Keywords

International Nursing Education, Nurse Faculty Role, Fulbright Scholar Award, Global Health, Nursing Research

 

Authors

  1. Samawi, Zepure
  2. Capps, Lisa
  3. Hansen, Ruth

Abstract

Abstract: With an increasingly global world and the migration of diverse populations, nurse faculty have opportunities to learn and share varied perspectives through involvement internationally in research, teaching, and practice. The National League for Nursing (NLN) joins with the World Health Organization and the International Council of Nurses to promote international nursing standards. One way in which nursing faculty can contribute to this goal is by pursuing international education, research, and service as a Fulbright scholar. The NLN Faculty Preparation for Global Experiences Toolkit complements resources offered through the Fulbright program in the preparation of a competitive Fulbright application.

 

Article Content

With an increasingly global world and the migration of diverse populations, nursing faculty have unique opportunities to learn and share varied perspectives through involvement internationally in research, teaching, and practice. International experience exposes nurse faculty to differing social and cultural contexts, nursing practices, and policies that enable understanding of health and illness with a global nursing perspective. The National League for Nursing (NLN, 2017) encourages nursing faculty to be involved internationally in the global community in various roles including nursing education, research, consulting, and as patient care providers. Given global health care concerns and a widespread nursing shortage, nurse faculty have increasing opportunities in international teaching and research to mentor future nurses and nurse educators globally.

 

This article highlights innovative strategies for international immersion in research and teaching and validates the benefit of the NLN Faculty Preparation for Global Experiences Toolkit (NLN, 2012) as a resource for nurse faculty in planning opportunities in the global nursing community. Faculty can use the toolkit to prepare for teaching, research, and clinical experience in international universities, hospitals, and diverse communities.

 

The first author received a Fulbright Fellowship for a one-year immersion in teaching and research in the Middle East; the second author has experience in nursing practice and education in West Africa, as well as ethnographic research in North Thailand; and the third author is a Fulbright scholar liaison and interim director of corporate, government, and foundation relations at the authors' institution. We support the benefit of the NLN Faculty Preparation for Global Experiences Toolkit in preparing for international research, application for a Fulbright fellowship, and international research collaboration.

 

BRIEF OVERVIEW OF THE TOOLKIT

Extensive planning is needed to prepare for international teaching and research. For faculty to maximize success in the international immersion experience, using a systematic approach in planning can be facilitated by resources within the NLN (2012) toolkit. The toolkit was developed by the International Nursing Education, Services, and Accreditation (INESA) joint taskforce of the NLN in collaboration with the National League for Nursing Accrediting Commission (NLN, 2012). INESA was founded in 2004 as a leadership group to bring together nurse educators from the international community to impact quality education, develop nursing faculty, and evolve the science of nursing education.

 

The toolkit includes five sections entailing major planning guidelines.

 

* Section 1 provides an overview of general guidelines and practical considerations in international education exchanges and collaboration.

 

* Section 2 identifies considerations prior to travel abroad, including assessment of the country selected for international experience, obtaining a passport, necessary immunizations, and host contact sources.

 

* Section 3 provides advice on preparations prior to departure, including the development of a contingency plan for unexpected changes or events that may offset prior goals.

 

* Section 4 provides recommendations for arrival in a host country, for example, connecting with the US embassy or consular office and accessing local currency.

 

* Section 5 provides information for the faculty on debriefing upon return, including posttravel reports and consideration of extending an invitation for international visitors to the United States.

 

 

Reflecting on their experiences, the authors strongly recommend the use of the toolkit to help nurse faculty determine how to plan a successful international research and teaching opportunity. By reviewing specific guidelines, faculty can be prepared for international travel, collaboration with host partners, and enhancing opportunities for reciprocal engagement.

 

PREPARING A SUCCESSFUL FULBRIGHT APPLICATION

Following the material in the NLN toolkit can prepare faculty for a successful Fulbright application, should this avenue be of interest. First, nurse faculty must have a well-planned project for research and/or teaching. It is also important to identify a host institution with needs that match one's expertise and interests. This can be determined through contact with the lead administrator of the host institution, such as a dean of a university school of nursing. Although an existing personal contact is helpful, initiating new global connections is possible by accessing the planned host institution webpage for information and resources. These steps are important to find appropriate international institutions and establish partnerships.

