Parcells Christine, Baernholdt Marianne
Department of Public Health Sciences, School of Nursing, University of Virginia, Charlottesville, VA, USA.
J Nurs Educ. 2014 Dec;53(12):692-5. doi: 10.3928/01484834-20141118-13.
Nurses care for an increasingly diverse ethnic population, but nursing education may not always include the necessary global learning components necessary for students to provide the most culturally appropriate and patient-centered care. Although much of the literature already attends to the importance of international experiences, this article focuses on an initiative to develop an on-campus global curriculum in a school of nursing. Through a global framework informed by a literature review and surveys of faculty and courses, a task force delivered two faculty workshops. The first focused on cultural self-awareness and cultural competence development in both faculty and students. The second workshop focused on how to incorporate a global learning objective into course syllabi. This article discusses the goals, format, and outcomes of each workshop, highlighting the importance of faculty development and the implications for other institutions to pursue this type of initiative.
护士们照顾的族群日益多样化，但护理教育可能并不总是包含学生提供最具文化适宜性和以患者为中心的护理所需的必要全球学习内容。尽管许多文献已经关注到国际经历的重要性，但本文聚焦于一所护理学院开展校内全球课程的一项举措。通过基于文献综述以及对教师和课程的调查形成的全球框架，一个特别工作组举办了两次教师工作坊。第一次工作坊聚焦于教师和学生的文化自我意识及文化能力发展。第二次工作坊聚焦于如何将全球学习目标纳入课程教学大纲。本文讨论了每个工作坊的目标、形式和成果，强调了教师发展的重要性以及对其他机构开展此类举措的启示。
