Collaborative Approaches to Supporting
Pre-Health Professional, Nursing, and Pre-Health
Sciences Undergraduate Students in
Education Abroad
Scott Daby, University of Minnesota- Learning Abroad Center
Nicole Letawsky Shultz, University of Minnesota- College of Biological Sciences Tricia Todd- University of Minnesota- Health Careers Center
Jason Kinnear- University of Missouri- Office of Service Learning Lynelle Phillips, University of Missouri- Sinclair School of Nursing
What do you hope to learn
today?
Challenges to Going Abroad
for Pre-health Students
•
Course sequencing
•Timing
•
Professional program entrance and
licensure requirements
•
Concerns about grades
•
Relevant and ethical programs
•Competition from other “resume
Collaborative Premise
“If you bring the appropriate people together in
constructive ways with good information, they
will create authentic visions and strategies for
addressing the shared concerns of the
Characteristics of Good
Collaboration
•
Should we collaborate? Having the right
reason
•
Choosing the right collaborators - inclusive
•
Creating a shared vision and process
•
Committing equitable resources
•
Honoring the values of collaboration (trust,
safety, clarity, transparency, respect
Health Careers Center
• College of Liberal Arts
• College of Biological Sciences
• College of Science and Engineering
• College of Food, Agriculture, and Natural Resource Sciences
• College of Education and Human Development • College of Continuing Education
• Carlson School of Management
• College of Pharmacy • College of Vet Med • Medical school • School of Dentistry • School of Nursing
• School of Public Health • Center for Allied Health
What is a “pre-health” student
•
Any student interested in a future health
career
–Clinical and public health
–Any major
–Any age
Why are pre-health students
“different”
•
Highly Competitive (GPA 3.7 – 3.9)
•
Very focused and driven
•
Begin as “pre-med”
•
Pre-requisites are extensive
Collaborating to build future
health professionals
•We understand
health professions
•We understand
global health ethics
and competencies
•We understand
hospitals, clinics and
community health
•You understand
study abroad!
•You understand
study abroad!!
•You understand
study abroad!!!
How a global experience
prepares a student…
•
Health and disease are global
•
Cultural respect is essential for care-givers and public
health professionals
•
Expanded understanding of belief systems and how
they influence health and behavior
•
Recognition of how health is influenced by social
factors (SDOH)
Collaboration Gives Results…
Forum Guidelines for Pre Health Programs
study abroad
here!
Develop Relevant
Experiences Abroad
–
Ecuador- Health & Society
–
Tanzania- Public Health & Medicine
–
India- Global Future Physicians
–
Argentina- new course on mental health
–
Denmark- clinical research course with
Education Abroad and the Health Sciences
Drexel University
• Located in Philadelphia • TOTAL 25,000 students • 14000 UG students • 4600 GR students • 1500 professional MS students • 1600 online UG students • 3400 online GR students(includes many SPH and CNHP students) • Co-op school • Quarter calendar
College of Nursing and
Health Professions
(CNHP) • Undergraduate Nursing • RN to BSN dept • BS in Science of Nursing • Undergraduate Health professions • Behavioral Health • Health Administration • Nutrition Sciences • Pathways to Health Professions • Graduate Nursing• Couple and Family Therapy
• Creative Arts Therapy
• Nutrition Sciences
• Physical Therapy
• Physicians Asst
CNHP On Line programs:
• Doctor of Nursing Practice
• MHS in Physician Assistant
• MSN Adult-Gerontology Acute Care
Nurse Practitioner
• MSN Clinical Nurse Leader
• MSN Family Nurse Practitioner
• MSN in Clinical Trials Research
• MSN in Innovation and
Intra-Entrepreneurship in Advanced Nursing Practice
• MSN in Nursing Education and Faculty
Role
• MSN in Nursing Leadership in Health
Systems Management
• MSN Pediatric Primary Care Nurse
Practitioner
• MSN Psychiatric Mental Health Nurse
Practitioner
• MSN Women’s Health/Gender Related
Nurse Practitioner • RN-MSN Bridge Program
School of Public
Health
(SPH)Masters in Public Health
• Community Health Prevention
• Environmental and Occupational Health
• Epidemiology
• Health Management and Policy
• Biostatistics
BS in Public Health Minor in Public Health Certificate offerings
• Certificate in Global Health
Drexel College of Medicine
(DUCOM)
• MD program• Biomedical Sciences and Professional Studies
2001: SA worked with DUCOM post 9/11 to establish check list for intl residencies
2001-2007: UG health professions students able to go on any DU study abroad
program
2006: SA collaborated with CNHP in creating a 2 week residency for DrNHP
students
2008: SA created study abroad opportunity in London for UG Nursing and Health
AY 2010-2011
2010: UG physical therapy students go to Guatemala
CNHP students encouraged to go to Costa Rica during their vacation summer.
Exploration of options with existing exchange partners and service providers
AY 2010-2011
Changes in strategic goals of university
SA moves to forefront of strategic plan which involves funding beginning July
1, 2012 “ Enhancing Drexel’s Global Impact”
Associate Dean of Global Health hired by SPH
“One University initiative”
DUCOM sees surge in interest in intl opportunities
AY 2011-2012
Haiti initiatives launched:
FNP clinical intensive June 2012
Discussions begin with CNHP to develop a short program in Israel focusing on
maternal health.
