Internationalising Nursing Education from the Ground Up

Charles, Harvey; Plager, Karen A.

doi:10.1007/978-94-6300-085-7_15

Cited by 3 publications

(12 citation statements)

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“…Globalization of nursing curriculum is a reality for nursing education in the 21st century and educators need to attend to its perceived benefits [5]. Technical-rational advances have seen microchips (human patient simulators), internet, cellular phones, e-learning, and satellite linkups embedded within today's nursing education pedagogy.…”

Section: Am Strong In My Knowledge Of the Application Of Nursing Prmentioning

confidence: 99%

The Impact of Globalization on Undergraduate Nursing Curricula: A Philosophical View

Mc¹,

Karey²,

Hatt³

2017

Nur Primary Care

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The globalization of nursing is indeed a pressing and modern topic of discussion in today's educational corners. There are two modes of engagement in egards to the global nursing world, one, the 'I-It' mode of experience and the other the 'I-Thou' mode of encounter (Buber, 1923, trans 1937). The globalization of the nursing curriculum is the latest 'I-It' neo-liberal advance toward a technical-rational construct of nursing. The movement of the nursing curricula onto a global level is considered to be inevitable (Mill, Astle, Ogilvie, & Gastaldo, 2010), and within that context, educators and scholars need to be mindful of the forces that are significantly influencing its direction. Some of the concepts that contribute to the push for globalization of nursing curricula are advanced technology, McDonaldization, routinization, negating the other, and depersonalizing the profession of nursing. These concepts are discussed using a philosophical and theoretical lens.

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Section: Am Strong In My Knowledge Of the Application Of Nursing Prmentioning

confidence: 99%

The Impact of Globalization on Undergraduate Nursing Curricula: A Philosophical View

Mc¹,

Karey²,

Hatt³

2017

Nur Primary Care

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“…In addition to the potential income derived from international students, they bring benefits to the classroom by exposing local students and staff to cultural insights and perspectives that they may not have had otherwise [ 11 – 13 ]. This is important in health programs as practitioners need the skills and knowledge to be effective in a culturally diverse and globalised world [ 11 , 14 , 15 ]. However, simply having international students in the class without having a strategy of purposeful engagement is not sufficient to develop the required competencies [ 16 , 17 ].…”

Section: Introductionmentioning

confidence: 99%

“…A major constraint on internationalisation of health programs is that curricula must adhere to the requirements of accreditation bodies, which can significantly reduce flexibility. A highly prescribed program may not have room for outward mobility experiences; will likely have pre-requisites and course sequencing that does not align well with potential exchange partners, making both inbound and outbound student exchange challenging; and overseas placements may not be recognised by the home accrediting body [ 1 , 11 , 26 , 34 ]. As accreditation agencies move towards recognition of learning outcomes rather than insistence on particular content [ 45 ], this should open up opportunities for health programs.…”

Section: Introductionmentioning

confidence: 99%

“…Some IoC could potentially happen organically through having international students in the classroom, academics with international backgrounds or experiences, interaction with visiting scholars, or initiatives introduced by enthusiastic individuals [ 11 , 34 , 73 ]. For example, an occupational therapy class on care of the elderly may create incidental discussion on the place of the elderly in different cultures, including attitudes towards family-based vs institutional care (personal communication).…”

Section: Introductionmentioning

confidence: 99%

“…Developing such a culture is helped by having staff who have an international background, speak multiple languages, who have been active in international programs, and see the value of internationalisation to the student rather than thinking purely from a disciplinary context [ 4 ]. However, engagement in strategic and operational planning to develop a sense of ownership of the internationalisation agenda will likely be required to develop a common purpose and overcome resistance [ 5 , 11 , 17 , 68 ]. Without this level of buy-in, any top-down initiatives, including linking to graduate attributes or accreditation requirements, have the potential to default to a tick-box exercise [ 17 , 75 ].…”

Section: Introductionmentioning

confidence: 99%

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Internationalisation of the curriculum in health programs

