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Development and Effect of a Global Health Capacity Building Program for Nursing Students

Article information

Res Community Public Health Nurs. 2015;26(3):209-220
Publication date (electronic) : 2015 September 30
doi : https://doi.org/10.12799/jkachn.2015.26.3.209
Seon Young Hwang1, Jin Sun Kim2, Hyunmi Ahn3, Sun Joo Kang4
1College of Nursing, Hanyang University, Seoul, Korea.
2Department of Nursing, Chosun University, Gwangju, Korea.
3Department of Nursing, Korean Bible University, Seoul, Korea.
4School of Nursing, Cheju Halla University, Jeju, Korea.
Corresponding author: Kim, Jin Sun. Department of Nursing, Chosun University, 309 Pilmum-daero, Dong-gu, Gwangju 501-759, Korea. Tel: +82-62-230-6327, Fax: +82-62-230-6329, jinsun@chosun.ac.kr
Received 2015 March 29; Revised 2015 July 29; Accepted 2015 September 14.

Abstract

Purpose

This study developed a short-term education program aiming to strengthen global health capacity in nursing students, and examined the effects of the program.

Methods

The subjects of this study were 83 students recruited from 29 nursing colleges. Domestic workshops and overseas training in the Philippines were offered. For data collection and analysis, the triangulation method was adopted.

Results

Students' critical thinking disposition and global leadership capacity were significantly increased. Thematic content analysis derived fifteen themes: expansion of global health, understanding of cultural diversity, vision of being a global leader, cultivation of communication skills, open mind toward people with different culture, pride and vocation, understanding of nursing in foreign countries, understanding of visiting nurse service, sustainability, understanding of local needs and environments, and education methods with an emphasis on participants, broader view and thinking of the world, reflection on the characteristics of a nurse, development through cooperation, and development through programs.

Conclusion

The global health capacity building program improved nursing students' view of global health and nursing care. It is needed to develop continuously diverse global health capacity-building programs for nursing students.

Keywords: Global health; Nursing students; Program development; Program evaluation

Notes

Korea Foundation for International Healthcare Private-Government Cooperation Project.

References

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Article information Continued

© 2015 Korean Academy of Community Health Nursing

This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Funded by : Korea Foundation for International Healthcare

Figure 1

Figure 1

The procedure of the global health capacity building program.

Table 1

Characteristics of Participants (N=83)

Characteristics Categories n (%) M±SD Range
Gender Male 7 (8.4)
Female 76 (91.6)
Age (year) 21.1±1.82 19~29
School grade 1st year 16 (19.3)
2nd year 37 (44.6)
3rd year 28 (33.7)
4th year 2 (2.4)
English speaking ability High 20 (24.1)
Medium 44 (53.0)
Low 19 (22.9)
Reason of volunteering activity Personal accomplishment 35 (41.1)
Interpersonal networking 16 (19.3)
Curiosity and challenge 32 (38.6)
Interest on global topics Rarely 4 (4.8)
Slightly 26 (31.3)
Moderately 42 (50.6)
Extremely 11 (13.3)
Experience of domestic volunteering activity Yes 63 (75.9)
No 20 (24.1)
Frequency of domestic volunteering activity Irregular 37 (44.6)
1 time per a month 13 (15.7)
>4 times per a month 15 (18.1)
No response 18 (21.6)
Experience of global volunteering activity Yes 43 (51.8)
No 40 (48.2)
Knowledge on ODA Never heard 44 (53.0)
Heard once 31 (37.4)
Know well 8 (9.6)
Agreement on continuing of ODA of Korea for developing countries Yes 67 (80.7)
No 16 (19.3)
Experience of contacting with culturally different people Yes 30 (36.1)
No 53 (63.9)
Experience of taking a class related on other culture Yes 40 (48.2)
No 43 (51.8)

ODA=official development assistance.

