International
COLLEGE OF NURSING AND MIDWIFERY
Purpose:
This study attempted to obtain basic data for developing a global nursing practice education program.
Methods:
The data collection period was from July 2 to 11, 2020. The study participants were professors with experience in design, operation and management of global nursing practice education or experts with experience in international cooperation projects, and 8 people who agreed to participate in focus group interview (FGI). FGI was conducted twice in total and the directed content analysis method was applied.
Results:
The categories of ‘practice design’ are ‘growing as a global nursing leader’ and ‘working together towards one goal’. The categories of ‘practice operation’ are ‘watching, listening, and performing’, ‘self-directed organizing from preparation to finishing’, and ‘learning the value of participation rather than grades’. The category of ‘practice management’ is ‘one’s own weight to carry’.
Conclusion:
Global nursing practice education aims one goal – growing as a global nursing leader – and is self-directed course from preparation to an end with watching, listening and performing together. It is about learning the value of participation rather than grades. This can be used as basic data for the design, operation and management of global nursing practice education in the future.
Author:
Ok Soo Soo, Soomi Hong *
Purpose:
This study is a case study of a classroom setting to improve the ‘Nutrition and Health’ class for global nursing students.
Methods:
This study describes a class case conducted from January 9 to February 1, 2025. The subjects were 10 nursing students and 1 professor. The lecture plan, student presentation materials, student calorie and water intake calculation log, professor and student activities, grades, and post-class impressions and reviews were analyzed.
Results:
The lecture was conducted in English, with one student representative and one interpreter assistant assigned, and the explanation of important learning areas was clearly repeated. The textbook was uploaded as a PDF file before class, and was operated according to the 4 year ‘Nutrition and Health’ syllabus created by the Cambodian government. Individual guidance was given, presentations were made, and mutual collaborative
learning was conducted to calculate nutritional calories and water intake. The students compared and learned their eating habits, and the nutritional requirements by life cycle, food affected by culture and religion were presented as individual assignments, and any insufficient areas were revised and supplemented. They directly participated in physical activities such as walking and running, and learned about diets for major chronic diseases and fatal diseases in Cambodia. The evaluation was attendance 10%, midterm exam (multiple choice, fill in the blank, calculation) and final exam (subjective) 30% each, and presentation, participation, and assignments 10% each. The total score of the students was 52 out of 95, with 4 A’s, 4 B’s, and 2 C’s. The class satisfaction was 5 points, and the opinions on volunteer professor were that they hope to meet her again next time, that she is kind, and that they had a new learning opportunity. And the opinion about the classroom was that the projector screen was too dark and small. Although individual guidance on calculating nutritional calories for students was time-consuming, differentiated presentations and collaborative learning provided opportunities for relearning, and individual assignment selection and selection of diets for major chronic diseases in Cambodia made learning more interesting and engaging. The direct physical activities of walking and running provided an opportunity to recognize one’s own physical activity. It was learned that differentiated scores for excellent students are required in the evaluation, and that class satisfaction and evaluation should also be presented specifically.
Conclusion:
Even if it is a subject created by a global government, it is believed that it is necessary to use a variety of methods to repeatedly learn the core content to fully understand,
apply nutritional information and data necessary for developing countries, and utilize learning methods that can teach according to each student’s level.