Development and Effect of a Global Health Capacity Building Program for Nursing Students

Seon Young Hwang; Jin Sun Kim; Hyunmi Ahn; Sun Joo Kang

doi:10.12799/jkachn.2015.26.3.209

Journal List > J Korean Acad Community Health Nurs > v.26(3) > 1058381

Go to TopGo to Top Go to BottomGo to Bottom

TOOLS

Hwang, Kim, Ahn, and Kang: Development and Effect of a Global Health Capacity Building Program for Nursing Students

Original Article

Journal of Korean Academy of Community Health Nursing 2015; 26(3): 209-220.

Published online: 30 September 2015

DOI: https://doi.org/10.12799/jkachn.2015.26.3.209

Development and Effect of a Global Health Capacity Building Program for Nursing Students

Seon Young Hwang¹, Jin Sun Kim², Hyunmi Ahn³, Sun Joo Kang⁴

¹College of Nursing, Hanyang University, Seoul, Korea.

²Department of Nursing, Chosun University, Gwangju, Korea.

³Department of Nursing, Korean Bible University, Seoul, Korea.

⁴School of Nursing, Cheju Halla University, Jeju, Korea.

Corresponding author: Kim, Jin Sun. Department of Nursing, Chosun University, 309 Pilmum-daero, Dong-gu, Gwangju 501-759, Korea. Tel: +82-62-230-6327, Fax: +82-62-230-6329, jinsun@chosun.ac.kr

Received 29 March 2015 Revised 29 July 2015 Accepted 14 September 2015

(open-access):

This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Purpose

This study developed a short-term education program aiming to strengthen global health capacity in nursing students, and examined the effects of the program.

Methods

The subjects of this study were 83 students recruited from 29 nursing colleges. Domestic workshops and overseas training in the Philippines were offered. For data collection and analysis, the triangulation method was adopted.

Results

Students' critical thinking disposition and global leadership capacity were significantly increased. Thematic content analysis derived fifteen themes: expansion of global health, understanding of cultural diversity, vision of being a global leader, cultivation of communication skills, open mind toward people with different culture, pride and vocation, understanding of nursing in foreign countries, understanding of visiting nurse service, sustainability, understanding of local needs and environments, and education methods with an emphasis on participants, broader view and thinking of the world, reflection on the characteristics of a nurse, development through cooperation, and development through programs.

Conclusion

The global health capacity building program improved nursing students' view of global health and nursing care. It is needed to develop continuously diverse global health capacity-building programs for nursing students.

Keywords: Global health, Nursing students, Program development, Program evaluation

Figures and Tables

Figure 1

The procedure of the global health capacity building program.

Table 1

Characteristics of Participants (N=83)

Characteristics	Categories	n (%)	M±SD	Range
Gender	Male	7 (8.4)
Gender	Female	76 (91.6)
Age (year)			21.1±1.82	19~29
School grade	1st year	16 (19.3)
	2nd year	37 (44.6)
	3rd year	28 (33.7)
	4th year	2 (2.4)
English speaking ability	High	20 (24.1)
	Medium	44 (53.0)
	Low	19 (22.9)
Reason of volunteering activity	Personal accomplishment	35 (41.1)
	Interpersonal networking	16 (19.3)
	Curiosity and challenge	32 (38.6)
Interest on global topics	Rarely	4 (4.8)
	Slightly	26 (31.3)
	Moderately	42 (50.6)
	Extremely	11 (13.3)
Experience of domestic volunteering activity	Yes	63 (75.9)
Experience of domestic volunteering activity	No	20 (24.1)
Frequency of domestic volunteering activity	Irregular	37 (44.6)
	1 time per a month	13 (15.7)
	>4 times per a month	15 (18.1)
	No response	18 (21.6)
Experience of global volunteering activity	Yes	43 (51.8)
Experience of global volunteering activity	No	40 (48.2)
Knowledge on ODA	Never heard	44 (53.0)
	Heard once	31 (37.4)
	Know well	8 (9.6)
Agreement on continuing of ODA of Korea for developing countries	Yes	67 (80.7)
	No	16 (19.3)
Experience of contacting with culturally different people	Yes	30 (36.1)
Experience of contacting with culturally different people	No	53 (63.9)
Experience of taking a class related on other culture	Yes	40 (48.2)
Experience of taking a class related on other culture	No	43 (51.8)

ODA=official development assistance.

