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An Innovative 
Study Abroad Program 
& Model for Professional Fields in Study 
Abroad 
Rich Kurtzman, Director and Founder...
Outline for today 
Use of technology 
How it all began 
Your turn: Workshop 
Lessons learned 
Step by step how it was buil...
Tailoring Our Discussion: 
Who´s in the audience? 
How many of you: 
• Represent universities sending students out? 
• Rep...
How it Works
ONE ROTATING PROFESSOR 
(“IWU FACULTY DIRECTOR”) 
FROM BLOOMINGTON, IL… 
BARCELONA, SPAIN 
TO… 
Every Spring
2 3 4 UNLESS… 
IWU class 
Spanish 
languag 
e or 
class in 
Spanish 
Spanish 
Civilization 
and 
Culture 
Cross- 
Cultural...
1 
IWU 
class 
2 
3 4 
Spanish 
languag 
e or a 
course 
taught in 
Spanish 
Nursing class 
Nursing class 
In Bloomington,...
Bloomington, IL 
8:00 AM 
Pathophysiology 
and Pharmacology 
Barcelona, Spain 
3:00 PM
How it all began
What Is It? 
Semester-long study abroad program in Barcelona 
(Spring only) 
IWU 
Spain 
Progra 
m 
Led by IWU faculty dir...
Establishing an Island 
Program 
Considerations 
Pros/cons of creating own program 
Curricular needs and student 
interest...
First Came… 
IWU 
Spai 
n 
2005, IWU program in Madrid 
created 
2009-11, IWU program moved to 
Barcelona 
Partnership wit...
Then Came 
IWU 
School of 
Nursing 
School mission: “to prepare…leaders for 
nursing and global healthcare” 
1998, creatio...
…AND FINALly 
Curricular Design and saturated teaching loads 
require nursing faculty to remain in U.S. 
Technology 
State...
Use of technology
Polycom Hardware and 
Telepresence Software 
• Allowed the Barcelona and on-campus students to 
synchronously complete req...
Step-by-step guidelines
Planning Phase: Administrative 
• Secure buy-in and interdisciplinary approval for 
synchronous learning model 
• Obtain f...
Pedagogical and 
Technological 
• Securing and installing technology in both 
locations 
• Assuring ongoing technology sup...
Implementation Phase 
• Assuring adequate faculty and student support 
• Maintaining collegial relationships with Universi...
Teaching Strategies 
• Create a dynamic classroom learning environment for 
both on-campus and study abroad students 
• As...
Pre-departure Meetings 
• Consider delay in content delivery until acclimation to 
new culture occurs (beginning and end) ...
Preparing for 
Direct Patient 
Care Clinicals 
Returned to campus in May and 
demonstrated competency in 
fundamental nurs...
If you build it…. 
they will come 
First cohort of five nursing majors launched in 
Spring 2012 with intermediate or above...
If you build it…. 
they will come 
Seven nursing majors participated in Spring 2013 
• One native speaker and two with lim...
If you build it…. 
they will come 
Twelve nursing majors participated in Spring 2014 
• Additional clinics and hospitals n...
If you build it…. 
they will come 
Seven nursing majors are registered for Spring 2015 
and will be arriving in January 
S...
SEMESTER OPTIONS | SUMMER PROGRAMS | INTERNSHIPS | CUSTOMIZED PROGRAMS 
Step-by-Step on-site
Logistics we had to organize 
Can you fit in the scheduling? 
• Scheduling synchronous learning classes 
• Scheduling thei...
Separate orientation 
• Health and Safety 
• Transportation 
• Cultural 
• Specific orientation for Nursing students 
• Cu...
Working in unfamiliar 
environments 
8 ― 2 = 
12 + 4 = 
4 x 3 = 
6 ÷ 2 = 
9 + 3 = 
7 x 4 = 
4 ― 2 = 
8 + 4 = 
12 x 2 = 
20...
Adding health care 
observations 
1. Find the hospitals 
2. Convince the hospitals 
3. Organize schedules 
4. System of fo...
Adding the Cultural 
Component 
Workshop on 
cultural 
differences in 
health care 
between Spain 
and the U.S.
Adding the Language 
Component
Lessons Learned
Lessons Learned 
• Staffing: Assigned 1 full-time person just 
focused on needs of Nursing program 
• Scheduling: When it ...
Lessons Learned cont… 
• Continuous evaluation and feedback 
• Delay the start of observations to overcome 
culture shock ...
¿? 
ON-SITE
Lessons Learned 
• Faculty directorship: 
selection and training 
• Communication 
among all parties 
Study Abroad Office
Lessons Learned 
• Schedule numerous pre-departure meetings and assure ongoing 
communication with key stakeholders 
• Uni...
Lessons Learned: 
Assessment 
• “Standard” study abroad 
assessment (e.g., language 
progression, cultural 
competence) 
•...
Evaluation 
• Significant interest generated among prospective 
students and families (increased applications to SON) 
and...
Summary 
• Use of synchronous learning allows innovative 
approach to cultural competence for programs 
whose study abroad...