 

Second, research permission, financial resources, travel and safety preparations, as well as academic or sabbatical leave from the faculty home institution must be considered. Faculty desiring research in international settings can seek sponsorship opportunities through their university or other professional organization, such as the Core Fulbright US Scholar Program.

 

Finally, in preparation, faculty must explore the social, cultural, political, and legal aspects of the host country selected for entry. Faculty must evaluate resources to minimize language and cultural barriers and determine opportunities to enhance communication with persons in the host institution and country. From the authors' experience, the NLN toolkit provides extensive and specific guidelines for nursing faculty planning, teaching, or research in international settings.

 

The Fulbright Scholar Program

The Fulbright Program, an international educational exchange program sponsored by the US Department of State (n.d.), aims to increase interchange between Americans and citizens of other countries. The Fulbright provides select nurse faculty opportunities to engage in research and teaching opportunities as well as a means to exchange ideas and introduce new pedagogies to improve nursing education and clinical practice. Fulbright scholars and faculty researchers can also serve as consultants to host communities in areas of their expertise, such as policy making, curriculum development, and nursing practice.

 

The Core Fulbright US Scholar Program offers teaching, research, and combined teaching and research opportunities in the form of monetary awards for American faculty and professionals in varied academic and professional fields including medicine, nursing, and public health. Opportunities include service as a consultant, a faculty member, a senior scholar, or a dean. (The listing of opportunities is online at http://www.cies.org.) It is important to note that nursing faculty do not need to restrict themselves to awards that specify nursing as a discipline. Many countries have "all disciplines" awards available and may welcome a nursing applicant.

 

On-Campus Resources for Applicants

Most colleges and universities have one or more Fulbright scholar liaisons. (These individuals can be identified through a search at http://www.cies.org/scholar-liaison-network.) In addition, university grants offices may be able to help with crafting a tight proposal. At our home institution, one Fulbright representative is located within the Office of Corporate, Government, and Foundation Relations and is able to offer advice about both the Fulbright program and proposal preparation. The other Fulbright representative has personal experience traveling under the Fulbright program. Professionals on campus who frequently work with the Fulbright program, international programs, or grant proposals can be valuable allies in successful planning.

 

Starting Your Journey

Faculty members may have a specific country or institution already identified in which they wish to work. Others may be focusing on a broader region. Browsing the online Fulbright catalog is a good way to orient oneself to the possibilities and get a sense of awards listed, requirements, and preferences. The Fulbright program offers many informative webinars about countries and programs to help the applicant decide which opportunities fit well with their interests and expertise. The website has country-specific information on awards to guide applicants in financial decisions.

 

IMPLICATIONS FOR NURSING FACULTY

All nurse faculty have access to the NLN Faculty Preparation for Global Experiences Toolkit (NLN, 2012). One of the goals of the toolkit is to promote international nursing education standards that are held in common by the NLN, the World Health Organization, and the International Council of Nurses. The Fulbright program offers a means for financing individual scholars' contributions to this greater goal. In addition, the toolkit offers many practical suggestions, as well as a collaborative perspective, that support a strong application for funding through the Fulbright program.

 

The toolkit is an important publication and should be widely promoted within schools of nursing. For instance, deans could encourage faculty to use the toolkit to promote global awareness in nursing education and health care. Nurse faculty who have traveled abroad as Fulbright scholars are highly valued by their colleagues and their students because they bring transcultural, global health concerns and diversity into the classroom. In addition, they are able to serve as scholar liaisons on their own campuses to encourage other faculty with an interest in enriching their own experiences and promoting a global nursing community.

 

REFERENCES

 

National League for Nursing. (2012). Faculty preparation for global experiences toolkit. Retrieved from http://www.nln.org/professional-development-programs/teaching-resources/toolkits[Context Link]

 

National League for Nursing. (2017). A vision for expanding US nursing education for global health engagement [NLN Vision Statement]. Retrieved from http://www.nln.org/about/position-statements/nln-living-documents[Context Link]

 

US Department of State. (n.d.). Diplomacy in action. Retrieved from http://www.state.gov/travel/[Context Link]