AY 2012/2013
November- December 2012: advertise and hire SA asst director position January
2013 Costa Rica UG nursing study abroad initiative
Haiti initiatives expanded: March 2013 PA and psych mental health NP
March 2013 CNHP hire Director of Global Studies ( new position)
Summer 2013 Drexel Global Health certificate students in Senegambia
AY 2013/14
Fall 2013 GR physical therapy students intl rotations: Italy and Germany
SA involved in assisting DUCOM to capture students going abroad between year 1 and year 2
SA and DUCOM revisiting approval process for 4th year intl special electives.
June 2014: RN to BSN Paraguay program
Haiti initiatives expand again: March 2014 Women’s health and pediatric nurse practitioners as well as, FNP and PA and Psych mental health
Other international
initiatives:
Global Classroom
International Travel Awards for faculty and grad students International Experiences Break in programs Travel embedded courses
Daniela Ascarelli
Assistant Vice Provost, International Programs Director, Drexel Study Abroad
ascareld@drexel.edu
•
Jason Kinnear,
Associate Director of Service Learning,
University of Missouri
•
Lynelle Phillips,
MPH, RN, Instructor/Field Placement
•
Unequal treatment
• Disparity in health care
• Disparity in health outcomes
•
Workforce diversity
• A diverse population should be served by a diverse healthcare workforce
•
Cultural humility/competency
• Increase cultural competency in health care workforce
• Classroom instruction/exercise
•
Latest
Open Doors
: 283,332 students studied abroad in
2011/12
•
16, 138 (5.7%) classified as health sciences (presumably with
a small amount of these being nursing students)
•
MU no different - nursing students were woefully
underrepresented in study abroad numbers
•
Bachelors of Science in Nursing (BSN)
• Typically 1 – 2 years “prenursing” coursework, then formal application to a school of nursing
• Very competitive
• 8 – 12 semesters jam packed
• Community health nursing required in BSN curriculum
• At MU - “Nursing in Communities” required in 8th semester (concurrent with Med Surg II)
• 5 credit hours – 3 classroom + 2 clinical experience (90 hours logged time in the field)
•
Intensely regimented and rigorous curriculum
•
Equivalency of course work and transfer credit
•
Requirements for nursing certification
•
Lack of awareness & lack of faculty encouragemen
•
Limited faculty experience abroad
•
University liability concerns
•
Funding/Finances
•
Multi-phase, mixed methods study seeks to describe existing
study abroad programs, and strategies to overcome barriers
for incorporating these programs into U.S. nursing education.
• Phase I - online survey of nursing programs and study abroad offices. Seek to capture study abroad practices and perceived barriers
• Phase II - phone interviews with selected respondents to online survey.
• In-depth description of programs that consistently implement
programs
• Seek to identify successful programs and strategies for overcoming
•
Advantages of study abroad - students gain:
• To adapt to new environments (66% strongly agree)
• Increased global awareness (94% strongly agree)
• Increased adaptability (77% strongly agree)
• Increased levels of cultural competency (83% strongly agree)
•
Significant barriers to study abroad:
• Financial constraints of schools (61% agree)
• Financial constraints of students (61% strongly agree)
• No place in the curriculum (66% agree)
•
Other issues address not considered significant barriers
• Not part of NCLEX; not a requirement for accreditation, liability or health & safety concerns, lack of student interest, lack of administration or
•
Incorporated 2 week study abroad option in either January or
August intersession prior to 8th semester
•
Fulfilled the 90 hour community clinical requirement
•
Focused on community health (population-based nursing rather than
clinical nursing skill development)
•
Participation:
• WB 2010/11 – Ghana - 13 students, 1 faculty
• Aug 2011 - 8 students, 1 faculty
• WB 2011/12– Ghana - 11 students, 1 faculty
• Aug 2012 – Ghana - 10 students, 1 faculty
• WB 2012/13 – Ghana - 10 students, 1 faculty; South Africa - 11
students, 1 faculty
• Aug 2013 – Ghana - 10 students, 1 faculty
• WB 2013/14 – Ghana - 11 students, 1 faculty; Costa Rica – 13 students,
•
Prevention, control, stigma –
infectious diseases
• HIV/AIDS • STDs • Malaria • HTN • DM • Family planning • Mental health • Substance abuse•
Education
• Skits • Handouts • Teaching • Counseling•
Screening
• HIV/AIDS • DM • HTN•
Community health /Cultural competency assessment
• Pre/post test Likert Scale questions
• Free write questions – 4 throughout
• Describe how your experience will impact nursing practice
• Pre/post test short essay questions
• How do our cultures differ?
• What makes people healthy?
Before program
•
Ghana has little authority,
enforced laws, and scarce
electricity, water, air
conditioning. The roads are
unkempt and dirty and
people dress in loud
patterned clothing.
Post program
•
Ghanaians are very positive
people who have very little
and work very hard while
Americans work hard, have
many material possessions
and tend to be negative. It is
a lesson to be learned that
materials cannot make a
person happy
.
How do you think our
cultures differ?
•
"There are a lot of solutions that might work for some people
but not for others. A lot of the things we started teaching
about in the beginning ended up not really being possible for
the people here. I learned that it is important to take into
account where a patient comes from and what is available to
them when teaching about health.“
•
"Everyone has a different background, personality and
worldview. As a nurse it is important to honor and foster these
aspects of the person you are caring for."
•
Continued research study
•
Nursing students should study abroad!!!
•
Models exist to successfully incorporate study abroad into
nursing programs
• work with study abroad organizations that focus on health
• two weeks makes a difference!!!
•
Potential barriers
• nursing schools may want to start small