Davey

2023

BMC Med Educ

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Internationalisation is a broad term that has been used to encompass a range of activities including international student recruitment, student mobility and exchange, international teaching and research collaborations, institutional partnerships, and embedding international and/or intercultural perspectives within curricula.There are numerous drivers for institutions to develop an internationalisation strategy including building global reputation and influence, having a positive influence on communities, income generation, and helping their students gain a global perspective or develop intercultural competencies. Health students benefit from internationalisation activities as they will enter a workforce that increasingly engages with global diseases and works within multicultural societies.However, there are risks associated with internationalisation that stem from disjointed institutional decision making, power imbalances, and neo-colonial attitudes. There are also multiple barriers to effectively engaging in internationalisation including individual student circumstances, staff and institutional preparedness, and geopolitical factors.Within this broader context, internationalisation of the curriculum (IoC) is aimed at incorporating international, intercultural, and global dimensions into the curriculum, including consideration of content, teaching methods, learning outcomes, and how these are supported at a program and institutional level. This is a major undertaking requiring alignment of philosophy between teaching academics, senior university leadership, and the relevant professional body. Examples of IoC within health programs, and the significant challenges involved, are critically discussed in this paper, and strategies to overcome these challenges highlighted.Whilst recognising the challenges, this paper concludes that undertaking purposeful IoC is a critical step towards ensuring that the future health workforce is adequately prepared for the 21st Century environment.

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Exploring the Internationalisation of the Curriculum in Social Science in Case Studies from Aotearoa New Zealand and Egypt: A Southern theory perspective

Hamada

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This thesis explored what afforded and constrained internationalising the curricula of regular courses in the social sciences. To date, there is a dearth of studies which investigate the incorporation of international and intercultural, and global learning opportunities into the existing curricula of the academic disciplines despite the mounting universities’ claims about internationalising curricula and student experiences. The possibility of offering such internationalised learning opportunities is contested within the social sciences. Contemporary sociologists depict the social sciences as Euro-American centric and culturally exclusionary. In contrast, the internationalisation of the curriculum scholars represent the social sciences as conducive to context-based constructions of social reality and social experience. To tease out the capacity of existing social science curricula for engaging with international and intercultural, and global learning opportunities, case studies were conducted at a public research-intensive university in Aotearoa New Zealand and a private American liberal arts university in Egypt. The case studies centred on four social science courses, two in each university. Data sources included interviews with academic staff members (n=7), students (n=16), and international office coordinators (n=3), observations of lectures and tutorials, and key national, institutional, and degree policies, and course documentation. Data were analysed using thematic analysis combining inductive and deductive reasoning to generate both explanatory and critical analyses. Southern theory, a strand of critical theory, informed the theoretical approach taken to interpreting findings. The findings of this research demonstrated a dynamic co-existence between constraints and affordances in engaging curricula with internationalised learning opportunities. Constraints manifested in the predominance of Euro-American content knowledge in the syllabi of the four courses. Affordances emerged in the open-ended pedagogical activities of teaching, learning, and assessment which made space for situated experiences of the local and the global. Most importantly, academics’ and students’ negotiations of the curriculum generated fresh syntheses of these different knowledge and experience resources. The findings of this research pose implications for the practice of the internationalisation of the curriculum in the social sciences. Established Euro-American centricity of the course syllabi calls on curriculum designers (e.g., academics, students) for a critical interrogation of privileged and marginalised perspectives, paradigms, and scholarship in the internationalisation of social science curricula. Furthermore, the local and global social experiences academics and students drew on in their negotiations of knowledge and pedagogy warrant the curriculum designers’ attention to the potential contribution of these experience resources to a situated and reflexive practice of the internationalisation of the curriculum.

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Internationalising Nursing Education from the Ground Up

Cited by 3 publications

References 6 publications

The Impact of Globalization on Undergraduate Nursing Curricula: A Philosophical View

The Impact of Globalization on Undergraduate Nursing Curricula: A Philosophical View

Internationalisation of the curriculum in health programs

Exploring the Internationalisation of the Curriculum in Social Science in Case Studies from Aotearoa New Zealand and Egypt: A Southern theory perspective

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