a model for internasional nursing collaboration
TRANSCRIPT
-
8/10/2019 A Model for Internasional Nursing Collaboration
1/15
_______________________________________________________________
_______________________________________________________________
Report Information from ProQuest
06 September 2014 10:57
_______________________________________________________________
06 September 2014 ProQuest
-
8/10/2019 A Model for Internasional Nursing Collaboration
2/15
able of contents
1. A Model for International Nursing Collaboration........................................................................................... 1
06 September 2014 ii ProQuest
-
8/10/2019 A Model for Internasional Nursing Collaboration
3/15
Document 1 of 1
A Model for International Nursing Collaboration
Author: Halabi, Jehad O, PhD, RN; Majali, Sawsan, PhD, RN; Carlsson, Lola, RN, NT, BScN; Bergbom,
Ingegerd, PhD, RN
ProQuest document link
Abstract: This article describes arguments for the development of a model for exchange of experiences among
nurses, nurse managers, and nurse educators from two countries based on theories of reflection and practice
and Freire's theory of dialogical action and its characteristics. The collaboration focused on exchange of
experiences within nursing practice, leadership and management, and nursing education. The model consists of
several activities: careful selection of participants in the exchange program; participants' observations and
studies of caring in nursing practice in the other culture; keeping a diary about one's own reflections, thoughts,
and questions; and participation in reflective dialogue and meetings with colleagues. The model included
selection and implementation of a subject and written assignments for planned change in nursing practice within
participants' own clinical nursing setting. After an implementation period of 6 months to 1 year, the outcome of
the implemented change was reported in seminars and workshops.
Full text: In a world of globalization, nurses deliver care to patients from different cultures and traditions. This
demands cultural sensitivity, knowledge, and competence (Leininger, 1995
). Nurses also need to continuously
expand their knowledge and develop nursing care. One way of gaining knowledge and competence is through
international nursing collaboration. This unique collaboration provides professionals with opportunities to share
and exchange experiences (Casey, 1999
;Ross, 2000
). In the literature, the benefits of academic exchanges were
described by Zheng, Hinshaw, Yu, Guo, and Oakley (2001
); Grimes (2003
); Ogilvie, Allen, Laryea, and Opare (2003
); and Lee (2004
). However, descriptions of international collaboration between staff nurses and supervisors are
few, although Brooks (1989) and Ganske, Zerull, Guinn, Dowling, and Tagnesi (2007) described such collaboration
projects between the United States and the United Kingdom.
Brooks (1989
) described an exchange program of nursing staff between two hospitals. This type of program
draws attention to the hospital as an interesting workplace with opportunities for professional growth. Ganske et
al. (2007
) described a global exchange program between registered nurses in two countries (the United States
and the United Kingdom) in which the goals were to promote nursing scholarship, reward bedside nursing
excellence, affirm nursing practice, provide a global perspective, and promote retention in the sponsoring
organization. This article describes an international exchange program and presents a collaborative model of
exchanging experiences among Jordanian and Swedish staff nurses, head nurses, and faculty members in the
hospital and academic settings.Background
Start of Collaboration
In 1993, the faculty of nursing held its First International Nursing Conference in Amman, Jordan. A dialogue
about nursing care started between a faculty member from the faculty of nursing and a faculty member from the
Institute of Health and Caring Science at a university in Sweden. These discussions resulted in exchange visits
to both countries in 1995 by representatives from the Jordanian faculty of nursing and the Swedish Institute of
Health and Caring Science and the university hospitals affiliated with those universities in Jordan and Sweden.
The Swedish Institute financially supported these visits.
The purpose of the visits was to discuss future collaboration, become oriented to nursing practice in the twocountries, and get an idea about nursing practice, leadership and management, and nursing education in both
countries. The visits resulted in a mutual agreement to start collaboration in three main areas: clinical nursing
care, nursing management and leadership, and nursing education. The collaborative parties determined from
06 September 2014 Page 1 of 13 ProQuest
http://search.proquest.com/docview/859767790?accountid=25704http://search.proquest.com/docview/859767790?accountid=25704 -
8/10/2019 A Model for Internasional Nursing Collaboration
4/15
the beginning that the project should involve nurse educators, faculty members, and staff nurses and
supervisors. This decision was based on the assumption that changes in practice involve cooperation and
agreement among all those involved in providing education and health care. There was also an intention to start
collaborative clinical nursing research, but this goal was not pursued because at that time none of the parties
had established doctoral programs or research activities. The participants also wished to build on the foundation
that already existed in both countries with the eventual goal of developing doctoral programs and participating in
collaborative research.
Pilot Project
In recognition of the importance of collaboration, a pilot project was started in 1995 to create mutual confidence,
build trust, and develop a structure for international collaboration. The goal of the project was to develop a
model with the ideas about reflection and exchange of experiences in nursing. The pilot project included five
staff nurses from the university hospital in Jordan. These nurses attended a clinical course for 6 weeks, which
meant that they would practice in different clinical areas with their Swedish counterparts. The outcomes of the
pilot project were positive. The parties agreed to write a project proposal together and apply for funding.
