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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).

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)

Editor's Notes

  • Rich: Our goal is to share our experience to help you create a similar program. Think of today´s session as a “how-to” do it yourself
  • Rich
  • Note: “healthcare observations”, not clinicals.

    1 Class with the director, 1 at BIC and two at IWU
  • Talking points:

    Pros/cons:
    Pros = academic and co-curricular control; fit with your institution’s goals/mission/values; revenue generation; faculty development; marketing/recruitment tool for admissions….
    Cons = take a lot of work to build and there are so many programs already available; costs (can generate revenue with sufficient enrollment); depth of faculty interest, competence
    Curricular needs assessment: So, one of the pros is academic fit  what would you teach in your program? Is there a compelling reason to teach this abroad? Is there another, easier way to offer this? Is there student interest in studying subject abroad/studying in your proposed location?
    Program design: will this be faculty-led? Will you hire your own staff? Will you partner with an organization on site (provider, university, non-profit…)? How long will the program be? Will there be internship/practicum/service learning component? Housing and other facilities? Co-curricular offerings? Etc.
    Financial Analysis: What will it cost (in staff hours on campus? In salary for faculty/staff? Etc.) What would you have to charge students and how many students do you need to make the program financially viable?
    Implementation: RFP for providers and proposal review (which takes you back to financial analysis and program design); selection of faculty director or hiring of staff; recruitment of students, etc.
  • Talking points

    2005, created island program for IWU students in Madrid
    With “great recession”, forced to consider relocating because of cost -> added benefit, BCN made it easier to accommodate students with little or no Spanish
    BSAE was able to offer the program we wanted at a price we could afford -> added benefit is that RK is an alum, so familiar with our students and curriculum

    Main point here is that with our existing island program, the SON did not need to reinvent the wheel – just modify
  • Talking points

    Five factors fed into SON seeking to create a semester study abroad opportunity for their students:
    1. SON mission: “extends the University’s liberal arts tradition to prepare exceptional thinkers, compassionate professionals, and leaders for nursing and global healthcare.”
    2. Spanish minor -> so, a subpopulation with strong desire to achieve language proficiency
    3. curricular revision driven by two external agencies (Am Assoc of Colleges of Nursing’s Essentials of baccalaureate education for professional nurses and Inst of Medicine’s Health professions education: A bridge to quality)
    4. general professional need for language and cultural competency
    5. the very limited options open to nursing students at that time-> a bi-annual 3-week course (no language, limited cultural engagement) or an intensive language program in the summer (medical Spanish, but not clearly tied with nursing and also with limited cultural engagement)
  • Talking points

    IWU is a small, private liberal arts college -> fac size and teaching loads mean core courses can be offered only 1x/year (so, if a student misses one semester, they lose full year) and also means limited ability to offer facultu-led programs
    State licensing requires required clinicals be offered by nurse educator licensed in state of IL -> technology made it possible for IWU faculty to teach the courses from campus and for students in Barcelona to participate in real time, with students then returning to campus to complete clinicals under supervision of IWU SON faculty.
    Pedagogically, the SON opted to use synchronous learning technology to allow real-time participation by BCN students: alloes for face-to-face interaction with faculty and peers on campus, in keeping with our liberal arts tradition/ethos. Differs from what others are doing (distance learning, MOOCs, hybrid classes) which is often asynchronous and has online component.
  • For a synchronous classroom
  • Meetings to talk about goals
  • Meetings to talk about goals
  • Talking points

    Selection of faculty director: while we have not changed our selection process, the call for applicants, job description/duties, and training materials have been modified with the needs of the nursing program in mind. (examples). More needs to be done on this as the program evolves.
    Importance of all actors to communicate regularly. If/when SON makes changes (e.g., to exam delivery or to observations), IO must be involved so that we can market program accurately and can train/prepare faculty properly. Similarly, IO and BSAE need to communicate clearly and early about course offerings and must coordinate messages to students (to avoid conflicting messages or confusion over who “runs” the program). Especially important in re: parents, who are even more removed from program and may not understand program organization (can lead parents to wonder “who is in charge here?”)
  • Talking points

    With a program like ours, there are some of what I would call “standard” assessment questions since the program has a language compenent, we want to assess language progression; since this is study abroad, we want to know whethre and to what extent students are more culturally competent.
    BUT…this program also has some very specific disciplinary-specific goals (think back to that early slide about the factors motivating the SON), and these need to be assessed as well.  But (lesson learned) we did not think as carefully about what and how to assess before launching the program. Had we done so, we would have designed tools from the outset and would have been collecting data.  At the same time, though, as Vickie’s comments show, the program has changed in the three years we have offered it, and just as we have had to adapt of change some earlier aspects of the program, we would have had to adapt or modify our assessment program
    Longer-term employment: The first cohort graduated in May  it really is too early to make any evaluation of employability (esp in what is already an in-demand field) or of long-term employment/career benefits.

    But let’s end on a positive note and share with you some of the effects this program has had in SON.
  • Our goal was to inspire new ideas based on this model and give you the scaffolding so you can build your own
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