Abstract
Objective: to analyze qualitative comments from four surveys asking nursing faculty to rate the importance of 30 global health competencies for undergraduate nursing programs. Method: qualitative descriptive study that included 591 individuals who responded to the survey in English (49 from Africa and 542 from the Americas), 163 who responded to the survey in Spanish (all from Latin America), and 222 Brazilian faculty who responded to the survey in Portuguese. Qualitative comments were recorded at the end of the surveys by 175 respondents to the English survey, 75 to the Spanish survey, and 70 to the Portuguese survey. Qualitative description and a committee approach guided data analysis. Results: ten new categories of global health competencies emerged from the analysis. Faculty also demonstrated concern about how and when these competencies could be integrated into nursing curricula. Conclusion: the additional categories should be considered for addition to the previously identified global health competencies. These, in addition to the guidance about integration into existing curricula, can be used to guide refinement of the original list of global health competencies. Further research is needed to seek consensus about these competencies and to develop recommendations and standards to guide nursing curriculum development.
Highlights
The impact of globalization on the social, political, economic, and environmental issues that affect community and individual health around the world is unquestionable
Wilson and colleagues adapted a list of global health competencies that had been developed for medical students, and sent the list via email to nursing faculty in the United States, Canada, Latin America, and Caribbean countries, asking them to complete an online survey ranking the extent to which they believed that each of the 30 competencies should be addressed in undergraduate nursing programs[3]
The qualitative responses were coded into ten categories that related to additional competencies that should be added to the original list of 30 global health competencies, and four categories that reflected comments related to integrating these competencies into nursing curricula
Summary
The impact of globalization on the social, political, economic, and environmental issues that affect community and individual health around the world is unquestionable. Several recent studies have been conducted to identify competencies related to global health that might be integrated into nursing curricula. The 30 competencies are divided into six subscales: (a) Global Burden of Disease, (b) Health Implications of Travel and Displacement, (c) Social and Environmental Determinants of Health, (d) Globalization of Health and Health Care, (e) Health Care in Low Resource Settings, and (f) Health Care as a Human Right and Development Resource. Global health emphasizes transnational health issues, determinants, and solutions; involves many disciplines within and beyond the health sciences and promotes interdisciplinary collaboration; and is a synthesis of population based prevention with individual-level clinical care.”(4)
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