Internationalisation of the Bachelor of Nursing (Hons) curriculum

Carol Paisley, Chloe Clayton,

Alison Hobden, Julie Crane

Aim of the session

• To outline how we include internationalisation within the undergraduate nursing curriculum

• Discuss the opportunities for an elective placement within the undergraduate nursing curriculum

• Share the experiences of our students who undertook global health elective placements in their programme

Background

• Programme due for re-validation in 2009• Increasingly asked by students at interview whether

we offer an international placement• ‘Internationalisation’ a key part of the University’s

strategy• Opportunity to combine student and University

requests

What we wanted

• For the placement to be an integral part of the programme

• For students to be able to use experiences of the placement during the rest of their programme

• All students to be involved in the ‘elective’

Integration with the programme

Core Themes Year 1 Year 2 Year 3

Physiology Biopsychosocial

approaches to care

Clinical Skills

Communication Skills

Research

Health Promotion

Internationalisation

Professional Practice

Communication Skills

Fundamentals of Nursing

Clinical Care

Complex Care

Professional Leadership

Clinical Care Management

Evidence Based Practice

Clinical Care

Practice of Caring

Dissertation

Public Health

Behavioural Sciences

Integration with the programme: Global Health Elective Placement

•2010• 18 students remained in Liverpool• 4 went elsewhere in the UK• 14 went overseas

•2011•14 students remaining in Liverpool• 17 going elsewhere in the UK•13 going overseas

Cohort 2009 Year 2 – Adult Branch

Prog. Wk

Date Mon Tue Wed Thurs Fri Sat Sun

53 27.09.10

Semester 1 6 weeks

54 04.10.10 55 11.10.10 56 18.10.10 57 25.10.10 58 01.11.10 59 08.11.10 60 15.11.10

Practice Placement 5 Medical/ surgical/

long term conditions 6 weeks

61 22.11.10 62 29.11.10 63 06.12.10 64 13.12.10 65 20.12.10

Holiday 3 weeks

66 29.12.10 67 03.01.11 68 10.01.11 Revision Week 69 17.01.11

Assessment Weeks 70 24.01.11 71 31.01.11

Semester 2 6 weeks

72 07.02.11 73 14.02.11 74 21.02.11 75 28.02.11 76 07.03.11 77 14.03.11

Practice Placement 6 Medical/ surgical/

long term conditions 6 weeks

78 21.03.11 79 28.03.11 80 04.04.11 81 11.04.11 82 18.04.11 83 25.04.11 Portfolio Week 84 02.05.11 Holiday

2 weeks 85 09.05.11 86 16.05.11 Revision Week 87 23.05.11

Assessment Weeks 88 30.05.11 89 06.06.11 Holiday 90 13.06.11 Elective Prep 91 20.06.11

Practice Placement 7 Global Health Elective

4 weeks

92 27.06.11 93 04.07.11 94 11.07.11 95 18.07.11

Holiday 3 weeks 96 25.07.11

97 01.08.11 98 08.08.11

Practice Placement 8 Medical/ surgical

long term conditions

99 15.08.11 100 22.08.11 101 29.08.11 102 05.09.11 103 12.09.11 104 19.09.11 Holiday

Carol Paisley

• India has a population of 1.1 billion• 26% of the population live below the poverty line• Life expectancy is 63 years old for men and 66 years old for women• More than one third of women and 47% of children are undernourished• Over 2.4 million children under five years old die each year (one quarter of the world’s global child mortality)• 64.8% of Indians are illiterate

Information from the World Health Organisation Country Co-operation Strategy 2006-2011

(WHO, 2006)

In Dehradun, Northern India:

Population: 447,808 (Government of India, 2001)

10% of the population is under 10 years old

Literacy rate is 77%

• Learn how social and cultural factors impact on health in India

• Learn about the education process for nurses and the attitude towards nursing in India

• Increase my knowledge of the Indian healthcare system and its structure

• Learnt about disability services in India• Worked alongside the MDT contributing towards assessments and reviews• Worked with the NGO Doctor to educate parents about the aetiology of their child’s condition and services available to help them

Week One at the Latika Roy Foundation

Week Two at Rewati Nursing HomePrivate Hospital for Obstetrics and Gynaecology

• Clinical skills – assisted with deliveries, caesareans, medications administration and ultrasounds• Learnt about the healthcare system in India and importance of private and public facilities• Learnt about culturally specific healthcare problems such as female foeticide

Weeks Three and Four at Herbertpur Christian Mission Hospital

•100 bed hospital in the foothills of the Himalayas•Practised plenty of clinical skills!•Observed how environmental factors contribute to health and illness•Realised the importance of cultural sensitivity in nursing care•Developed an understanding of the health inequalities which occur in this region

What did I learn?

• Improved nursing knowledge• Organisational skills• The ability to be adaptable• Reflection and critical analysis – of my own practice and that of

others• Non verbal communication and the basics of Hindi!

• Fantastic opportunity to see how healthcare and nursing work in a different country with a very different culture

• A huge benefit to my nurse education and an experience which will remain with me throughout my career

• Made some fantastic friends and met some inspirational people

• Met my personal learning outcomes and the module learning outcomes

In Conclusion

Contacts

Email me at: C.paisley@student.liv.ac.uk

Latika Roy Foundation: www.latikaroy.org

Herbertpur Mission Hospital: www.hch-eha.com

Nursing and Public Health

Chloe Clayton

Global Health Elective Madagascar 2010

WHY MADAGASCAR?

Beautiful Scenery...

Interesting Wildlife...

Adventure...

Personal Motivations...

• Interest in public health and international development• Health issues and practices in rural communities• Women and children’s health• Grassroots/community involvement• Non-clinical• Pro-active

Madagascar...the facts

• 50% of people live on less than 50p a day• 47% have sustainable access to improved water supplies• Only 12% have access to improved sanitation such as simple pit latrines• Children are particularly affected• In 2004, 52.8% of under-fives were stunted and 36.8% underweight• Under-five mortality rate in 2006 was 115/1000 with 16.9% due to diarrhoeal disease

SKIP – Students for Kids International Projects

• 12 branches• Aim to improve the health, welfare and education of children in the developing world• SKIP Southampton

-Health promotion througheducation

-Building a youth centre

Village Life

Teaching Topics

• Hand Hygiene and Sanitation• Malaria• Nutrition• Oral Health

• Family Planning• Breast Feeding

Conversations and saying goodbye...

Knowledge, Skills and the Unexpected...

• Cultural health practices• Impact of geography on health• Greater self awareness and sensitivity in our communications and interventions• Organisation and teamwork• Cooking/Building/Keeping clothes dry!• Learning we all have different priorities

In the end...

• Great opportunity to follow own interests• Life changing experience• New friends (the village and the volunteers)• Insight into another world• Learnt so much• Talked, listened, discussed...• Provided motivation – nursing is the right path to make a difference!

What we gained

• Every student had a valuable learning experience• Exposure to “field”• Transferable skills

• Leadership and management module

• Self awareness• Increased cultural awareness• Increased confidence• Enhanced clinical skills• More meaningful knowledge of public health• Greater appreciation of the NHS

Further Suggestions

• Timing of placement

• Embed into curriculum (or not)

• Importance of providing structure for placement

• Personal learning outcomes