Education and Competencies for International Collaborators in Nursing and Midwifery

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Education and Competencies for International
Collaborators in Nursing and Midwifery
The 24th Conference of the JAIH at
Sendai Workshop Development of International
Health Experts

• Junko Tashiro, RN, PhD
• WHO Collaborating Center for Nursing in PHC
• St. Lukes College of Nursing, Tokyo, Japan
• August 6th 2009

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St. Luke's College of Nursing, Main Building in
Tokyo Japan
Greetings from St. Lukes College of Nursing
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Contents

• To overview our work on capacity development of
  Japanese nurses collaborating with partners in
  host countries
• To share our experience on developing a
  curriculum of Master Program for Global Health
  Nursing to build capacity of Japanese nurse
  collaborators working with partners in host
  countries based on our studies

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How does Nursing Education in Japan obtain Goals
of Global Health?

• Emerging an area of Global or International
  Health Nursing Midwifery
• - 1960s Japanese nurses began working for
  develop-
• ment of nursing and health in
  host countries (Mori,1999).
• -1996 Regulation of Basic Nursing
  Education enacted
• BSN programs started
  International nursing.
• -2009 Revised Regulation of Basic Nursing
  Education
• Diploma Program have to
  start teaching International
• Nursing or Disaster
  Nursing

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Current Situation of Higher Education in Global
Health or International Nursing and Midwifery

• Based on Web-based survey (Tashiro et al, 2008)
• Some kind of Global Health or International
  Nursing is provided
• 67(40) out of the 168 baccalaureate nursing
  programs
• 16(15) out of the 104 masters programs
• 3 out of the 4 midwifery master programs
• 13 out of the 47 nursing programs
• 2008 International or Global Health Midwifery
  and Nursing Consortium was formed

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Designing a Curriculum for an International
Nursing Masters of Science in Japan Capacity
Building for International Collaborators to
Strengthen Nursing and Midwifery

• WHO Collaborating Center for Nursing in PHC
• St. Lukes College of Nursing, Tokyo, Japan
• Junko Tashiro,RN PhD Naoko Hayashi, RN, PhD
  Fumiko Kajii, RN, PhD Yoshimi Yamazaki, RN, MNS
  Akiko Hayashi, RN, MS Hiromi Eto, RN, CNM, DNSc
  Yumi Sakyo, RN, MNS Shigeko Horiuchi, RN, CNM,
  DNSc.
• Funded by a Grant for International Medical
  Cooperation Study, International Medical Center
  in Japan
• (20022004)

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Background

• Japanese nurses have cooperated with their
  counter-parts in developing countries since 1960.
  
• Today number of Japanese nurses nurse-midwives
  are working in order to strengthen nursing
  Midwifery in developing countries
• Limited opportunities existed for advanced
  education as a specialist collaborator in Global
  Health or International Nursing.

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Purpose

• To design a specialty of International Nursing in
  a masters program in Japan, based on
  competencies of international nursing
  collaborators for nurses who are interested in
  working for and in developing countries.

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Method

• First Phase Study the existing competencies of
  Nurse International Collaborators
• Data collection Interview survey
• Participants
• Japanese nurses who worked or are
• working for more than one year in
• developing countries to strengthening
• that countrys nursing and midwifery.
• Analysis Content analysis
• Second Phase Curriculum Development
• A conceptual framework of International
  Nursing Collaboration was derived from the data.
  

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Findings

• Snow-ball sampling technique located twenty-six
  (26) nurses who were interviewed
• 39 categories of competences were derived from
  interview data.
• 2 major types of categories personal and basic
  knowledge and competencies and international
  collaborating competences.
• They were organized into 4 levels of education
  undergraduate, continuing-ed, graduate-masters,
  and graduate-doctoral level of education.

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A Model of Competencies of International
Nursing Collaborators (Experts )
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Competencies and Educational Content for
Undergraduates

• Personal Basic Knowledge Educational
  Content
  Competencies

Cultural Adaptability Applicability Language Communication Skill Basic knowledge of International Nursing Cultural Experience Language and Communication Introduction of International Nursing
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Data-Driven Competencies for International
Nursing Collaborator

• Information gathering
• Problem Analysis
• Planning
• Problem Solving
• Management
• Networking
• Evaluation

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Curriculum for Global Health Nursing in Masters
Program

• Educational Aim
• To provide students with the basic skills to
  serve as leaders in the nursing field in Global
  Health, adding knowledge and skills in
  international public health medical services to
  their own specialist nursing abilities.

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Learning Objectives of Master in Global Health
Nursing

• Increase specialized knowledge of international
  nursing, based on fundamental skills ( e.g.
  Language ability, cultural adaptability)
• Strengthen ability
• a) to make an accurate assessment of nursing
  issue in the specialized field of international
  cooperation, covering different cultural,
  socioeconomic, and public health systems.
• b) to plan cooperation and assistance projects
  responding to the nursing needs of the
  counterpart nation.

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Continued - Learning Objectives

• c) to build collaborative relationships with
  local counterparts, forming a practical model,
  and serving as a consultant and educator
• d) to use human and material resources to set
  directions in development and problem solving to
  achieve goals
• e) to evaluate the results of international
  nursing collaborative projects
• f) to assist in nursing development using methods
  unique to the counterpart nation

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Core Courses (6 Credit hours)

• Introduction to international nursing (2)
• International nursing collaboration (2)
• Comparative nursing research (2)

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Elective Courses (6 credits)

• Comparative nursing policy making (2)
• Comparative community health
  nursing (2)
• Comparative nursing education (2)
• Comparative nursing administration (2)
• Comparative clinical nursing (2)
• Comparative nursing research
  collaboration (2)

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Thesis Research (8)
Major fields (12)
2nd Year
Practicum (2)
Elective Minor Courses (6) Comparative nursing
policy making (2) Comparative community health
and nursing (2) Comparative nursing
education (2) Comparative nursing administration
(2) Comparative clinical nursing (2) Comparative
nursing research collaboration (2)
Core Courses (6) Introduction to international
nursing (2) International nursing collaboration
(2) Comparative nursing research (2)
1st Year
Basic Subjects (12)
Nursing management administration (2) Nursing
education (2) Community nursing (2) Clinical
nursing (2)
Nursing research (2), Nursing theory (2),
Statistics (2) Nursing ethics (2), Anatomy
Physiology(2), Pathology(2), Nursing
Sociology(2), Nursing psychology (2),
Fig. Global Health Nursing Curriculum Diagram
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Progress of Masters Program in Global Health
Nursing

• Our Masters program in Global Health Nursing
  started in 2005, and two students were enrolled.
  
• Last three years, total of four graduates
  completed the program, and two are working as
  International Collaborators in Tanzania and
  Indonesia.
• Further development is needed to meet educational
  needs of nurses and midwives working for
  Improvement of Global Health

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Acknowledgements

• We wish acknowledge advisors Dr. William
  Holzemer, Dr. Caroline White, Dr. Beverly
  McElmurry and our English editor. Dr. Sarah
  Porter.
• We also acknowledge our previous research
  members Prof. Michiko Hishinuma, Dr. Naoko
  Arimori, Masako Sakai, RN, MNS Yuko Hirabayashi,
  RN, MNS.
• This study was funded by a Grant for
  International Medical Cooperation, National
  International Medical Center in Japan, Ministry
  of Health and Labor in Japan