In partnership with Pwani University, Zahanati Ventures Ltd is set to host its first summer school from 11th – 14th July, 2017 in Kilifi County, Kenya. The program is an innovative, fun and interactive five-day training in Tropical Medicine for local and international students with a relevant healthcare background. The afternoons will be spent in relevant laboratory sessions with the assistance of local training staff. The final day will culminate with a “Hot topics in Global Health” Day, a quiz and a certificate-awarding ceremony.
Impact of Peer Educational Programme and Gender on Biology Students’ Knowledg...iosrjce
This paper examined the impact of peer educational programme and gender on Biology students’
knowledge of HIV/AIDS concept in two selected local government area in Ekiti State. The study adopted a
pretest-posttest control group quasi experimental design. The sample consisted of 192 SSS II Biology Students
from four schools randomly selected in Ekiti States. Three instruments used were -Teachers’ Instructional
Guides for: HIV/AIDS Peer Education and Conventional Lecture Method; Biology Science Students’
Knowledge Scale (r=0.80). Three hypotheses were tested at 0.05 level of significance. Data were analyzed using
ANCOVA and mean scores. Results showed that Treatment had significant main effect on knowledge (F (2,131)
=32.62, P < .05). Gender had no significant main effect on knowledge (F (2,131) = 1.344, P > .05). (The two-way
interaction effect of treatment and gender was not significant on knowledge (F (2,131) = 1.344, P > .05). peer
education strategy is therefore, recommended to be adopted by Biology teachers and curriculum planners.
Word Count: 158
In partnership with Pwani University, Zahanati Ventures Ltd is set to host its first summer school from 11th – 14th July, 2017 in Kilifi County, Kenya. The program is an innovative, fun and interactive five-day training in Tropical Medicine for local and international students with a relevant healthcare background. The afternoons will be spent in relevant laboratory sessions with the assistance of local training staff. The final day will culminate with a “Hot topics in Global Health” Day, a quiz and a certificate-awarding ceremony.
Impact of Peer Educational Programme and Gender on Biology Students’ Knowledg...iosrjce
This paper examined the impact of peer educational programme and gender on Biology students’
knowledge of HIV/AIDS concept in two selected local government area in Ekiti State. The study adopted a
pretest-posttest control group quasi experimental design. The sample consisted of 192 SSS II Biology Students
from four schools randomly selected in Ekiti States. Three instruments used were -Teachers’ Instructional
Guides for: HIV/AIDS Peer Education and Conventional Lecture Method; Biology Science Students’
Knowledge Scale (r=0.80). Three hypotheses were tested at 0.05 level of significance. Data were analyzed using
ANCOVA and mean scores. Results showed that Treatment had significant main effect on knowledge (F (2,131)
=32.62, P < .05). Gender had no significant main effect on knowledge (F (2,131) = 1.344, P > .05). (The two-way
interaction effect of treatment and gender was not significant on knowledge (F (2,131) = 1.344, P > .05). peer
education strategy is therefore, recommended to be adopted by Biology teachers and curriculum planners.
Word Count: 158
es el motor de búsqueda mas utilizado en la red aparece una descripción de las diferentes aplicaciones desglosadas de google que nos ayudaran aun mas a conocer este fantástico mundo
Contents lists available at ScienceDirectJournal of ProfesAlleneMcclendon878
Contents lists available at ScienceDirect
Journal of Professional Nursing
journal homepage: www.elsevier.com/locate/jpnu
Transforming nursing curricula for a global community
Jennifer Dohrn⁎, Karen Desjardins, Judy Honig, Heidi Hahn-Schroeder, Yu-hui Ferng,
Elaine Larson
Columbia University School of Nursing, 617 West 168th Street, New York, NY 10032, USA
A R T I C L E I N F O
Keywords:
Global Health
Nursing education
Clinical education
A B S T R A C T
With nurses and midwives providing the majority of health care globally, nursing education in all countries must
prepare students for broader responsibilities to move the agenda forward for equitable care and universal health
coverage. Columbia University School of Nursing developed and implemented a vibrant approach to curriculum
transformation that included a new didactic course followed by a program of global clinical experiences to
expand students' learning environments in global health. Program planning included defining learning objec-
tives, mobilizing support within the school, establishing new sites, recruiting and preparing students, overseeing
of students with host institutions, and evaluating the program. A total of twenty-four students were placed over
five sites for a six-week credit-bearing global clinical experience. Students had varied clinical experiences with
new understandings of the reality of health disparities. Host sites expressed a commitment to have students
return in the next year, and all students stated that they would chose a global experience again. This innovation
provides a transformative addition to nursing education with a deepened understanding of health disparities and
nursing roles in different health systems. It strengthens the school's network of nursing and midwifery educators
and opens doors for new exchanges.
