Nurses must provide culturally appropriate care. A powerful strategy to enhance cultural competency is immersion. This can increase awareness of personal beliefs, values, behaviors, and learning from clients. A three week immersion experience for 17 senior undergraduate nursing students was organized in partnership with the Independent University, Bangladesh. Working with interpreters, students learned about people and healthcare through interviews and site visits. The purpose of this qualitative study was to discover the meaning of the immersion experience for nursing students through their reflective journals. These were thematically analyzed and four themes emerged: Beginning to See, Thinking about the Seen, Wanting to Change the Seen, and Transformed by the Seen. These themes combine into a framework that has been tentatively titled, Seeing Through New Eyes and will be further developed on future trips. Achieving cultural competency is a complex, long-term process that can be intensified with immersion experiences.

Increasing cultural diversity and a sense of global community has necessitated the introduction of cultural competence in the education of health care providers. Some institutions have utilized cultural immersion programs to address this need of cultural competence. Studies have not yet described what this experience is for Australian nursing students. The purpose of this study is to describe the immersion experience of a group of senior Australian nursing students who participated in a five week cultural immersion program in India.

Introduction Drexit (“Doctor‐Exit”) is the exponentially growing trend for junior doctors in the UK to walk away from their jobs in the National Health Service (NHS). Our objective was to identify the reasons why junior doctors in the UK leave their NHS training programs to train overseas. Materials and Methods A simultaneous and convergent mixed‐methods study was performed to analyze both an online survey and semi‐structured interviews from junior doctors who had left the NHS. Social media, online professional media, and networks of junior doctors were used to recruit doctors. All were UK medical school graduates who had left the NHS within the last 15 years (2003‐2018). Results 96.1% (149/155) of respondents reported not being offered an exit interview on leaving the NHS. 94.8% (147/155) of respondents did not regret quitting the NHS. Participants were more satisfied with their pay and work life balance in their overseas posts when compared to training in the NHS ( P < 0.05). Burnout was variably defined and was prominent in doctors who left 53.8% (113/210) but was reversed when they practiced medicine overseas in 89.2% (74/83) of cases. Qualitative data identified four key themes which were categorized into push factors, which were lack of interest in retention and bleak outlook; and pull factors, which were financial vs social capital and things are different overseas. Conclusion Listening to the frontline junior doctors' voices lend insights into a better understanding of the push and pull factors that appear to be exacerbating the exodus of junior doctors from the NHS. Our results indicate that exit interviews should be performed routinely. There needs to be a shift to focus on the training of doctors rather than service provision, with efforts to support, appreciate, and value junior doctors. Further exploration is needed to identify what is happening in training programs overseas to improve retention within the NHS. Furthermore, identifying issues perceived by junior doctors in the UK in the context of workforce planning may be applicable to healthcare systems across the globe.

Increasing cultural diversity and a sense of global community has necessitated the introduction of cultural competence in the education of health care providers. Some institutions have utilised cultural immersion programmes to address this need of cultural competence. Studies have not yet described what this experience is for Australian nursing students. The purpose of this study is to describe the immersion experience of a group of senior Australian nursing students who participated in a 5-week cultural immersion programme in India.

Beverly Collora Flynn, Ph.D., R.N., F.A.A.N., when asked what she believes her legacies will be, cites achievements that have sustained her professionally and personally. Through her work in the Institute of Action Research for Community Health at Indiana University School of Nursing and her work in Healthy Cities, she further developed the application of primary health care and community health promotion concepts into practice. A theme that emerges from her story is that of recognizing new approaches to meeting the health needs of communities and developing them into lasting practices. Flynn's long marriage to Pat and rich family life, including two children Bryan and Nicole have been balanced with her professional commitments and have been a source of strength for her as a person and as a nurse. Dr. Flynn is one of those exceptional individuals we honor, by telling her story as she told it to us in July, 2004 for this series on outstanding public/community health nursing leaders of the twentieth century.