International Service Learning in Midwifery and Nursing Education

Characteristics of International Rotations for Undergraduate Medical Education at United States Medical Schools: A National Study

OBJECTIVE

Medical education is criticized that it does not prepare students to serve in an increasingly globalized society. Evidence that global educational experiences can alleviate these concerns have contributed to the rise in international medical education experiences. This study explores surrounding characteristics and institutional support for international rotations across medical schools in the US.

METHODS

The authors conducted a sequential mixed methods exploratory national survey of international rotation coordinators at 185 US medical schools and 15 semi-structured interviews in fall 2018. Quantitative data were analyzed with descriptive statistics and qualitative data were coded and analyzed using interpretive description to identify themes across data.

RESULTS

There were 57 responses to the survey for an overall response rate of 31%, with 77% percent of respondents (n = 44) indicating that their medical school offered international rotations. Fifteen individuals representing 13 medical schools were identified as interviewees for the second stage of the study. International rotation coordinators described components of international rotations, including partnerships with host communities, use of third-party organizations, and supporting administrative and academic structures.

CONCLUSION

Although international rotations are common in medical education, they are not positioned as core academic programming within medical schools. This leads to challenges in planning, implementation, and evaluation, and immense variation in rotation components across medical programs. Future research should explore best practices for pre-departure preparation, post-travel debriefing, and evaluation of student activity as well as impact on the host site. Additional research should include exploration of unique benefits of international versus domestic sites, and aspects of sustainable partnerships between medical schools and host communities.

Challenges and Creative Strategies in Undergraduate Nursing Education in Maternal-Child Health

Maternal-child health (MCH) is an integral part of most nursing undergraduate curricula. However, there are variations in implementation related to classroom and clinical experiences. The purpose of this article is to describe recent trends in MCH education, explore potential challenges, and highlight creative solutions for MCH nursing education. Perinatal nursing requires a solid skill base and sound knowledge base in many subjects, including health promotion and behavior change theory. Educators need to provide students with a firm educational foundation to meet both workforce demands and the needs of childbearing women, infants, and families.

Global Service Learning Project Influences Culturally Sensitive Care

Global service learning opportunities provided nursing students with the opportunity to experience a health care system that was unfamiliar to them and to interact with health care providers within that system. Service learning is a part of professional education that allows students to demonstrate their ability to apply and synthesize knowledge while it sharpens nursing students’ critical thinking skills. Faculty and students from a southeastern university combined a global health care experience with an integrated research—service learning project targeted at “needed services” in a rural Russian primary care clinic. The purpose of this global service learning project was to (a) offer nursing students a global health care learning experience and (b) examine the prevalence of components of the metabolic syndrome among the population of Kuzmolovsky, Russia, through screening activities. Students, with the help of a translator, conducted teaching sessions based on screening results. Programs were planned in advance and careful consideration was paid to treatment recommendations that would be readily available in Russia. Kuzmolovsky health care providers were so enthusiastic that faculty and students were requested to return. Students found that the global experience increased their self-confidence and that it offered insight into providing culturally sensitive care when working with populations from different cultures.