Nursing Collaboration Project
In 1998, the Swedish International Cooperation Development Agency, the Swedish Hospital Fund, and the
intended university in Jordan approved an application for collaboration. The first phase of the project started
with the overall goals of supporting the development of nursing care practice and nurse education;
strengthening the independent role of nurses in practice; and promoting cultural exchange.
These goals were reflected in three programs: nursing care in practice, nursing leadership and management,
and nursing education. The first goal for the exchange of nurses' experiences was to strengthen nursing care in
practice, including knowledge and skills needed to care for patients from different cultures and traditions as well
as nursing leadership and management. The second goal, which focused on the exchange of educators and
students, was to strengthen and develop the curriculum within the nursing courses and to focus on this aspect
of nursing in clinical courses and not only on medical issues.The strategy for the project was process-oriented, and the project objectives and activities were adapted to
current needs and established with mutual agreement. Each of the collaborative parties appointed a project
group consisting of one person from the faculty and one from the hospital. These four project leaders were
responsible for planning, implementation, evaluation, and reporting. One of the Swedish project leaders was
selected as project coordinator responsible for accounting, reporting, and responding to Swedish International
Cooperation Development Agency correspondence.
One part of the program included exchange visits by leaders from hospitals and faculties in both countries to
establish cooperation, mutual support, and acknowledgement of the project. The project paid for travel,
accommodations, daily allowances, transportation, and sociocultural activities for the Jordanian participants'visit to Sweden. The university in Jordan funded the Swedish participants' accommodations, transportation, and
sociocultural activities in Jordan. The collaboration was ongoing from 1998 to 2007 and was implemented in
four phases (Table and Fig. 1).
A total of 32 nurses and head nurses or supervisors and 31 faculty members from Jordan participated in the
exchange program, with as many Swedish nurses and supervisors participating. Approximately 20 faculty
members from Sweden have participated in the exchange program in Jordan since its inception. In 2001, the
nurse education program, which involved exchange of educators, was expanded into an exchange of educators
and students from both countries through the Linnaeus-Palme program. This program consisted of an exchange
of bachelor's- and master's-level students and educators between developing countries and Sweden.
Government funding covers the cost of the exchange. The Linnaeus-Palme program provides financial support
for a maximum of 7 years. After this period, it is assumed that other or new types of collaboration have been
developed. Currently (2010), a new phase of the Linnaeus-Palme program for students and educators is taking
06 September 2014 Page 2 of 13 ProQuest
-
8/10/2019 A Model for Internasional Nursing Collaboration
5/15
place between the same faculty of nursing in Jordan and another university in Sweden.
Model for Exchange of Nursing Experiences
The Jordanian participants wanted their nurses to observe nursing care in Sweden because the nursing care
provided in Jordanian hospitals at that time was mainly medically oriented and consisted of following physicians'
orders to perform nursing and medical care. There was a need to develop and implement a more patient-
oriented system of high-quality care. The Swedish participants wanted to gain knowledge about caring for
patients from Islamic cultures and traditions and for further developing nursing care by reflecting on their own
motives and reasons for the care provided. Therefore, the Jordanian nurses and head nurses were guided and
supervised by an experienced and qualified Swedish "personal supervisor" throughout the training period.
A model was developed that focused on sharing and exchange of experiences. The model consisted of seven
activities or steps that were seen as necessary for reaching the goal of implementing planned changes or
developing nursing care in clinical settings. The first step was careful selection of the participants in the
exchange program. In the second step, the participants observed and studied the nursing care of patients in the
other country or culture. In the third step, the participants kept a diary that included reflections, thoughts, and
questions evoked by observing the nursing care in practice. In the fourth step, the participants were expected to
participate in reflective dialogue and meetings with colleagues. In the fifth step, participants were required to
select a subject and provide a written assignment for planned changes in nursing practice. In the sixth and final
step, participants were required to implement the suggested change in nursing care in their own clinical setting
over a period of 6 months to 1 year and finally report the outcome of the change in seminars and workshops,
including an examination. These steps are described and discussed in this article.
The ideas for the model of the collaboration program (Figs. 2, 3, and 4) are based on theories about learning
through sharing and exchange of experiences and transforming nursing through supervision and reflective
practice (Rolfe, 1997, 1998
). The model was also used as a tool for the structure of the implementation of the nursing
exchange program and for informing and explaining what participation in the exchange program included.
For the exchange of experiences of management and leadership, the same model was implemented. In otherwords, the participants followed the same steps as in the model for nurses, but the focus was on nursing
leadership and management (Fig. 3). Even though an exemplary model could be presented for the educator
exchange program in general (Fig. 4), for each faculty member, an individual program was developed and
adapted to the educator's area of interest and specialty.