Clinical 
Observation 
Experience
Now it´s your turn: 
Workshop
An Innovative 
Study Abroad Program 
& Model for Professional Fields in Study 
Abroad 
Rich Kurtzman, Director and Founder...
An Innovative Study Abroad Program: A Model for Professional Fields in Study Abroad
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An Innovative Study Abroad Program: A Model for Professional Fields in Study Abroad

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Presenters in this session will outline how a small liberal arts college, partnering with a third-party provider, has implemented a successful semester-long study abroad program for nursing majors in Barcelona, Spain. The session will offer perspectives from the faculty, the university’s study abroad office, and the on-site provider. This program is offered as a model for how traditional study abroad programs can be adapted to serve students in other professional disciplines where the curriculum requirements are rigid, or often tied to state licensure requirements (e.g., accounting, education).

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An Innovative Study Abroad Program: A Model for Professional Fields in Study Abroad

  1. 1. An Innovative Study Abroad Program & Model for Professional Fields in Study Abroad Rich Kurtzman, Director and Founder Barcelona Study Abroad Experience (BSAE) Dr. Vickie Folse, Director and Professor School of Nursing, Illinois Wesleyan University (IWU) Stacey Shimizu, Director of International Office Illinois Wesleyan University (IWU)
  2. 2. Outline for today Use of technology How it all began Your turn: Workshop Lessons learned Step by step how it was built How it works
  3. 3. Tailoring Our Discussion: Who´s in the audience? How many of you: • Represent universities sending students out? • Represent programs or universities receiving students? • Already have a semester-long faculty-led program? • Build synchronous learning into study abroad? • Use distance learning with study abroad?
  4. 4. How it Works
  5. 5. ONE ROTATING PROFESSOR (“IWU FACULTY DIRECTOR”) FROM BLOOMINGTON, IL… BARCELONA, SPAIN TO… Every Spring
  6. 6. 2 3 4 UNLESS… IWU class Spanish languag e or class in Spanish Spanish Civilization and Culture Cross- Cultural Psycholog y Or many others 1
  7. 7. 1 IWU class 2 3 4 Spanish languag e or a course taught in Spanish Nursing class Nursing class In Bloomington, IL!
  8. 8. Bloomington, IL 8:00 AM Pathophysiology and Pharmacology Barcelona, Spain 3:00 PM
  9. 9. How it all began
  10. 10. What Is It? Semester-long study abroad program in Barcelona (Spring only) IWU Spain Progra m Led by IWU faculty director; offered in partnership with BSAE Open to all students, but catering in large part to Spanish majors and sophomore Nursing majors Uses synchronous learning technology to offer two required nursing courses in real time Includes healthcare observation in Spanish hospitals and clinics
  11. 11. Establishing an Island Program Considerations Pros/cons of creating own program Curricular needs and student interest assessment Program design Financial analysis Implementation
  12. 12. First Came… IWU Spai n 2005, IWU program in Madrid created 2009-11, IWU program moved to Barcelona Partnership with Barcelona Study Abroad Experience (BSAE)
  13. 13. Then Came IWU School of Nursing School mission: “to prepare…leaders for nursing and global healthcare” 1998, creation of Spanish-minor for Nursing students. 2008, curricular revision based on AACN and IOM recommendations. Responding to need for Spanish-speaking and culturally competent nurses. Limited study abroad options (May Term and summer)
  14. 14. …AND FINALly Curricular Design and saturated teaching loads require nursing faculty to remain in U.S. Technology State pre-licensure requirements Pedagogical factors central to small private liberal arts university
  15. 15. Use of technology
  16. 16. Polycom Hardware and Telepresence Software • Allowed the Barcelona and on-campus students to synchronously complete required nursing courses in sequence: • Pathophysiology and Pharmacology II • Nursing Foundations II: Health Promotion and Risk Reduction (theory) • Synchronous delivery is consistent with value of face to face instruction
  17. 17. Step-by-step guidelines
  18. 18. Planning Phase: Administrative • Secure buy-in and interdisciplinary approval for synchronous learning model • Obtain funding for technology • Meet with International Office and On-site provider to discuss unique needs of nursing majors • Secure observational experiences with hospitals and clinics and negotiate/modify contracts • Conduct multiple site visits beginning 1-2 years in advance • Address malpractice and legal issues • Generate interest and recruit students School of Nursing
  19. 19. Pedagogical and Technological • Securing and installing technology in both locations • Assuring ongoing technology support services • Assessing nursing faculty readiness • Preparing nursing faculty and students for synchronous learning model • Meeting with IWU faculty Director to discuss unique needs of nursing majors School of Nursing
  20. 20. Implementation Phase • Assuring adequate faculty and student support • Maintaining collegial relationships with University IT and IWU faculty Director • Delivering content from both campus and Barcelona • Maintaining dialogue about connectivity/bandwidth issues School of Nursing
  21. 21. Teaching Strategies • Create a dynamic classroom learning environment for both on-campus and study abroad students • Assure ongoing communication and academic success (e.g., Skype study session with tutors and faculty) • Post powerpoint slides and other material in advance to accommodate time differences and travel schedules • Accommodate unique test taking needs and lead time needed for on-site proctor • Prepare students and professional staff for rigor of lecture as well as modules/clinicals upon return to campus School of Nursing
  22. 22. Pre-departure Meetings • Consider delay in content delivery until acclimation to new culture occurs (beginning and end) • Determine what didactic information needs to be delivered before departure and what should be done face to face • Clarify observation experiences may be different between students, and are not direct patient care clinicals • Address logistics (e.g., textbooks, time differences, holidays, balancing travel and homework, living arrangements upon return to campus) • Involve returned students School of Nursing
  23. 23. Preparing for Direct Patient Care Clinicals Returned to campus in May and demonstrated competency in fundamental nursing skills as well as completed 40 hours of supervised direct patient care in regional medical center.
