
SUNY Delhi, USA
Time : 11:45-12:25
Susan Deane is a full-time Professor at the State University of NY’s (SUNY) College of Technology at Delhi. In 2017, she was appointed as Program Director of the online RN-BSN program at SUNY Delhi after serving two years as Program Director of Assessment. She has developed expertise in best practices for online learning, development and facilitation of online learning which has been her passion for many years. She holds a Post-Master's certificate in Healthcare Informatics and completed her dissertation investigating the use of Virtual Clinical Experiences. She was awarded the 2014 N.Y. Chancellor's Award for Scholarly and Creative Activities. She has presented at many state and national conferences on various topics related to virtual simulation, the use of technology in nursing education, online course development and assessment.
The 2011 Institute of Medicine report, the principles and guidelines of the Affordable Care Act, and the Triple Aim of the IHI, recommended the reshaping of the health care delivery system. The dynamic changes in health care require nurses to have specialized skills to respond effectively to emerging technologies. Based on these trends, nursing educators need to implement sophisticated educational approaches using technology to develop skills that nurses need to practice in a complex health care environment. Enter . . . virtual simulations, augmented reality, and 360° videos . . . oh my! The use of technologies is increasing in scope and value in our pedagogical approaches to nursing education. Many nursing programs are facing faculty shortages, limited on-site clinical placements, and restricted funding and space for laboratory/simulation areas. However, the use of virtual simulations, augmented reality, and 360° videos has potential beyond the walls of our individual programs. Nursing educators need to think about global nursing education in terms of the future needs of how we teach nursing and how nurses learn. The use of the technologies can be used by faculty to teach disaster training, preparation of specialty areas such as flight, intensive care, and surgical nursing, and train nurses for telehealth nursing. These technologies mimic the real-world environments providing the training techniques necessary to safely prepare for those areas. The use of these technologies allows nursing faculty to develop international collaborations to improve the disparities in health and nursing care between urban and rural areas. This will allow nurses to learn skills associated with remote technologies necessary to provide care to rural and underserved populations.
University of Memphis, USA
Time : 12:25-13:05
Lin Zhan is the Dean and Professor at the Loewenberg College of Nursing, University of Memphis, TN. Prior to this, she worked as the Dean of School of Nursing at Mass College of Pharmacy and Health Sciences, Boston; Director of PhD Program in Nursing and Health Promotion at UMass Lowell, and tenure Nursing Professor at UMass Boston, MA. She has published over 100 articles and edited six books related to health promotion for vulnerable populations, diversity and innovation in higher education, and global nursing. She has conducted funded research near $5M (PI, Co-PI, and consultant) and serves on the AACN Board of Directors (2017-2019).
Shirleatha Lee is an Associate Professor and Associate Dean of Academic Programs at the Loewenberg College of Nursing, University of Memphis, TN. She is a Certified Nurse Educator, received her Bachelor of Science in Nursing from The University of Tennessee at Martin, Master of Science in Nursing Education from Union University, and PhD in Nursing from The University of Tennessee Health Science Center Memphis. She serves as a Commission on Collegiate Nursing Education (CCNE) On-site Evaluator and also serves on additional college, university, and national committees that contribute to advancements in nursing research, education, and practice. She is a Southern Regional Education Board Doctoral Scholar and her research focuses on the early detection and prevention of cardiovascular risk factors in overweight and obese youth. She has served as a visiting faculty to Jining Medical University in Shangdong Province, China.
Nursing education in China has been in a process of transformation since early 1990s evidenced by advancing nursing education from Diploma to AND programs to BSN, MSN and PhD programs, increasing academic and scholarly exchange between Chinese nursing and nursing globally, and making efforts to use international as well as evidence-based standards for academic nursing amid changing political and social contexts. Nurse scholars, educators, leaders, and clinicians in China have, to some extent, adopted American and other countries Academic Nursing models such as American Associations of Colleges of Nursing essentials for BSN and MSN programs. Nursing scholars, educators, leaders, and clinicians from other countries have been invited to lecture, consult, and help design programs, resulting in many meaningful collaborations between Chinese and American academic nursing. Transforming Chinese nursing education requires a paradigm shift from a traditionally medical model based education to nursing discipline specific education. Meantime, developing nursing faculty is needed to build faculty capacity to educate nurses of the future. Social and political contexts in China have been changing toward high demands for better educated health care professionals including nursing to meet needs of individuals, groups, and populations. For over two decades, the author has been a visiting professor for more than 10 Chinese universities, helped established the first PhD program in China. The author has initiated and sustained productive partnerships with Chinese nursing programs. For this presentation, the authors will draw experiences and evidence-based practice to articulate workable strategies for building productive partnerships in global academic nursing. Examples of successful partnerships and tips and insight will be shared as how to build a sustainable partnership between Chinese and American nursing programs. Productive academic nursing partnership supports promoting global nursing education with mutually respectful standards and competencies, and ultimately preparing future nurses that meet ever-changing needs of healthcare at home and on a global scale.