Experienced Nurses and Nurse Managers or Head Nurses
The first step was to select participants for the program. The collaborative parties agreed that the participants in
this exchange program had to be experienced nurses. Moreover, and from the Jordanian point of view, the
participants should act as change agents and role models for their colleagues in Jordan. From the Swedish
point of view, the personal supervisors for each Jordanian nurse should be experienced and proficient innursing care and nursing management. The idea was to create closer relationships and interactions in which
dialogue could continue and lead to deeper understanding of the participants' values, beliefs, and traditions
about nursing, caring, and leadership and management.
The Jordanian nurses and the clinical supervisors were selected by the project leaders together with the nurse
managers at the university hospitals in Jordan and Sweden. The selection criteria included long work
experience, clinical proficiency, performance as good role models in caring and management, genuine interest
in cultural and professional exchange, and ability to understand and speak English. The heads of the
departments at each institution approved the selection of the participants.
Various authors have discussed experience and proficiency in nursing as an expectation for participating in
international collaboration projects and building professional links (Casey, 1999
). In addition, nurses' ability to
integrate new information obtained through such collaboration was seen as important (Brooks, 1989
). In the
collaboration project described by Leinonen (2006
), one criterion was the ability to speak and understand
06 September 2014 Page 3 of 13 ProQuest
-
8/10/2019 A Model for Internasional Nursing Collaboration
6/15
English. Professional knowledge is expected to be embedded in both practice and theory, and lack of
experience may affect the successful application of knowledge generated from practice. Therefore, it was
decided that nurses and managers should be experienced in clinical nursing and not novices or students. It was
also a goal of the Jordanian parties to encourage female nurses to become leaders. Therefore, the ratio of
females to males was 2:1, which at that time nearly reflected the ratio of female to male nurses in hospitals.
Another goal was to provide female nurses with female personal supervisors in Sweden and vice versa.
However, in some cases, a female nurse from Jordan had a male Swedish nurse as a personal supervisor.
Exchange Program in Sweden
The program in Sweden consisted of a 3- to 6-week period of study for the participating nurses. In the first
introductory week, the Jordanian nurses were given information about the Swedish health care system, the
hospital and nursing organization, and legislation and regulations concerning health care and the nursing
profession. The participants recorded their expectations and areas of interest for their studies in Sweden. Their
clinical experience was facilitated in different clinical settings and through study visits to the community health
care center. The participants also had the opportunity to attend social and cultural activities.
In the last week of the study period, participants were expected to write an assignment to verbalize, analyze,
and reflect on their new experiences, acknowledged intentions, and ideas, and summarize their experiences in
Sweden. They also developed an action plan for changes in their own practice in Jordan. This plan formed the
basis for the follow-up visit in Amman by the Swedish team. The clinical nurses' exchange program in Sweden
was completed with a clinical assessment based on a patient case. The program for nurse mangers and head
nurses was completed with an assessment of nursing leadership and management.
After 6 months, the Swedish project leaders and personal supervisors visited Jordan to follow up on the
assignments for planned changes and to continue the professional exchange of experiences. These visits
enabled the Swedish participants to become familiar with Jordanian and Islamic culture and traditions as well as
the health care system and nursing in Jordan.
An examination group representing Jordanian and Swedish faculties and hospitals completed the program witha clinical assessment at the university hospital in Jordan. The nurses' assessment focused on patient cases
similar to the ones in Sweden. The head nurses' assessment was a presentation of a topic related to their
action plan in nursing leadership and management. The Swedish personal supervisors also conducted lectures
and participated in workshops and seminars.
Observations of Nursing Care Manageme nt and Leadership and Dialogue in the Exchange Program.The
second and fourth steps were based on ideas about reflection on practice. During a 3- to 6-week period, the
Jordanian nurses observed the work of the Swedish nurses and their personal supervisors. They noted how
they cared for patients and exercised leadership in practice by participating in actual nursing practice. They
were encouraged to tell the Swedish nurses how they would have done things and whether they used the sameroutines, equipment, and nursing philosophy.
According to Benner (1984
) and Rolfe (1997
), experience must be processed and reflected on if it is to be turned
into personal knowledge and provide new perspectives. Jordanian participants experienced Swedish nursing
practice. Experiences must be processed through reflection afterward and away from the situation in which the
experiences occurred. This reflection implies exposing, confronting, and understanding the contradiction
between actual practice and desired practice. Contradictions empower practitioners to take actions to change
practice. Within reflection, contradictions are noted that provide necessary learning in gaining new perspectives.
Freshwater (1999
) indicated that reflection on experience makes practitioners more self-aware. In addition, Johns
(1998
) reported that reflection on experience should be guided to fulfill its learning potential because attempting
to reflect by oneself may be difficult. Through reflection with others, nurses are confronted with their own beliefs,
values, and routines in practice. They gain critical self-awareness and may begin to see the world differently.
