This study evaluated the improvement of global health nursing knowledge and attitude of participants in a program developed using a students' needs assessment of global health nursing competency obtained in a previous study. The program comprised a lecture, group work, and field activities based on six global health nursing competence modules over a one-week period. There were 59 participants, 31 from South Korea and 28 from Vietnam. A pre-post survey was undertaken to measure knowledge change, and thematic content analysis was used to further understand attitude change. The overall score increased from 21.02 ± 3.36 before the program to 28.10 ± 6.56 after the program, showing a statistically significant difference (p < .05). The change in the perception of knowledge on the healthcare system was high (from 1.53 ± 0.63 to 3.37 ± 4.23; p < .001); however, a difference in the perception of knowledge of the functions of the United Nations and World Health Organization was not significant after the program for Vietnam students (p < .293). Ten sub-themes of thematic content were derived and regrouped into five themes, resulting in three domains: global health competence, global leadership competence, and cultural competence. The global health nursing program grew students' knowledge and attitudes. Further studies on the long-term program effects are needed to generalize the global health nursing program.

Background: Nurses are an essential human resource to ensure a healthy population and support the socio-economic development. However, little research has focused on the capacity development of nurses.Objective: The performance of a capacity development project for an undergraduate nursing program in Vietnam was reviewed to share lessons.Design: A descriptive case report.Setting: A baccalaureate nursing program in Vietnam from June 2014 to June 2016.Methods: A case report was analyzed in terms of the project's process, and the outcomes of 2 years' activities were evaluated.Results: Practice-based curriculum redesign and two basic nursing subjects were developed after five rounds of curriculum workshops. To improve application efficiency, two nursing experts were dispatched to provide instructions regarding the application of the new subjects. Three candidates were invited to complete their master's and doctoral studies in Korea. An advanced nursing education environment was supported with simulation labs equipped within a ubiquitous network. The result of experts' evaluation was excellent by every criterion of the Organization for Economic Co-operation and Development—Development Assistance Committee.Conclusions: The capacity development of a nursing program was possible through ownership, accountability, and results-based management. Gradual improvement in nursing academic and clinical capacity building based on research evidence can empower partner countries' nursing leadership. Introduction.

Purpose: The purpose of this study was to examine faculty and student perspectives on and learning needs about Problem-based Learning (PBL) methodology. Methods:A cross-sectional study using a questionaire. Descriptive statistics were applied to analyse the data from 41 faculty members and 236 nursing students. Results:The data showed that 66.8 % of students and 17.1 % of faculty had never known about problembased learning. Most faculty and students believed that this method could be applied into nursing education (97.6% and 98.6 %, respectively). The mean age of faculty members was 29.05 (SD = 8.57) and students was 20.20 (SD = .67).Data on the use of technology for information searches and updating knowledge essential for evidencebased practice, showed that most faculty used Laptops (26.8%) and Smartphones (19.5%) while nursing students (31.4%), mostly used Smartphone only. The average internet use time daily was 3 to 6 hours for faculty (43.9%), and students (40.3%).Faculty members and students perceived that the benefits of the methodology were that "students were more active and self-directed in learning", it provided a means for "systematic problem solving", and had the potential for "enhancing critical thinking skills", "deeper understanding of problems" and "improvement in individual skills". The disadvantages were that "faculty spent more time on the course", "faculty required both theory and clinical knowledge/experience". The student perspective was focused on PBL as "a new method" and that "students were required to have more comprehensive knowledge". Conclusion:Understanding the perspective of nursing students about the methodology of PBL will help faculty better understand the student's learning needs. This is of prime concern for student centred learning and necessary information for nursing faculty in order to design and continually develop an appropriate nursing curriculum for contemporary practice in the future.