International
COLLEGE OF NURSING AND MIDWIFERY
Author :
You, Soo Ok, Koo, Kyen Hoe, Hong, Soo MI
Professor of Nursing, Life University, President of Life University, Professor of Paramedic, Jeon-Ju Vision University
Purpose: This descriptive study was conducted to analyze the current status of the College of Nursing at L University in Cambodia and to propose strategic directions for the future development of Cambodian nursing education.
Methods: Data were collected between January 2023 and August 2025. The analysis utilized institutional records from L University, along with survey data obtained from current students and graduates through email and direct onsite questionnaires.
Results: As Cambodia’s first four-year nursing college, the institution maintains a rigorous curriculum consisting of 125 theory credits and 1,485 total practice hours (covering hospital rotations, community health, internships, and thesis work). While basic facilities are well-provided, there is a critical need for a full-time Dean of Nursing to replace the current acting concurrent leadership, as well as the modernization of clinical equipment to meet national standards. Clinical training is conducted at provincial hospitals and modern 500-bed facilities in Phnom Penh; notably, student satisfaction remains high despite personal financial burdens for lodging. Graduates have successfully entered diverse fields, with 78.8% expressing satisfaction with their roles, and a significant number have attained advanced degrees (39 Masters, 17 PhDs). However, students highlighted the need for more consistent curriculum delivery, improved access to textbooks, and upgraded simulation labs.
Conclusion: To achieve its goal of producing globally competent nurses, the college must secure stable faculty and specialized clinical instructors. It is essential to strengthen international cooperation, which has declined since 2018, and utilize online practice systems with partner universities. Furthermore, nursing leadership should prioritize student-centered clinical placement in advanced hospitals and encourage participation in academic seminars and competitions. Continuous follow-up research is required to monitor the development of student competencies and the long-term advancement of nursing education in Cambodia.
Keywords: Cambodia, nursing college, education, development direction
Author :
YOU, SOO OK, HONG, SOOMI
‘Life University College of Nursing Professor, Vision Colege of Jeonju Department of Emergency Medical Service Professor’
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.
Keywords: Nutrition and Health, Class, Global Nursing Students, Learning
Author :
YOU, SOO OK, HONG, SOOMI
‘Life University College of Nursing Professor, Vision Colege of Jeonju Department of Emergency Medical Service Professor’
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.
Keywords : Nutrition and Health, Class, Global Nursing Students, Learning
Author:
Soo Ok You, 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.
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.