06 September 2014 Page 4 of 13 ProQuest
-
8/10/2019 A Model for Internasional Nursing Collaboration
7/15
The model for the program emphasized reflection and dialogue in different ways. These techniques became a
part of the interaction not only between Jordanian and Swedish participants, but also with colleagues from the
same country in various clinical and health care settings. Dialogue meetings between the Jordanian nurses and
head nurses and the Swedish personal supervisors and project leaders took place in weekly seminars that
included in-depth dialogue about clinical experiences. Differences and similarities in practice were discussed
and facilitated an exchange of nursing knowledge and experiences. The Jordanian nurses were encouraged to
discuss their assignments and the intended changes to their own practice in Jordan. In addition, the Jordanian
nurses were given opportunities to discuss their experiences with Swedish culture and society.
The project leaders also conducted weekly dialogue meetings with the Swedish personal supervisors. They
were encouraged to discuss events and experiences that they wanted to share and discuss with their Jordanian
colleagues. Furthermore, seminars and workshops were organized (i.e., caring science, legislation and
regulation of the nursing profession, and leadership and ethics), and both Jordanian and Swedish nurses
participated.
Nurses were encouraged to participate in dialogue to express and exchange their thoughts and experiences.
Each dialogue meeting focused on a topic of common interest and mutual concern. The presumption was made
that the participants were willing to know and be confronted with their own values, beliefs, and traditions, and to
create awareness about their own knowledge and lack of knowledge (Molander, 1996
). According to Gadamer (1998
),
dialogue is the interplay of questions and answers and is only successful when it takes place as if it is a normal
conversation because conversation is a process of coming to an understanding in which the participants open
themselves to each other. It is expected that dialogue stimulates thoughts that create reciprocal conversation
and reflection. Through participation in a genuine dialogue, mutual understanding can be reached (Gadamer, 1998
).
Dialogue can also be seen as an activity in which participants explore a topic and reach an understanding,
where they listen to each other to seek a mutual foundation and reach the "highest" common ground. The idea
of dialogue is based on the thoughts of Socrates in which dialogue is seen as a form of art. Dialogue shapes
thoughts and answers and emphasizes verbal expression. Socratic dialogue is a method that allows for in-depthunderstanding of various issues concerning everyday life. Philosophical workshops can offer practical
alternatives to finding meaning in life and can help to bridge the gap between what people do and what they
say. Participating in a Socratic dialogue helps to develop critical thinking.
Effective dialogue involves open-minded and tolerant dialogue partners, and all types of opinions and questions
should be allowed. No opinion expressed is right or wrong, relevant or irrelevant. Instead, the goal is to
establish standpoints. The dynamic process between the dialogue partners is more important than single words
or single answers. The process of questioning and answering creates an awareness of one's own knowledge or
lack of knowledge.
Freire (
1972
) is one of the most famous pioneers of dialogue pedagogy. He explained that the interplay betweenthe learner and the educator must build on mutual respect. Dialogue helps to generate awareness about one's
own situation and one's own possibilities and creates an awareness of contradictions. Reflection on these
contradictions is one way to increase self-esteem and find the courage and the will to take the necessary steps
for change (Carr, 1996
;Freire, 1972
).
Diaries.Another tool for reflection in this study was the use of diaries. These diaries are similar to the learning
journals described by Hancock (1998
), who recommended their use, especially for students from other countries,
because they reflect the process of learning. Jasper (1999
) found that written reflections were important for both
professional and personal growth. The Jordanian nurses were encouraged to keep a diary to record their
everyday experiences, observations, and thoughts in both the clinical and social contexts. Keeping a diary was
encouraged because descriptive skills are essential to provide a comprehensive account of a situation, and the
use of diaries involves the ability to recognize and recollect the main features of an experience (Atkins &Murphy, 1993
;Lyons, 1999
). The diaries were written in Arabic and were considered a personal document. If the nurses wanted to
06 September 2014 Page 5 of 13 ProQuest
-
8/10/2019 A Model for Internasional Nursing Collaboration
8/15
discuss issues recorded in their diaries, they were encouraged to do so in the dialogue meetings with
colleagues or project leaders. When the nurses discussed their assignments (i.e., change or development of
nursing care that they wanted to implement in Jordan), notes from the diaries proved to be important. The
nurses noted their thoughts and observations regarding the practice that they found beneficial for patients and
nurses and compared these observations with Jordanian nursing care. The diary notes were also important for
reporting to leaders and colleagues at the university hospital in Jordan when the participants returned home.
For example, one participant wrote:
I learned about the use of drama. Drama and its performance called attention to some situations in which
appropriate patient care is not given. Using role-play is helpful because it facilitates deeper understanding and
leads to a discussion of viewpoints for the employer and the employee. Using reflection is helpful in addition to
role-play and drama. I hope I will be able to apply role-play and reflection when I go home.