Table 2

Comparison of Pre- and Posttest Critical Thinking Disposition and Global Leadership Ability among Participants (N=83)

Variables	Range	Pretest	Posttesst	t	p
Variables	Range	M±SD	M±SD	t	p
Critical thinking disposition	27~135	101.12±10.81	103.82±10.20	-4.00	<.001
Global leadership ability	18~90	67.10±7.45	69.42±7.36	-3.42	<.001
Global mind	3~15	9.13±1.78	10.21±2.03	-4.84	<.001
Open-minded attitude toward diversity	4~20	16.33±2.15	16.71±2.09	-1.34	.185
Global network	4~20	15.72±2.33	16.13±2.01	-1.78	.078
Outcome improvement skills	3~15	10.64±1.53	10.90±1.85	-1.19	.238
Basic attitude ability	4~20	15.41±2.27	15.63±2.25	-0.99	.325

Table 3

Content Analysis of Students' Reflection and Experience Presented in Daily Reflection Journals (N=83)

Domains	Themes	Sub-themes	Statements
Global health leadership	An understanding of global health	Expansion of global health	· I realized again that health issues should not be confined to a specific country but be a global concern.
		Expansion of global health	· I felt that global health care is based on faith in people and health issues are beyond nation and ethnicity.
		Understanding of cultural diversity	· My experience has made me realize that different countries should handle global health issues differently.
		Understanding of cultural diversity	· My experience has helped me understand people from diverse cultural backgrounds.
	Preparation for global leader	Global leader vision	· My experience has allowed me to pursue my dream of taking a role in improving global health.
		Global leader vision	· My experience in the Philippines has given me an opportunity to redesign my specific career path.
		Cultivation of communication skills	· I felt that any countries dealing with global health issues need people with some proficiency in their own languages in addition to English
		Cultivation of communication skills	· I realized that language proficiency and communication skills are essential to global health activities.
		Open mind toward people with different cultures	· My experience has given me an opportunity to build capacity to provide care without discrimination on the grounds of nation, race, religion.
		Open mind toward people with different cultures	· My experience has given me an opportunity to rethink humanity and to familiarize myself with seeing things without prejudice.
Nursing care	Global nursing care	Pride and vocation	· I felt that nursing as an academic discipline has established a global presence.
			· I felt that the roles of nurses in international community are limitless.
			· I was pleased that all of us are companions and friends walking toward global health.
	Learning through hands-on training exchange	Understanding of nursing in foreign countries	· I believe that exchanging hands-on training with local students in a foreign country is the best experience for strengthening global health capacity.
		Understanding of nursing in foreign countries	· I was impressed by how well prepared Philippine nursing students were for collecting data and providing education on a one-to-one basis while visiting communities.
		Understanding of visiting home health care	· It was fresh and interesting to me that Philippine nursing students stay long in one area from their first or second year of college and figure out local circumstances and then provide care.
		Understanding of visiting home health care	· I hope that there are brisk nursing activities like visiting nursing in Korea; I believe that visiting nursing can promote awareness in nursing among the public.
	Health education in developing countries	Need for sustainable programs in local	· Next time, I want to plan the sustainable education programs that can help local people perform programs after we leave their country.
		Need for sustainable programs in local	· It came to my mind that global health care is not a service for an underdeveloped country but a little help for self-reliance in health care tailored to the country's circumstances.
		Understanding of local needs and environments	· I learned that, when I perform health care activities in a specific area, I need to make a through preliminary investigation into that area and a sufficient consultation with a local leader.
			· I had an opportunity to think about what was the most necessary health education for this area.
			· It came to my mind that the most necessary education for the village we visited was dental services and health care education about rabies rather than health education. Next time I go to a village to provide care, I will prepare education programs with a sufficient knowledge of the village.
		Education with an emphasis of subjects	· I realized again that the delivery of education is more important than that of education.
		Education with an emphasis of subjects	· I felt that I need to prepare education programs with a focus on an outline and focal points and to have an ability to improvise in unexpected situations.
Capacity development	Growth through individual reflection and group activity	A broader view and thought	· I realized that I was a big fish in a small pond.
			· I don't want to forget overwhelming emotion and passion I felt today.
			· I want to find a way to broaden view of nursing students through lectures or clubs related to global health care when I come back to Korea.
			· My thoughts and views and goals have become more mature after encountering the big world (global health)
		Rediscovery on nursing	· These experiences may help me develop more mature ways of thinking and provide more considerate care.
		Rediscovery on nursing	· This program has made me feel the importance of nursing with a focus on subjects and consider the right attitude of a nurse.
		Promoting bonds through group collaboration	· Encountering a difficult situation while offering education, we could successfully deal with problems through cooperation among our group members.
		Promoting bonds through group collaboration	· Paying attention to the presentation of the other groups, I could communicate with friends who had different opinions than me, broadening my perspective of thinking.
		Growth through experience-oriented program	· One thing I liked the program was that it has helped me see subjects from diverse points of view because it consisted of theory and hands-on training.
		Growth through experience-oriented program	· A recognition and knowledge of global health care gained through this program are likely to linger on because I acquired them through direct experience rather than indirect experience through books.

