Jimenez Rosalinda R, Thal Wendy R
Creat Nurs. 2019 May 1;25(2):138-143. doi: 10.1891/1078-4535.25.2.138.
One approach to preparing students to engage in culturally diverse health-care settings around the world is to incorporate faculty-led short-term cultural immersion programs in medically underserved nations. This reflective summary analyzes the impact of a faculty-led international health-care trip on students' global health-care experience and needed health-care services in developing countries. A content analysis of the journals of two advanced practice registered nurse (APRN) faculty members was performed to gain perspectives on a trip with undergraduate and graduate nursing students and medical students to a small city in Nicaragua. This article examines the personal and professional growth achieved, and the challenges faced, when managing acute and chronic diseases with limited resources in an unfamiliar country. Themes identified included anxieties of planning, provider versus faculty role, students in action, networking, nurturing behaviors, advocating, and mentoring self-sustainability. Faculty-led international health-care trips both add a needed service to developing countries' health-care needs and offer students the experience of health care from a global perspective.
让学生为在世界各地不同文化背景的医疗环境中工作做好准备的一种方法是，在师资带领下开展短期文化沉浸式项目，前往医疗服务欠缺的国家。本反思性总结分析了一次由师资带领的国际医疗之旅对学生全球医疗体验以及发展中国家所需医疗服务的影响。对两名高级执业注册护士（APRN）教员的日志进行了内容分析，以了解一次带领本科和研究生护理专业学生以及医学专业学生前往尼加拉瓜一个小城市的旅行情况。本文探讨了在一个陌生国家利用有限资源管理急性和慢性疾病时所实现的个人和职业成长以及面临的挑战。确定的主题包括规划焦虑、提供者与教员角色、学生实践、建立联系、培养行为、倡导以及指导自我可持续性。师资带领的国际医疗之旅既为发展中国家的医疗需求增添了一项必要服务，也为学生提供了从全球视角体验医疗护理的机会。