Written Assignment for Planning and Implementing Change. The fifth step in the model consisted of a written
assignment for the planned change and development of nursing care that the Jordanian participants wanted to
implement in their own wards or units. This was built on the participant's interest and will (i.e., motivation). The
written assignment consisted of the following parts: (1) a literature review that provided participants with
arguments and evidence for "change and development"; (2) a description of elements that should be changed
and developed; (3) how change and development should be implemented; (4) how and when change and
development should be evaluated; and (5) how change and development should be presented at the follow-up
seminar with the Swedish counterparts.
The sixth step consisted of implementation of the "planned change or development" at the participants' wards or
units. During this 6- to 12-month period, the nurses were encouraged to keep in touch with the participants who
had been in Sweden during the same period and to conduct seminars in which they could discuss problems and
issues with implementation. Furthermore, the Swedish counterparts had gained support from the Jordanian
leaders at the hospital, and the nurse educators at the involved wards and units were informed about the
participants' implementation projects. During this period, the Jordanian and Swedish participants wereencouraged to contact each other. The Swedish nurses (the personal supervisors) were expected to support the
Jordanian nurses and provide them with necessary resources, such as scientific articles and other important
documents.
Exchange Program in Jordan
In the last step of the program, the Swedish nurses who had acted as the Jordanian nurses' personal
supervisors in the clinical program and the management and leadership program visited Jordan and
participated with the nurses in their workplaces for 1 to 2 weeks. Together they planned presentations for
workshops and seminars with colleagues and faculty members in their own hospital and other Jordanian
hospitals. The topics were related to their assignments, for example, developing informational material forpatients and postoperative pain management. Leadership topics, for example, included nurses' autonomy, staff
empowerment, and development dialogue with staff nurses.
The idea behind written assignments on planned changes and reporting at seminars and workshops was that
the participants would verbalize, analyze, and reflect on new experiences and share ideas for how to develop
and change nursing care in their own wards and units (Hancock, 1998
;Jasper, 1999
).
Cultural Exchange and Friendship
For the Swedish participants, it was important to gain knowledge from colleagues in Jordan on how to care for
patients from Islamic culture and traditions. During the exchange program and through personal discussions,
the Jordanian nurses shared their knowledge of nursing practice with the Swedish nurses. Jordanian nurse
educators and faculty members have regularly given lectures to Swedish colleagues and students. These
lectures have been highly valued, and the friendship and relationships developed between involved parties
cannot be overestimated. These relationships were built on mutual respect, confidence, trust, willingness to
06 September 2014 Page 6 of 13 ProQuest
-
8/10/2019 A Model for Internasional Nursing Collaboration
9/15
work democratically, active participation in all parts of the program, and willingness to share experiences and
knowledge. This sharing of values and beliefs has also increased nurses' respect for and confidence in leaders
at the universities and hospitals in both countries.
Outcome of the Program
One of the outcomes of the first phase of the project was the recognition of differences in nursing legislation and
regulations in the two countries. The parties agreed to organize workshops on this area in Amman. Two experts
were invited to Jordan, one from the Swedish Ministry of Social and Welfare Affairs and one from the Swedish
National Nursing Association. The target group was nursing leaders, supervisors from various health care
sectors, faculty, and nursing authorities in Jordan. The workshops supported the idea of the establishment of a
nursing council in Jordan.
In addition, the Jordanian participants became aware of the need to develop the nursing community in terms of
health care and care of the elderly. Therefore, after 2000, Jordanian nurse educators practiced in the Swedish
community and elder care centers. The Jordanian participants took the initiative to organize a conference on
community care and elder care in Amman in 2004, and they invited participants from various health care sectors
in Jordan. Swedish experts in community and elder care were invited to present and lead discussions at the
conference.
Another outcome was that in the last phase of the exchange program (2005 to 2007), two areas were
prioritized: (1) nursing leadership and management and (2) nurse education in practice-preceptorship. The
Jordanian nurse managers were interested in gaining more knowledge about how to create job satisfaction,
empowerment, and nursing management in practice. These issues were critical because many well-educated
nurses in the university hospital in Jordan had left to work in the private hospital sector. Therefore, these issues
were emphasized in the last phase of the exchange program. For example, one of the participants said:
By observing and assessing the organizational structure, which I hope to be applied at the university hospital
where I work, I learned that building a suitable organizational structure with nursing leaders is important and can
empower nurses. It is important to have an operational plan to apply a suitable organizational structure andnursing leadership style.
Furthermore, the exchange program resulted in the arrangement of an international conference. In 2006, the
Jordanian Nursing Council organized its first international conference in Amman. During this conference, the
Swedish team and the Jordanian group who had attended the training program in Sweden conducted a
workshop on leadership in practice, where they shared and discussed their experiences.