Notes

Korea Foundation for International Healthcare Private-Government Cooperation Project.

References

1. United Nations Development Program. The millenium developmental goals report 2012 [Internet]. New York: United Nations;2012. cited 2014 April 11. Available from: http://www.un.org/millenniumgoals/pdf/MDG%20Report%202012.pdf.

2. Choi JW. Current status and evaluation of ODA in health in Korea [Internet]. Seoul: Health Care Policy Form;2013. cited 2014 August 11. Available from: http://webzine.rihp.re.kr/webzine_201307/w_03_02.html.

3. International Council of Nurses. Vision for the future of nursing [Internet]. Geneva: International Council of Nurses;2010. cited 2014 June 23. Available from: http://www.icn.ch/about-icn/icns-vision-for-the-future-of-nursing.

4. Brown TM, Cueto M, Fee E. The World Health Organization and the transition from "international" to "global" public health. Am J Public Health. 2006; 96(1):62–72. DOI: 10.2105/AJPH.2004.050831.

5. Wilson L, Harper DC, Tami-Maury I, Zarate R, Salas S, Farley J, et al. Global health competencies for nurses in the Americas. J Prof Nurs. 2012; 28(4):213–222. DOI: 10.1016/j.profnurs.2011.11.021.

6. Bradbury-Jones C. Globalization and its implications for health care and nursing practice. Nurs Stand. 2009; 23(25):43–47. DOI: 10.7748/ns2009.02.23.25.43.c6831.

7. Callen BL, Lee JL. Ready for the world: Preparing nursing students for tomorrow. J Prof Nurs. 2009; 25(5):292–298. DOI: 10.1016/j.profnurs.2009.01.021.

8. Giger J, Davidhizar RE, Purnell L, Harden JT, Phillips J, Strickland O. American academy of nursing expert panel report: Developing cultural competence to eliminate health disparities in ethnic minorities and other vulnerable populations. J Transcult Nurs. 2007; 18(2):95–102. DOI: 10.1177/1043659606298618.

9. Long T. Influence of international service-learning on nursing student self-efficacy toward cultural competence. J Nurs Educ. 2014; 53(8):474–478. DOI: 10.3928/01484834-20140725-02.

10. International Council of Nurses. Delivering quality, serving communities nurses leading primary health care. [Internet]. Geneva: International Council of Nurses;2008. cited 2014 August 11. Available from: http://www.icn.ch/publications/2008-delivering-quality-serving-communities-nurses-leading-primary-health-care.

11. Lee NJ. The impact of international experience on student nurses' personal and professional development. Int Nurs Rev. 2004; 51(2):113–122. DOI: 10.1111/j.1466-7657.2003.00200.x.

