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).
Organic Name Reactions for the students and aspirants of Chemistry12th.pptx
An Innovative Study Abroad Program: A Model for Professional Fields in Study Abroad
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. 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. 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?
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. Establishing an Island
Program
Considerations
Pros/cons of creating own program
Curricular needs and student
interest assessment
Program design
Financial analysis
Implementation
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. 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. …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
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
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. 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. 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. 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. 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. 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. 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. 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. 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. If you build it….
they will come
Seven nursing majors are registered for Spring 2015
and will be arriving in January
School of Nursing
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. 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. 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. Adding health care
observations
1. Find the hospitals
2. Convince the hospitals
3. Organize schedules
4. System of follow-up and
evaluation
33. Adding the Cultural
Component
Workshop on
cultural
differences in
health care
between Spain
and the U.S.
37. 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
38. 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
40. Lessons Learned
• Faculty directorship:
selection and training
• Communication
among all parties
Study Abroad Office
41. 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
42. 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)
43. 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
44. 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
47. 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