Additionally, the Jordanian clinical instructors or preceptors from the faculty and hospital agreed to come to
Sweden for further training to increase their pedagogical competency and nurse education in practice-
preceptorship. This was followed with several workshops in Amman in 2006 and 2007. The focus during these
years was on preceptorship and in-depth training in pedagogical methods. These experiences and knowledgewere used to develop a course for nurse preceptors to improve the clinical training of nursing students in
Jordan. Those who participated in this training were expected to start courses in preceptorship for colleagues at
the faculty and hospitals in Jordan. The resulting certified preceptorship program that will be implemented at the
intended faculty in Jordan is described in another article (Halabi, Abdalrahim, Length-Persson, Hedemalm, &Lepp, in press
).
Finally, as an example of the outcome of the collaboration project, one of the instructors at the faculty of nursing
in Jordan became a student in the doctoral program in Sweden and defended a doctoral thesis in 2009.
The Next Step
Today, the exchange project is completed, but the preceptor program is progressing into supervision of those
who are responsible for preceptorship courses in Jordan. The exchange program has resulted in a foundation
for building mutual research programs and cooperation of the two parties in doctoral programs. The faculty of
nursing at the intended university in Jordan started the first doctoral program in 2005, and faculty members from
Sweden participated in teaching in that program. It is hoped that the cooperation concerning doctoral programs
06 September 2014 Page 7 of 13 ProQuest
-
8/10/2019 A Model for Internasional Nursing Collaboration
10/15
and research between these two universities will be fruitful and successful. There is great potential for future
collaboration.
Conclusion
The model of the collaboration exchange program developed by the project group was built on ideas and
theories about experience, reflection, and dialogue. The model was beneficial for providing a structure for the
realization of the goals emphasized by the two parties. The evaluation of the model from the participants' point
of view will be described in a separate article.
Figure 1.
The Pilot Project and the Phases and Programs in the Collaboration from 1995 to 2007.
Figure 2.
Model of the Clinical Training Through Clinical Supervision and Guided Reflection.
Figure 3.
Model of the Clinical Training Through Clinical Supervision and Guided Reflection for Head Nurses and Nursing
Managers.
Figure 4.
Model of the Training Program Through Reflective Dialogue for Faculty Members.
Table
Program/Target
Group
Phase I (May 1998
to October 1999)
Activities
Phase II (August
2000 to May 2001)
Activities
Phase III (May 2002
to October 2005)
Activities
Phase IV (May 2005
to October 2007)
Activities
Nursing care in
practice--clinical
nurses
Training program in
Sweden 3 to 6
weeks
Clinical assessment
in wards
Follow-up
assessment at the
university hospital in
Jordan
Lectures by
Swedish supervisors
Training program in
Sweden 3 weeks
Clinical assessmentClinical assessment
in Sweden
Follow-up
assessment at the
university hospital
Lectures by
Swedish supervisors
Nursing leadership
and management--
supervisors
Training in Sweden
3 weeksAssessment in
hospital
Follow-up at the
university hospital:
assignments,
seminars,
workshops
Training in Sweden
3 weeksAssessment in
hospital
Follow-up at the
university hospital:
assignments,
seminars,
workshops
Workshop on
Leadership in
Amman
Workshop on
clinical research
Training program on
leadership 3 weeks,
6 supervisors
Workshops in
Sweden
Workshop:
international
conference
06 September 2014 Page 8 of 13 ProQuest
-
8/10/2019 A Model for Internasional Nursing Collaboration
11/15
Sidebar
How to Obtain Contact Hours by Reading This IssueInstructions: 2.3contact hours will be awarded for this activity. A contact hour is 60 minutes of instruction. This
is a Learner-paced Program. Vindico Medical Education does not require submission of the quiz answers. A
Nurse education--
faculty
members/nurse
educators
Training in Sweden
2 weeks
Study clinical
courses andcurriculum
Practice in different
wards
Training in Sweden
2 weeks
Study clinical
courses and
curriculum
Practice in different
clinical settings
Start Linnaeus-
Palme program
Exchange of
teachers and
students
Legislation and
regulation of
nursing practice
Nurses/supervisorsfind differences in
regulation of nursing
function
First workshop in
Amman--exchange
of experiences with
nursingrepresentatives from
Swedish Ministry of
Health and Nursing
Association
Working groups set
up
Second workshop
2002
Jordanian partiescontinue work with
registration and
establish the nursing
council
Working groups
Clinical
preceptorship
program--
preceptors/clinical
instructors
Start planning
development of
preceptorship
Introductory
program in Sweden
(2 supervisors, 1
faculty member)
Introduction to
preceptorship in
Sweden (3 persons)
Workshop in
Amman (3 persons)
Course in
preceptorship in
Sweden 2 weeks
(core group, 6
persons)
Core group
continuous training
in Sweden 2 weeks
(3 persons)
Preceptor course in
Amman
Three teaching
occasionsExamination March
2007
Community health
care and geriatric
nursing--faculty
member/nurse
educator
Jordanian parties
study Swedish
community care (2
faculty members)
Follow-up with
national conference
in Amman
06 September 2014 Page 9 of 13 ProQuest
-
8/10/2019 A Model for Internasional Nursing Collaboration
12/15
contact hour certificate will be awarded 4--6 weeks following receipt of your completed Registration Form,
including the Evaluation portion. To obtain contact hours:
1. Read the article: "A Model for International Nursing Collaboration," on pages 154--163, carefully noting the
tables and other illustrative materials that are provided to enhance your knowledge and understanding of the
content.