Introduction
Nurses and midwives provide the majority of clinical care around
the world. Their roles and responsibilities are substantial in advancing
the global mandate to provide health care for all and universal health
coverage. The health care environment has rapidly moved from a na-
tional to global focus, influenced by increased technological advances,
record migrations of people and increased disparities, necessitating a
framework for global equity. Nursing and midwifery education needs to
prepare students to assume broader roles in the global environment
with competencies that include a rigorous understanding of the orga-
nization of health systems and access to resources, leadership skills, and
advocacy for the most marginalized populations to ensure equitable
health care as a fundamental human right (Wilson et al., 2016). The
Global Strategic Directions for Nursing and Midwifery 2016–2020, re-
cently released by the World Health Organization, states: “Nurses… are
critical in achieving global mandates such as universal health coverage
and the Sustainable Development Goals. The mandates provide a
challenge as well as an opportuni ...
es el motor de búsqueda mas utilizado en la red aparece una descripción de las diferentes aplicaciones desglosadas de google que nos ayudaran aun mas a conocer este fantástico mundo
Contents lists available at ScienceDirectJournal of ProfesAlleneMcclendon878
Contents lists available at ScienceDirect
Journal of Professional Nursing
journal homepage: www.elsevier.com/locate/jpnu
Transforming nursing curricula for a global community
Jennifer Dohrn⁎, Karen Desjardins, Judy Honig, Heidi Hahn-Schroeder, Yu-hui Ferng,
Elaine Larson
Columbia University School of Nursing, 617 West 168th Street, New York, NY 10032, USA
A R T I C L E I N F O
Keywords:
Global Health
Nursing education
Clinical education
A B S T R A C T
With nurses and midwives providing the majority of health care globally, nursing education in all countries must
prepare students for broader responsibilities to move the agenda forward for equitable care and universal health
coverage. Columbia University School of Nursing developed and implemented a vibrant approach to curriculum
transformation that included a new didactic course followed by a program of global clinical experiences to
expand students' learning environments in global health. Program planning included defining learning objec-
tives, mobilizing support within the school, establishing new sites, recruiting and preparing students, overseeing
of students with host institutions, and evaluating the program. A total of twenty-four students were placed over
five sites for a six-week credit-bearing global clinical experience. Students had varied clinical experiences with
new understandings of the reality of health disparities. Host sites expressed a commitment to have students
return in the next year, and all students stated that they would chose a global experience again. This innovation
provides a transformative addition to nursing education with a deepened understanding of health disparities and
nursing roles in different health systems. It strengthens the school's network of nursing and midwifery educators
and opens doors for new exchanges.
Introduction
Nurses and midwives provide the majority of clinical care around
the world. Their roles and responsibilities are substantial in advancing
the global mandate to provide health care for all and universal health
coverage. The health care environment has rapidly moved from a na-
tional to global focus, influenced by increased technological advances,
record migrations of people and increased disparities, necessitating a
framework for global equity. Nursing and midwifery education needs to
prepare students to assume broader roles in the global environment
with competencies that include a rigorous understanding of the orga-
nization of health systems and access to resources, leadership skills, and
advocacy for the most marginalized populations to ensure equitable
health care as a fundamental human right (Wilson et al., 2016). The
Global Strategic Directions for Nursing and Midwifery 2016–2020, re-
cently released by the World Health Organization, states: “Nurses… are
critical in achieving global mandates such as universal health coverage
and the Sustainable Development Goals. The mandates provide a
challenge as well as an opportuni ...
