International nursing faculty exchange model: a Chile–USA case

Abstract

International faculty-exchange programmes can be cost-effective methods for faculty development and enhanced student learning. Despite the increasing interest in international nursing exchanges, the literature on faculty exchanges is limited. This article examines a case study of a successful international nursing faculty-exchange programme between a university in Chile and one in the United States of America (USA), based on a model for international faculty exchange. The model includes the components of pre-exchange planning, academic activities, socio-cultural events and evaluation of outcomes. Communication is at the centre of the model and ideally should be continuous, bilateral, flexible and technological. Examples from the case study illustrate teaching strategies and ongoing education of faculty. The article concludes with suggestions for successful international nursing faculty exchanges.

Using Grounded Theory to Reveal Tacit Knowledge for Nurse Educators in an Unfamiliar African Setting

“…This study's findings regarding preparatory learning needs by outsiders going into an unfamiliar setting paralleled recommendations to learn about the social and cultural contexts of the setting (Desantis, 1995;Harrison & Malone, 2004;Haussler, 2006;Lange & Ailinger, 2001;Shah, Robinson, & Enezi, 2002;Wright, Zerbe, & Korniewicz, 2001), educational system and institutional resources (Byrne, 1998;Desantis;Haussler;Johnson, Ghebreyohanes, Cunningham, Kutenplon, & Bouey, 2007;Lange & Ailinger;Melby, Dodgson, & Tarrant, 2008;Tlou, 1998), other existing efforts (Desantis), technological capabilities (Shah, Robinson, & Enezi); nursing roles and scopes of practice (Kuehn et al, 2005), and socio-political influences on health care (Girot & Enders, 2004;Wright, Zerbe, & Korniewicz). Partnership actions that are mutually beneficial and demonstrate respect for one another (Shah, Robinson, & Enezi), and developmental aid geared toward national needs of the host partner and capacity building efforts (King, 2009;Wright, Zerbe, & Korniewicz) were likewise reported in step 5 of the preparatory processes that framed the outsider role in the theory that emerged from this research.…”

“…Limited resources are available to guide nurse educators through the process of developing the necessary knowledge base for role performance in an unfamiliar setting (Haussler, 2006;Lange & Ailinger, 2001). MDGS have re-focused developmental aid toward capacity building and mutually beneficial, equitable, partnership roles (King, 2009;Wright, Zerbe, & Korniewicz, 2001).…”

“…Literature findings relevant to this study focused on information resources to guide nursing faculty members through information acquisition to fulfill the nurse educator role in an unfamiliar setting. Publications focused on guiding nurse educators through the process of developing the necessary knowledge base for role performance in an unfamiliar international setting (Desantis, 1995;Lange & Ailinger, 2001) are limited, and pre-date the UN plan (Millennium Project, 2006) for achieving the MDGS. Desantis (1995) provided a model that details tasks for donor and host groups in a counterpart relationship where expert donors share their knowledge and expertise with host recipients in a way that fits the cultural setting.…”

“…Donors were charged with learning about a) the social and cultural contexts of the host group, b) academic expertise and specialized knowledge of host group, c) the host educational system and methods for teaching and learning within that system, and d) previous counterpart activities with which the host group had been associated, and similar counterpart activities in other settings (Desantis, 1995). Lange and Ailinger (2001) presented a fivepart model for international nursing faculty exchanges: "pre-exchange planning, academic activities, socio-cultural events, communication, and evaluation of outcomes" (p. 110). They provided a checklist of information the visiting nurse educator needed from the host, stressed the need for culturally appropriate interactions, and recommended preparatory learning about the host country, institution, and faculty members (Lange & Ailinger, 2001).…”

“…Lange and Ailinger (2001) presented a fivepart model for international nursing faculty exchanges: "pre-exchange planning, academic activities, socio-cultural events, communication, and evaluation of outcomes" (p. 110). They provided a checklist of information the visiting nurse educator needed from the host, stressed the need for culturally appropriate interactions, and recommended preparatory learning about the host country, institution, and faculty members (Lange & Ailinger, 2001). …”