12. Shin H, Kim ES, Yoo BW, Lee H. Development of a community-based participatory global health project model for primary health care capacity development: A case study from a rural community in Ecuador. J Korean Acad Community Health Nurs. 2010; 21(1):31–42. DOI: 10.12799/jkachn.2010.21.1.31.

13. Lee EJ, Kim YK, Lee H. A study on the cultural competence of community health practitioners. J Korean Acad Community Health Nurs. 2012; 23(2):179–188. DOI: 10.12799/jkachn.2012.23.2.179.

14. Jones AM, Neubrander J, Huff M. A cultural immersion experience for nursing students. Glob Partn Educ J. 2012; 2(1):1–11.

15. Ruddock HC, Turner DS. Developing cultural sensitivity: Nursing students' experiences of a study abroad programme. J Adv Nurs. 2007; 59(4):361–369. DOI: 10.1111/j.1365-2648.2007.04312.

16. Wros P, Archer S. Comparing learning outcomes of international and local community partnerships for undergraduate nursing students. J Community Health Nurs. 2010; 27(4):216–225. DOI: 10.1080/07370016.2010.515461.

17. Facione N, Facione PA, Sanchez CA. Critical-thinking disposition as a measure of competent clinical judgment: The Development of the California Critical Thinking Disposition Inventory. J Nurs Educ. 1994; 33(8):345–350.

18. Yoon J. Development of an instrument for the measurement of critical thinking disposition in nursing [dissertation]. [Seoul]: The Catholic University;2004. 64.

19. Song YS. Research on global leadership competencies of company employees in Korea. J Corp Educ. 2010; 12(2):51–72.

20. Nam KY. Importance-performance analysis on global leadership competency-focus on employees in global enterprises and college students. [master's thesis]. [Seoul]: Hanyang University;2011. 76.

21. Anderson R. Thematic content analysis: Descriptive presentation of qualitative data [Internet]. Williams: Wellknowing Consulting Services;2007. cited 2014 June 23. Available from: http://www.wellknowingconsulting.org/publications/pdfs/ThematicContentAnalysis.pdf.

22. Lee WJ. Research service report: Strategy for globalization capacity building of health care service personnel. [Internet]. Seoul: Ministry of Government Administration and Home Affairs;2012. cited 2014 September 2. Available from: http://www.prism.go.kr/homepage/researchCommon/retrieveResearchDetailPopup.do?research_id=1351000-201200087.

23. Harrowing JN, Gregory DM, Sullivan O, Lee B, Doolittle LD. A critical analysis of undergraduate students\' cultural immersion experiences. Int Nurs Rev. 2012; 59(4):494–501. DOI: 10.1111/j.1466-7657.2012.01012.x.

24. Edmonds ML. The lived experience of nursing students who study abroad: A qualitative inquiry. J Stud Int Educ. 2010; 14(5):545–568. DOI: 10.1177/1028315310375306.

25. Kang SJ, Park MH. The effects of global disaster competency development program on paramedic and nursing undergraduate students. Korean J Emerg Med Serv. 2014; 18(1):83–94.

26. Koskinen L, Tossavainen K. Benefits/problems of enhancing students' intercultural competence. Br J Nurs. 2003; 12(6):369–377. DOI: 10.12968/bjon.2003.12.6.11245.

27. Long TB. Overview of teaching strategies for cultural competence in nursing students. J Cult Divers. 2012; 19(3):102–108.

28. Reid-Searl K, Dwyer T, Moxham L, Happell B, Sander T. Rediscovering the essence of nursing: Exploring the impact of in clinical experience in Thailand for undergraduate nursing students from Australia. Nurse Educ Today. 2011; 31(8):892–897. DOI: 10.1016/j.nedt.2010.12.024.

29. Riner ME. Globally engaged nursing education: An academic program framework. Nurs Outlook. 2011; 59(6):308–317. DOI: 10.1016/j.outlook.2011.04.005.

30. Larson KL, Ott M, Miles JM. International cultural immersion: En vivo reflections in cultural competence. J Cult Divers. 2010; 17(2):44–50.

TOOLS

Similar articles