  24. 24. If you build it…. they will come First cohort of five nursing majors launched in Spring 2012 with intermediate or above Spanish language skills School of Nursing
  25. 25. If you build it…. they will come Seven nursing majors participated in Spring 2013 • One native speaker and two with limited Spanish language skills
  26. 26. If you build it…. they will come Twelve nursing majors participated in Spring 2014 • Additional clinics and hospitals needed for observations • Larger classroom space and enhanced technology needed on site School of Nursing
  27. 27. If you build it…. they will come Seven nursing majors are registered for Spring 2015 and will be arriving in January School of Nursing
  28. 28. SEMESTER OPTIONS | SUMMER PROGRAMS | INTERNSHIPS | CUSTOMIZED PROGRAMS Step-by-Step on-site
  29. 29. Logistics we had to organize Can you fit in the scheduling? • Scheduling synchronous learning classes • Scheduling their other classes • Combing with on-site experiential learning Do you have the technology? • Laptop • Fixed IP and enough bandwidth • Microphone • Screen
  30. 30. Separate orientation • Health and Safety • Transportation • Cultural • Specific orientation for Nursing students • Cultural differences in the work place • Concepts of time, space, relationship-building
  31. 31. Working in unfamiliar environments 8 ― 2 = 12 + 4 = 4 x 3 = 6 ÷ 2 = 9 + 3 = 7 x 4 = 4 ― 2 = 8 + 4 = 12 x 2 = 20 + 10 = NEW RULES ― means to multiply ÷ means to add + means to divide X means to subtract
  32. 32. Adding health care observations 1. Find the hospitals 2. Convince the hospitals 3. Organize schedules 4. System of follow-up and evaluation
  33. 33. Adding the Cultural Component Workshop on cultural differences in health care between Spain and the U.S.
  34. 34. Adding the Language Component
  35. 35. Lessons Learned
  36. 36. Lessons Learned • Staffing: Assigned 1 full-time person just focused on needs of Nursing program • Scheduling: When it is 8 a.m. in Illinois, it´s 3 p.m. in Barcelona except… • Scheduling part two: Spring break (s) • Projects: • All students to keep a cultural journal • All students to complete a final presentation ON-SITE
  37. 37. Lessons Learned cont… • Continuous evaluation and feedback • Delay the start of observations to overcome culture shock • Need a dedicated study space open late ON-SITE
  38. 38. ¿? ON-SITE
  39. 39. Lessons Learned • Faculty directorship: selection and training • Communication among all parties Study Abroad Office
  40. 40. Lessons Learned • Schedule numerous pre-departure meetings and assure ongoing communication with key stakeholders • University faculty Director (rotating); International Office Director, and on-site Director • Anticipate problems and quickly strategize solutions for ongoing program improvement • Continuously enhance technology support • Collaborate with internship coordinator to oversee clinical experiences and provide avenue for student/program evaluation • Cultivate relationships with leaders at hospitals and clinics • Explore implications of ideal language skills, academic performance, number of students accepted into study abroad program School of Nursing
  41. 41. Lessons Learned: Assessment • “Standard” study abroad assessment (e.g., language progression, cultural competence) • Discipline-specific assessment (e.g., comparative understanding of healthcare in Spain v US, clinical preparedness) • Be intentional from the outset, but also be flexible • Longer-term assessment (e.g., employability)
  42. 42. Evaluation • Significant interest generated among prospective students and families (increased applications to SON) and sustained interest (solid enrollment in study abroad) • Only one of 24 students left the SON (minimal attrition) • No significant difference in nursing GPA between first semester and second semester of sophomore year or between cohort grades regardless of location (academic performance) • Reports of satisfaction with experience on exit interviews (life transforming experience and perceived increased cultural competence) School of Nursing
  43. 43. Summary • Use of synchronous learning allows innovative approach to cultural competence for programs whose study abroad options have traditionally been limited • This program can serve as a model for other institutions and disciplines
  44. 44. Clinical Observation Experience
  45. 45. Now it´s your turn: Workshop
  46. 46. An Innovative Study Abroad Program & Model for Professional Fields in Study Abroad Rich Kurtzman, Director and Founder Barcelona Study Abroad Experience (BSAE) Rich@BarcelonaSAE.com Dr. Vickie Folse, Director and Professor School of Nursing, Illinois Wesleyan University (IWU) vfolse@iwu.edu Stacey Shimizu, Director of International Office Illinois Wesleyan University (IWU)

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