Global and public health core competencies for nursing education: A systematic review of essential competencies

Clark, Michael W.; Raffray, Marie; Hendricks, Kristin; Gagnon, Anita J.

doi:10.1016/j.nedt.2016.02.026

Cited by 142 publications

(88 citation statements)

References 33 publications

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“…Global health competencies have been described for many professional groups—medical (4, 7, 34), nursing (5), and allied health (6). There seem to be some differences in the core competency domains for clinical health professionals and public health professionals: those for medical professionals focus more on the global burden of disease and health-care services.…”

Section: Discussionmentioning

confidence: 99%

“…The recent literature in global health education has elicited several reviews that have sought to identify “core competencies” for various professional groups including medical, nursing, and public health education (5, 17–21). Academic institutions are also exploring the scope of their public health educational programs in the context of global health education to meet the demand for a global health professional in the context of the sustainable development goals.…”

Section: Introductionmentioning

confidence: 99%

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A Review of Global Health Competencies for Postgraduate Public Health Education

Sawleshwarkar

Negin

2017

Front. Public Health

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During the last decade, the literature about global health has grown exponentially. Academic institutions are also exploring the scope of their public health educational programs to meet the demand for a global health professional. This has become more relevant in the context of the sustainable development goals. There have been attempts to describe global health competencies for specific professional groups. The focus of these competencies has been variable with a variety of different themes being described ranging from globalization and health care, analysis and program management, as well as equity and capacity strengthening. This review aims to describe global health competencies and attempts to distill common competency domains to assist in curriculum development and integration in postgraduate public health education programs. A literature search was conducted using relevant keywords with a focus on public health education. This resulted in identification of 13 articles that described global health competencies. All these articles were published between 2005 and 2015 with six from the USA, two each from Canada and Australia, and one each from UK, Europe, and Americas. A range of methods used to describe competency domains included literature review, interviews with experts and employers, surveys of staff and students, and description or review of an academic program. Eleven competency domains were distilled from the selected articles. These competency domains primarily referred to three main aspects, one that focuses on burden of disease and the determinants of health. A second set focuses on core public health skills including policy development, analysis, and program management. Another set of competency domains could be classified as “soft skills” and includes collaboration, partnering, communication, professionalism, capacity building, and political awareness. This review presents the landscape of defined global health competencies for postgraduate public health education. The discussion about use of “global health,” “international health,” and “global public health” will continue, and academic institutions need to explore ways to integrate these competencies in postgraduate public health programs. This is critical in the post-MDG era that we prepare global public health workforce for the challenges of improving health of the “global” population in the context of sustainable development goals.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Review of Global Health Competencies for Postgraduate Public Health Education

Sawleshwarkar

Negin

2017

Front. Public Health

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“…The Future of Nursing: Leading Change, Advancing Health (IOM, ), called for nurses to function at the highest level of their education and licensure including understanding the needs of the community to guide sustainable interventions. With continued globalization of our society, there is an increasing need for nurses to be well versed in public and global health competencies (Clark, Raffray, Hendricks, & Gagnon, ; Joyce et al., ). Health care reform is facing new challenges amid a new governmental administration and potential changes to the Affordable Care Act (ACA).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

Community/public health nursing faculty's knowledge, skills and attitudes of the Quad Council Competencies for Public Health Nurses

Joyce

Harmon

Johnson

et al. 2018

Public Health Nursing

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“…Global nursing competency incorporates multiple skills for the provision of care in diverse settings (Clark et al. ; Warren et al. ).…”

Section: Review Of the Literaturementioning

confidence: 99%

“…Healthcare professionals across nations are aware that skills reaching beyond the bedside and unit level are needed to assure patient needs are met and quality health care is provided (Benton ; Clark et al. ). Defining and achieving global health and developing global nursing competency have been the subject of research and an increasingly important consideration in the preservice education of nurses and midwives who pursue discipline‐specific education (Warren et al.…”

Section: Introductionmentioning

confidence: 99%

A model for upscaling global partnerships and building nurse and midwifery capacity

Spies

Garner

Faucher

et al. 2017

International Nursing Review

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Development of global skills can focus the nurse and midwife to influence policy-level decisions. Human resource planning that can impact countrywide provision of health care begins in the preservice setting for both nurses and midwives. A global experience can be a value-added component to the well-rounded education of future nurses. Education during preparation for entry into practice is a strategic way to develop a worldview. Incorporating reflective practice can build skills and shape attitudes to prepare the new nurse to be comfortable as a global healthcare provider. An expanded world view is the springboard to more robust and informed involvement and inclusion in policy-level discussions.

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Global and public health core competencies for nursing education: A systematic review of essential competencies

Cited by 142 publications

References 33 publications

A Review of Global Health Competencies for Postgraduate Public Health Education

A Review of Global Health Competencies for Postgraduate Public Health Education

Community/public health nursing faculty's knowledge, skills and attitudes of the Quad Council Competencies for Public Health Nurses

A model for upscaling global partnerships and building nurse and midwifery capacity

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