Table 2

Comparison of Pre- and Posttest Critical Thinking Disposition and Global Leadership Ability among Participants (N=83)

Variables Range Pretest Posttesst t p
M±SD M±SD
Critical thinking disposition 27~135 101.12±10.81 103.82±10.20 -4.00 <.001
Global leadership ability 18~90 67.10±7.45 69.42±7.36 -3.42 <.001
 Global mind 3~15 9.13±1.78 10.21±2.03 -4.84 <.001
 Open-minded attitude toward diversity 4~20 16.33±2.15 16.71±2.09 -1.34 .185
 Global network 4~20 15.72±2.33 16.13±2.01 -1.78 .078
 Outcome improvement skills 3~15 10.64±1.53 10.90±1.85 -1.19 .238
 Basic attitude ability 4~20 15.41±2.27 15.63±2.25 -0.99 .325

Table 3

Content Analysis of Students' Reflection and Experience Presented in Daily Reflection Journals (N=83)

Domains Themes Sub-themes Statements
Global health leadership An understanding of global health Expansion of global health · I realized again that health issues should not be confined to a specific country but be a global concern.
· I felt that global health care is based on faith in people and health issues are beyond nation and ethnicity.
Understanding of cultural diversity · My experience has made me realize that different countries should handle global health issues differently.
· My experience has helped me understand people from diverse cultural backgrounds.
Preparation for global leader Global leader vision · My experience has allowed me to pursue my dream of taking a role in improving global health.
· My experience in the Philippines has given me an opportunity to redesign my specific career path.
Cultivation of communication skills · I felt that any countries dealing with global health issues need people with some proficiency in their own languages in addition to English
· I realized that language proficiency and communication skills are essential to global health activities.
Open mind toward people with different cultures · My experience has given me an opportunity to build capacity to provide care without discrimination on the grounds of nation, race, religion.
· My experience has given me an opportunity to rethink humanity and to familiarize myself with seeing things without prejudice.
Nursing care Global nursing care Pride and vocation · I felt that nursing as an academic discipline has established a global presence.
· I felt that the roles of nurses in international community are limitless.
· I was pleased that all of us are companions and friends walking toward global health.
Learning through hands-on training exchange Understanding of nursing in foreign countries · I believe that exchanging hands-on training with local students in a foreign country is the best experience for strengthening global health capacity.
· I was impressed by how well prepared Philippine nursing students were for collecting data and providing education on a one-to-one basis while visiting communities.
Understanding of visiting home health care · It was fresh and interesting to me that Philippine nursing students stay long in one area from their first or second year of college and figure out local circumstances and then provide care.
· I hope that there are brisk nursing activities like visiting nursing in Korea; I believe that visiting nursing can promote awareness in nursing among the public.
Health education in developing countries Need for sustainable programs in local · Next time, I want to plan the sustainable education programs that can help local people perform programs after we leave their country.
· It came to my mind that global health care is not a service for an underdeveloped country but a little help for self-reliance in health care tailored to the country's circumstances.
Understanding of local needs and environments · I learned that, when I perform health care activities in a specific area, I need to make a through preliminary investigation into that area and a sufficient consultation with a local leader.
· I had an opportunity to think about what was the most necessary health education for this area.
· It came to my mind that the most necessary education for the village we visited was dental services and health care education about rabies rather than health education. Next time I go to a village to provide care, I will prepare education programs with a sufficient knowledge of the village.
Education with an emphasis of subjects · I realized again that the delivery of education is more important than that of education.
· I felt that I need to prepare education programs with a focus on an outline and focal points and to have an ability to improvise in unexpected situations.
Capacity development Growth through individual reflection and group activity A broader view and thought · I realized that I was a big fish in a small pond.
· I don't want to forget overwhelming emotion and passion I felt today.
· I want to find a way to broaden view of nursing students through lectures or clubs related to global health care when I come back to Korea.
· My thoughts and views and goals have become more mature after encountering the big world (global health)
Rediscovery on nursing · These experiences may help me develop more mature ways of thinking and provide more considerate care.
· This program has made me feel the importance of nursing with a focus on subjects and consider the right attitude of a nurse.
Promoting bonds through group collaboration · Encountering a difficult situation while offering education, we could successfully deal with problems through cooperation among our group members.
· Paying attention to the presentation of the other groups, I could communicate with friends who had different opinions than me, broadening my perspective of thinking.
Growth through experience-oriented program · One thing I liked the program was that it has helped me see subjects from diverse points of view because it consisted of theory and hands-on training.
· A recognition and knowledge of global health care gained through this program are likely to linger on because I acquired them through direct experience rather than indirect experience through books.