Diesel Holly J, Nsagha Dickson S, Sab Clement M, Taliaferro Donna, Rosenburg Neal S
Goldfarb School of Nursing at Barnes Jewish College, 4483 Duncan, St Louis, Missouri, USA.
Pan Afr Med J. 2011;10:17. doi: 10.4314/pamj.v10i0.72226. Epub 2011 Oct 10.
Nursing educators are frequently confronted with challenges that bring about innovation and transition to new ways of transferring knowledge in their home environments. These challenges are magnified when approached from an international perspective. Optimal implementation of knowledge transfer incorporates choosing models that promote local initiatives in line with increasingly decentralized educational structures. These decentralized models are a means to foster ongoing participation for both educators and students in their own professional development. Innovative education stems from creativity in approaching the need with formats and activities to meet a specific challenge. This experimental study builds upon previous study by the authors which was conducted in March, 2009, based upon the qualitative open focus forum at each of the five nursing programs. Overwhelmingly, the Cameroonian nursing students expressed a keen desire to study the HIV infected pregnant woman and the feeding options of the newborn. The study team developed the train-the-trainer program which was delivered at the University of Buea in the Southwest region of Cameroon in March, 2011. TTT is particularly effective for reaching large audiences and also permits a degree of sustainability such that the Cameroonian students will be trainers for subsequent cohorts of their peers. This study continues to strengthen the collaborative endeavors between the two nursing schools; the University of Buea (UB) and Goldfarb School of Nursing (GSON) at Barnes Jewish College in Saint Louis, Missouri, USA. The final aim of the intervention was the initiation of collaborative relationships between the faculty members of the two educational organizations.
护理教育工作者经常面临各种挑战，这些挑战促使他们在本国环境中进行创新并转向新的知识传授方式。从国际视角来看，这些挑战会被放大。知识转移的最佳实施包括选择与日益分散的教育结构相契合、能促进地方举措的模式。这些分散的模式是促进教育工作者和学生持续参与自身专业发展的一种手段。创新教育源于以满足特定挑战的形式和活动来应对需求时的创造力。这项实验研究基于作者之前于2009年3月开展的研究，该研究基于五个护理项目各自的定性开放式焦点论坛。喀麦隆的护理专业学生绝大多数都表达了对研究感染艾滋病毒的孕妇及新生儿喂养选择的强烈愿望。研究团队开发了培训培训师项目，并于2011年3月在喀麦隆西南部地区的布埃亚大学实施。培训培训师项目在覆盖大量受众方面特别有效，还具有一定程度的可持续性，这样喀麦隆的学生将成为后续同龄人队伍的培训师。本研究继续加强了两所护理学院之间的合作努力，即喀麦隆的布埃亚大学（UB）和美国密苏里州圣路易斯市巴恩斯犹太学院的戈德法布护理学院（GSON）。干预的最终目标是启动这两个教育组织的教师之间的合作关系。
