1. REBECCA ENRIGHT FERRIS STATE UNIVERSITY NURS. 450 Nursing Education and Studying Abroad

2. Introduction How can International Nursing education, specifically, studying aboard better prepare and enhance a nurse’s practice or cultural experience in comparison to traditional coursework requirements?

3. Objectives Participants will be able to explain what studying abroad entails and state two components in relation to healthcare by April 1, 2013. Participants will be able to apply at least one theory to benefits of studying abroad in nursing preparation by April 1, 2013. Participants will be able to provide two pros and two cons of studying abroad and compare these to two pros and two cons of traditional coursework in relation to nursing preparation by April 1, 2013. Students will be able to state one resource where additional information on studying abroad can be located by April 1, 2013

4. Outline I. What does studying abroad (SA) entail? A. Definition B. Classifications and options for SA II. Cultural components of SA A. Culturally competent care B. Real life experience C. EBP D. SA experiences related to healthcare III. Traditional coursework vs. SA A. Pros of SA B. Cons of SA C. Pros of traditional coursework D. Cons of traditional coursework IV. SA in nursing preparation A. Benefits B. Theory C. Student opinions D. Funding/scholarships

5. What does Studying Abroad Entail International experience Creative thinking Comprehensive understanding Cultural competence Confidence Immersion experience International perspective Self efficacy

7. Tools for Studying Abroad Knowledgeable faculty Global health awareness Community background Structure Fundamental Educational components Epidemiology Environmental health Community resources Social welfare

8. Variations of Study Abroad Programs Short term vs. long term Developed vs. developing country Clinical vs. community experience

9. Cultural Components Culturally competent care Real life experiences EBP SA experiences related to health care

10. Exert from Indiana University Equity Project. Retrieved from: http://www.indiana.edu/~equity/index.php Cultural Competence Ladder… Where do you belong?

11. Pros Cons Personal and professional growth Culture sensitivity Gratitude for host country Global awareness Cultural awareness International perspective Self efficacy Critical thinking Financial obligations Family Time Language barrier Risk for illness Lack of preparedness Variations in program curriculum Studying Abroad

12. Traditional Coursework Classroom and local clinical experience Possible International scenarios Brief background on cultural beliefs

13. Pros Cons Less financial constraints No requirement to leave family/home for extended period of time Background of cultural beliefs No need to overcome anxiety or language barrier No cultural immersion Decreased creative thinking Lack of self efficacy Lack of professional and personal growth Traditional Coursework

14. Studying Abroad in Nursing Preparation http://youtu.be/cf9mRN5Uxbk

15. Nursing Theoretical Involvement Jean Watson’s Caring Theory Caring begins with being present, open to compassion, mercy, gentleness, loving-kindness, and equanimity toward and with self and before one can offer compassionate caring to others. ~Watson Composed of 7 Caritas and 10 Carative Factors

16. Caritas Caring can be effectively demonstrated and practiced only interpersonally. Caring consists of carative factors that result in the satisfaction of certain human needs. Effective caring promotes health and individual or family growth. Caring responses accept a person not only as he or she is now but as what he or she may become. A caring environment is one that offers the development of potential while allowing the person to choose the best action for himself or herself at a given point in time. Caring is more “ healthogenic” than is curing. A science of caring is complementary to the science of curing. The practice of caring is central to nursing.

17. Carative Factors The formation of a humanistic-altruistic system of values The instillation of faith-hope The cultivation of sensitivity to one’s self and others The development of a helping-trust relationship The promotion and acceptance of the expression of positive and negative feelings T he systematic use of the scientific problem-solving method for decision making T he promotion of interpersonal teaching-learning T he provision for a supportive, protective, and/or corrective mental, physical, sociocultural, and spiritual environment A ssistance with the gratification of human needs T he allowance for existential-phenomenological forces Box 13-4 pg 309 of Chitty and Black

18. Symbolic Interaction Theory People develop and rely on social interaction during life An in-depth analysis of society Society constructed on social interaction How humans give meaning to the world

19. ANA Involvement Assessment  Collects data including cultural data  Identifies barriers  Recognizes impact of personal values and beliefs Professional Practice Evaluation  Provides appropriate care in culturally and ethnically sensitive manner Ethics  Delivers care in a manner that preserves and protects healthcare consumer autonomy, dignity, rights, values, and beliefs

20. Student Opinions Adjunct Learning tool Reflective Practice Holistic care

21. Study Abroad Resources for FSU http://www.ferris.edu/HTMLS/administration/academi caffairs/international/studyabroad/students/studyabro advideo.htm http://www.ferris.edu/HTMLS/administration/academi caffairs/international/studyabroad/students/studyabro advideo.htm http://www.ferris.edu/HTMLS/administration/academi caffairs/international/studyabroad/students/financiala id.htm