2. Read each question and record your answers. After completing all questions, compare your answers to those
provided within this issue.
3. Type or print your full name and address and your Social Security number in the spaces provided on the
Registration Form. Indicate the total time spent on the activity (reading article and completing quiz). Forms and
quizzes cannot be processed if this section is incomplete. All participants are required by the accreditation
agency to attest to the time spent completing the activity.
4. Forward the completed Registration Form with your check or money order for $15 made payable to JCEN-
CNE. Payment must be in U.S. dollars drawn on a U.S. bank. This activity is valid from April 1, 2011, to March
31, 2013.
Vindico Medical Education is an approved provider of continuing nursing education by the New Jersey state
Nurses Association, an accredited approver by the American Nurses Credentialing Center s Commission on
Accreditation. P188-6/09--12.
This activity is co-provided by Vindico Medical Education and The Journal of Continuing Education in Nursing.
Objectives:
After studying the article, "A Model for International Nursing Collaboration" in this issue, the
participant will:
1. List the reasons for developing a model for international nursing collaboration.
2. Describe the seven activities of the collaboration model.
3. Compare and contrast the model for clinical training of nurses and the model for clinical training of head
nurses and nursing managers.
4. List three outcomes of the international collaboration program.
Author Disclosure Statement
The authors disclose that they have no significant financial interests in any product or class of products
discussed directly or indirectly in this activity, including research support.
Commercial Support Statement
All author(s) and planners have agreed that this activity will be free of bias.
There is no commercial company support for this activity. There is no noncommercial support for this activity.
Key Points
International Collaboration
J O Halabi, S Majali, L Carlsson, I Bergbom, (2011). A Model for International Nursing Collaboration. TheJournal of Continuing Education in Nursing, 42(4), 154--163.
1 Planned and arranged meetings for sharing experiences by reflection and dialogue are essential.
2 Nurses participating in the exchange program must be prepared, be experienced, and have support from
managers and leaders.
3 Written assignments for planning and implementing changes place the new experiences in a realistic light.
4 Friendship and cultural exchange are vital.
Footnote
The authors disclose that they have no significant financial interests in any product or class of products
discussed directly or indirectly in this activity. This work was a conclusion and outcome of the collaboration
project between Jordan and Sweden and was funded by the Swedish International Cooperation Development
Agency (SIDA), the Swedish Hospital Fund, and the University of Jordan Fund.
References
06 September 2014 Page 10 of 13 ProQuest
-
8/10/2019 A Model for Internasional Nursing Collaboration
13/15
Atkins S , Murphy K J , (1993). Reflection: A review of the literature. Journal of Advanced Nursing, 18(8), 1188--
1192. 10.1046/j.1365-2648.1993.18081188.x
Benner P , (1984). From novice to expert: Excellence and power in clinical nursing practice. Menlo Park, CA:
Addison Wesley.
Brooks A M , (1989). The international nurse exchange program. Journal of Nursing Administration, 19(4), 12--
13.
Carr E J , (1996). Reflecting on clinical practice: Hectoring talk or reality? Journal of Clinical Nursing, 5(5), 289--
295.
Casey D J , (1999). Professional links: An international program for nursing knowledge exchange. Journal of
Pediatric Nursing, 14, 143--149. 10.1016/S0882-5963(99)80002-5
Freire P , (1972). Cultural actions for freedom. London: Penguin.
Freshwater D , (1999). Communicating with self through caring: The student nurse's experience of reflective
practice. International Journal for Human Caring, 3(3), 28--33.
Gadamer H G , (1998). Truth and method. New York, NY: Continuum.
Ganske K , Zerull L , Guinn C , Dowling G , Tagnesi K , (2007). Reaching across the pond: A global exchange
between health systems. International Nursing Review, 54(3), 295--300. 10.1111/j.1466-7657.2007.00561.x
Grimes A , (2003). My experience as a hospital patient. Journal of Practical Nursing, 53(1), 7.
Halabi J O , Abdalrahim M S , Length-Persson G , Hedemalm A , Lepp M , (in press). The development of a
preceptorship program on clinical nursing education in Jordan in collaboration with Sweden. Teaching and
Teacher Education.
Hancock P , (1998). Reflective practice: Using a learning journal. Nursing Standard, 13(17), 37--40.
Jasper M A , (1999). Nurses' perception of the value of written reflection. Nurse Education Today, 19, 452--463.
