Torres-Alzate Herica
About the Author Herica Torres-Alzate, PhD, RN, is a clinical assistant professor, University of New Mexico College of Nursing, Albuquerque, New Mexico. For more information, contact her at
Nurs Educ Perspect. 2019 Sep/Oct;40(5):295-299. doi: 10.1097/01.NEP.0000000000000558.
This article describes the process of developing the Nursing Global Health Competencies Framework.
Despite progress in the identification of global health competencies in nursing education, a theoretical underpinning to guide curriculum development and research in global health nursing was needed.
Scoping review of the literature; deduction.
The framework contains one dimension, nursing core value and principles, delineated with seven subcategories: social justice and equity, holistic care, advocacy, health as human right, sustainability, advocacy, and collaboration. The framework also contains four assumptions: environmental focus, care focus, education focus, and competency leveling.
A framework for global health in nursing education is critical to guide the development of competencies and relevant curricula to reflect the core values and principles of nursing. The literature germane to global health nursing was synthesized to define the relationships of core values in a graphic framework that depicts the essential concepts.
本文描述了护理全球健康能力框架的制定过程。
尽管在护理教育中确定全球健康能力方面取得了进展，但仍需要一个理论基础来指导全球健康护理的课程开发和研究。
文献综述；演绎法。
该框架包含一个维度，即护理核心价值观和原则，分为七个子类别：社会正义与公平、整体护理、倡导、健康作为一项人权、可持续性、倡导和协作。该框架还包含四个假设：环境重点、护理重点、教育重点和能力分级。
护理教育中的全球健康框架对于指导能力和相关课程的开发以反映护理的核心价值观和原则至关重要。综合了与全球健康护理相关的文献，以在一个描绘基本概念的图形框架中定义核心价值观之间的关系。