22. Ferris State University SA Options Elective Option: Study Abroad in Finland or New Zealand NURS 316 Transcultural Nursing Course Description: Experiential immersion in transcultural nursing provides the professional nursing student with the opportunity to study the influence of culture and health policy on the health of populations outside of North America. Course Outcomes and Assessment Plan: Applies knowledge and selected concepts from nursing and social sciences in analysis of cultural concepts in care of culturally defined populations. Uses diversity concepts to analyze the concepts related to culturally competent nursing and health care. Uses appropriate transcultural nursing models to examine one or more specific cultures. Demonstrates the use of effective collaboration skills in exploring transcultural nursing with colleagues in a variety of health care settings. Examines culturally competent health care within an ethical framework. Critically examines the influence of health policy on the health of diverse populations. Course Outline including Time Allocation: 3 Didactic Credits = 45 hours Preparation for travel (5 hours)  Examines & selects appropriate transcultural nursing model as framework for immersion experience.  Studies the culture to be visited using the model selected.  Prepares personal learning objectives for the experience. Travel to the selected country (35 hours)  Interacts with professional peers in selected settings  Observes health care facilities and practices in a variety of settings  Takes part in selected activities to increase awareness of culture under study Post travel synthesis (5 hours)  Selects an appropriate method to demonstrate attainment of course and personal goals for practicum. Retrieved from : http://www.ferris.edu/HTMLS/colleges/alliedhe/Nursing/RN-to-BSN/Nursing-Elective-Option.htm

24. References American Nurses Association. (2010). Nursing: Scope and Standards of Practice (2 nd ed.) Washington D.C: Harris Lithographic Balcazar. (2012). Serving consumers from a multicultural perspective. Retrieved from: http://tacesoutheast.org/webinars/2010/021710/ppt/ppt021710_files/textmostly/slide10.html Caffrey, R. A., Neander, W., & Markle, D. (2005). Improving the Cultural Competence of Nursing Students: Results of Integrating Cultural Content in the Curriculum and an International Immersion Experience. Journal Of Nursing Education, 44(5), 234-240. Chitty, K.K., & Black, B.P. (2011). Professional nursing: Concepts and challenges (6th ed.) Maryland Heights, MO: Saunder

25. References Cont. Edmonds, M. L. (2012). An integrative literature review of study abroad programs for nursing students. Nursing Education Perspectives, 33(1), 30+. Retrieved from http://0- go.galegroup.com.libcat.ferris.edu/ps/i.do?id=GALE%7CA280855791&v=2.1&u=lom_ferrissu&it=r&p=AONE&sw=whttp://0- go.galegroup.com.libcat.ferris.edu/ps/i.do?id=GALE%7CA280855791&v=2.1&u=lom_ferrissu&it=r&p=AONE&sw=w Ferris State University. (2013). Elective option: study abroad in Finland or New Zealand Retrieved from : http://www.ferris.edu/HTMLS/colleges/alliedhe/Nursing/RN-to-BSN/Nursing-Elective-Option.htm Hawkins, M.D. (2012). International educational experiences for rural nursing students in Kentucky. Retrieved from http://www.ncbi.nlm.nih.gov/pubmed/23101357 http://www.ncbi.nlm.nih.gov/pubmed/23101357 Indiana State University. (2012). Equity project. Retrieved from: Equity Project. Retrieved from: http://www.indiana.edu/~equity/index.php

26. References Cont. Koshkinen, L. (2004). Study abroad as a process of learning intercultural competence in nursing. Retrieved from: http://0- onlinelibrary.wiley.com.libcat.ferris.edu/doi/10.1111/j.1440-172X.2004.00470.x/citedbyhttp://0- onlinelibrary.wiley.com.libcat.ferris.edu/doi/10.1111/j.1440-172X.2004.00470.x/citedby Saenz, K. (2009). Essential tools for a study abroad nursing course. Retrieved from: http://www.ncbi.nlm.nih.gov/pubmed/19574857 http://www.ncbi.nlm.nih.gov/pubmed/19574857 West Coast University. (2010). Study abroad. Retrieved from: http://www.youtube.com/watch?v=cf9mRN5Uxbk&feature=youtu.be&ytsession=jx- rKefPjRcxPLmyznc59Ye-AQDvnL2sDU9Z6GwBC9- 363qGPiRxVSBhDctTk2F2k50SNW0P2Ql804lV_ASC8YCPqZJrwXeEVchldDXH9Dy- KXf-IC-sx0iYi32bn_7N8Iz8cknxmSUaDK_- C_6bABTCkAZK_afsQmzDsGz753QXDyJVCRdfLs3jbh6D9_PRCUcSencuc9RKlmCk Vu_wHWDdXvLag- bqQZCbJd7VvvOr0OlMJlis0WSsEPhQYqfLvKmLf87Ir7mQDMGuJumAL_FVJfeJj7Gp mDmbs2i-PJU