10.1054/nedt.1999.0328
Johns C , (1998). Opening the doors of perception. In: Johns C, Freshwater D, (Eds.), Transforming nursing
through reflective practice (pp. 1--20). Oxford: Blackwell Science.Lee N J , (2004). The impact of international experience on student nurses' personal and professional
development. International Nursing Review, 5(2), 113--122. 10.1111/j.1466-7657.2003.00200.x
Leininger M , (1995). Nursing theories and cultures: Fit or misfit? Journal of Transcultural Nursing, 7(1), 41--42.
10.1177/104365969500700107
Leinonen S J , (2006). International nursing exchange programs. The Journal of Continuing Education in
Nursing, 37(1), 16--20.
Lyons J , (1999). Reflective education for professional practice: Discovering knowledge from experience. Nurse
Education Today, 9(1), 29--34. 10.1054/nedt.1999.0607
Molander B , (1996). Kunskap i handling [Knowledge in action]. Gteborg, Sweden: Bokfrlaget Daidalos AB.Ogilvie L , Allen M , Laryea J , Opare M , (2003). Building capacity through a collaborative international nursing
project. Journal of Nursing Scholarship, 35(2), 113--118. 10.1111/j.1547-5069.2003.00113.x
Rolfe G , (1997). Beyond expertise: Theory, practice and the reflective practitioner. Journal of Clinical Nursing,
6, 93--97. 10.1111/j.1365-2702.1997.tb00290.x
Rolfe G , (1998). The theory-practice gap in nursing: From research-based practice to practitioner-based
research. Journal of Advanced Nursing, 28(3), 672--679. 10.1046/j.1365-2648.1998.00806.x
Ross C A , (2000). Building bridges to promote globalization in nursing: The development of Hermanamiento.
Journal of Transcultural Nursing, 11(1), 64--67. 10.1177/104365960001100110
Zheng X X , Hinshaw A S , Yu M Y , Guo G F , Oakley D J , (2001). Building international partnership.
International Nursing Review, 48, 117--121. 10.1046/j.1466-7657.2001.00058.x
AuthorAffiliation
Dr. Halabi is Assistant Professor, Clinical Nursing Department, and Coordinator of Jordanian-Swedish
06 September 2014 Page 11 of 13 ProQuest
-
8/10/2019 A Model for Internasional Nursing Collaboration
14/15
Exchange Projects in Jordan, Faculty of Nursing, University of Jordan, Amman, Jordan. Dr. Majali is Associate
Professor and Director, Queen Zein Al Sharaf Institute for Development, Amman, Jordan. Ms. Carlsson is Nurse
Teacher, Nursing Administration, Exchange Project Coordinator in Sweden, Frungen, Sweden. Dr. Bergbom is
Professor, Institute of Health and Care Sciences, Sahlgrenska Academy, University of Gothenburg,
Gothenburg, Sweden.
Address correspondence to Jehad O. Halabi, PhD, RN, Assistant Professor, Clinical Nursing Department,
Faculty of Nursing, University of Jordan, Amman 11942, Jordan. E-mail: [email protected].
Subject: Nursing education; Continuing education; Models; Cooperation; International education;
MeSH:
Faculty, Nursing, Humans, Jordan, Models, Educational, Nursing, Supervisory, Pilot Projects, Sweden,
Education, Nursing -- organization & administration (major), International Educational Exchange (major),
Nursing Staff, Hospital -- education (major), Preceptorship -- organization & administration (major)
Publication title: The Journal of Continuing Education in Nursing
Volume:
42
Issue: 4
Pages: 154-63; quiz 164-5
Number of pages: 10
Publication year: 2011
Publication date:Apr 2011
Year:
2011
Section: Original Articles
Publisher: SLACK INCORPORATED
Place of publication: Thorofare
Country of publication: United States
Publication subject: Medical Sciences--Nurses And Nursing, Education
ISSN: 00220124
CODEN: JCENBS
Source type: Scholarly Journals
Language of publication: English
Document type: Journal Article
Document feature:
References
DOI: http://dx.doi.org/10.3928/00220124-20101001-01
Accession number: 20954566
ProQuest document ID: 859767790
Document URL: http://search.proquest.com/docview/859767790?accountid=25704
Copyright: Copyright 2011, SLACK Incorporated
Last updated:
2014-04-03
06 September 2014 Page 12 of 13 ProQuest
http://dx.doi.org/10.3928/00220124-20101001-01http://search.proquest.com/docview/859767790?accountid=25704http://search.proquest.com/docview/859767790?accountid=25704http://dx.doi.org/10.3928/00220124-20101001-01 -
8/10/2019 A Model for Internasional Nursing Collaboration
15/15
Database:
ProQuest Education Journals
_______________________________________________________________
Contact ProQuest
Copyright2014 ProQuest LLC. All rights reserved. - Terms and Conditions
http://www.proquest.com/go/contactsupporthttp://www.proquest.com/go/contactsupporthttp://search.proquest.com/info/termsAndConditionshttp://search.proquest.com/info/termsAndConditionshttp://www.proquest.com/go/contactsupport