Abstract
Education for tomorrow’s nurses requires approaches that are forward- thinking, innovative, culturally relevant, and designed to address current and future health issues and challenges. Nursing education also must focus on global interprofessional collaboration between educators, students, and clinicians. The purpose of this presentation is to describe the development of a global undergraduate nursing course for implementation with student groups from both USA and rural Uganda nursing programs.
The proposed course builds on existing relationships between nursing faculty working in a small US university and faculty working in a small nursing program in rural Uganda. The course is designed to address strategies for nursing students to: (1) provide comprehensive primary care along with global interprofessional teams of MDs, health educators, health workers, and environmentalists; (2) identify diverse societal, economic, and geographic needs of individuals and families in rural Uganda; (3) explore ethical codes of conduct for health care delivery in rural Uganda; (4) build cultural competency for students in both the USA and rural Uganda; and (5) promote and implement the UN Sustainable Development Goals (SDG) especially SDG #4- Quality Education. The course would also include focused theoretical content for both student groups and clinical opportunities for students to collaborate and provide primary health care for patients in rural Uganda. Strategies for implementation of this global nursing course would be additionally described.
In conclusion, there are few nursing courses providing content in the social, political, economic, and geographic factors impacting individuals on a global level. The development of a global nursing course integrating collaborative interprofessional work could address health care challenges identified in rural Uganda. Creation of the proposed interprofessional educational nursing course for nursing students in the USA and rural Uganda is one strategy to provide the next generation of nurses with skills needed to promote and sustain health and wellbeing for all.
Notes
References:
Adhikari, R. & Smith, P. (2022). Decolonising professional nursing education and practice: A global initiative, requiring local action [Editorial]. Nursing Education in Practice, 66. https://doi.org/10.1016/j.nepr.2022.103535
Buchan, J. & Catton, H. (2023). Recover to rebuild: Investing in the nursing workforce for health system effectiveness. International Council of Nurses
https://www.icn.ch/sites/default/files/2023-07/ICN_Recover-to-Rebuild_report_EN.pdf
Keating, S.A., Berland, A., Capone, K., & Chickering, M.J. (2021). Global nursing education: International resources meet the NLN core competencies for nurse educators. Online Journal of Issues in Nursing, 26(1), 1-9. https://doi.org/10.3912/OJIN.Vol26No01Man08
Rosario, A.A., Gau, A., Munsterman, E., & Ancheta, A.J. (2024). Decolonizing nursing for health equity: A scoping review. Nursing Outlook, 72(5), 1-22
https://doi.org/10.1016/j.outlook.2024.102230
United Nations (2024). The sustainable development goals report 2024
https://unstats.un.org/sdgs/report/2024/
Yoder, C.M., Soule, I., Nguyen, & Saluta, I. (2022). Ethical global health in nursing education: An integrative review. Nurse Education in Practice, 58, 1-9
https://doi.org/10.1016/j.nepr.2021.103263
Zenani, N.E., Sehularo, L.A., Gause, G., & Chukewuere, P.C. (2023). The contribution of interprofessional education in developing competent undergraduate nursing students: integrative literature review. BMC Nursing, 1-12
https://doi.org/10.1186/s12912-023-01482-8
Sigma Membership
Rho Alpha
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Interprofessional, Interdisciplinary, Ethics, Primary Care, Nursing Education, Advance in Education, Global Undergraduate Nursing Course, Undergraduate Nursing Education
Recommended Citation
Renwanz Boyle, Andrea Grace and Catolico, Olivia, "A Global Interprofessional Approach to Nursing Education" (2025). Biennial Convention (CONV). 68.
https://www.sigmarepository.org/convention/2025/posters_2025/68
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2025-12-08
A Global Interprofessional Approach to Nursing Education
Indianapolis, Indiana, USA
Education for tomorrow’s nurses requires approaches that are forward- thinking, innovative, culturally relevant, and designed to address current and future health issues and challenges. Nursing education also must focus on global interprofessional collaboration between educators, students, and clinicians. The purpose of this presentation is to describe the development of a global undergraduate nursing course for implementation with student groups from both USA and rural Uganda nursing programs.
The proposed course builds on existing relationships between nursing faculty working in a small US university and faculty working in a small nursing program in rural Uganda. The course is designed to address strategies for nursing students to: (1) provide comprehensive primary care along with global interprofessional teams of MDs, health educators, health workers, and environmentalists; (2) identify diverse societal, economic, and geographic needs of individuals and families in rural Uganda; (3) explore ethical codes of conduct for health care delivery in rural Uganda; (4) build cultural competency for students in both the USA and rural Uganda; and (5) promote and implement the UN Sustainable Development Goals (SDG) especially SDG #4- Quality Education. The course would also include focused theoretical content for both student groups and clinical opportunities for students to collaborate and provide primary health care for patients in rural Uganda. Strategies for implementation of this global nursing course would be additionally described.
In conclusion, there are few nursing courses providing content in the social, political, economic, and geographic factors impacting individuals on a global level. The development of a global nursing course integrating collaborative interprofessional work could address health care challenges identified in rural Uganda. Creation of the proposed interprofessional educational nursing course for nursing students in the USA and rural Uganda is one strategy to provide the next generation of nurses with skills needed to promote and sustain health and wellbeing for all.
Description
Nursing educators must focus on global interprofessional education. This presentation describes the development of a global undergraduate nursing course implemented by students in the USA and rural Uganda for implementation in rural Uganda. The course addresses strategies for global interprofessional primary care addressing diverse social, economic needs of individuals and families while implementing UN SDG #4 Quality Education.