PROMOÇÃO DA SAÚDE ORAL MATERNA E INFANTIL
“Este e-book foca explicitamente nas ações odontológicas profissionais, contemplando a filosofia de atendimento transdisciplinar e integral ao paciente.
O objetivo dos autores é criar condições para que as novas gerações de crianças sejam futuros indivíduos com boa saúde bucal ao longo da vida e favoreçam a saúde geral, o bem-estar e a qualidade de vida.
A ideia central do projeto foi alcançada com acesso fácil e gratuito ao ebook, contendo capítulos em uma linguagem simples e rica em conteúdo científico que incentiva ações clínicas que promovam a saúde bucal infantil.”
Harvesting Health: Growing Our Own Health Care ProfessionalsGreat Valley Center
Presentation given by Dr. Don Hilty and Michelle Villegas-Frazier from the UC Davis Medical School on the Panel: "Harvesting Health: Growing our own Health Care Professionals" at the Great Valley Center's Sacramento Valley Forum on October 27, 2010 in Chico, CA.
The Role of African Traditional Medical Practices in Adolescent Cognitive Ski...ijtsrd
This study set out to investigate the challenges faced by African Traditional Medical Practices and the impact on its sustainability and the development of adolescent cognitive skills through the transfer of knowledge in Oku Sub Division, North West Region of Cameroon. This study employed the ethnographic research design. This qualitative study was done through interviews and observation. The data collected was analysed through thematic analysis. Participants were sampled purposively and the snow ball technique was equally employed to get the traditional doctors, adolescents who are involved in African Traditional Medicine and their parents or guardians. Number of problems were identified as hindering the development of traditional medicine, ranging from secrecy, lack of documentation, no introduction in scholar curriculum, spiritual power not commonly shared or freely accessible, fake practitioners, lack of medicinal garden, inadequate recognition and regulation by the government, non integration in the conventional health system, scarcity of medicine due to the destruction of natural environment, challenge in conserving medicines, inadequacy of treatment facilities, inadequacy of finance or other boosting mechanisms, modernity leading to low consideration for traditional medicine, fear of the wild by adolescents, inadequate collaboration among practitioners, disturbs schooling and some aspects that are sex discriminative. The participants however identified number of assets that could boost the sector, notably early age involvement, social exposure as traditional medicine is practiced in the surroundings or home, the presence of role modelling at home or in the community, duration of training determined by confirmed professionalism, giftedness or predisposed talent which could be through revelation, gods ancestral calls or natural, smaller class sizes, intrinsic motivation and passion, extrinsic motivation alternative to schooling, employment, social status, sustaining parent’s legacy, social community development , willingness by professionals to transfer knowledge and ensuring continuity, existence of professional organizations, complementarity between modern and traditional medicine, collaboration among practitioners, proven efficiency of traditional medicine, both boys and girls can learn, affordability, formal training opportunities, population interest and usage, trust, confidence in traditional medicine and the tradition ethic like selflessness, not for profit or righteousness guiding the practice of traditional medicine. Number of recommendations were made to boost the sector and so far the survival, conservation of cultural and traditional values, and the contribution to socio economic development and youth cognitive development. Kengnjoh Michael Mbuwir "The Role of African Traditional Medical Practices in Adolescent Cognitive Skills Development in Oku Sub Division, North West Region of Cameroon: Challenges and Prospects" Published in
Global Grads find college in faraway places - News and Research Communications
1. News and Research
Communications
"Global grads" find college in faraway places
11/25/1997
CORVALLIS - The college experience, like it has been for decades, still means studying at the
library, football games, struggling with calculus and trying to get along with your roommate.
But in the '90s, it can also be hiking in knee-deep mud in the coastal rainforest of Ecuador,
treating children for tuberculosis in a South African squatter's camp, or working all summer in
the rolling, green, sheep-covered hills of Wales.
These experiences and others were shared by students in the College of Science at Oregon
State University who participated in Global Graduates - The Oregon International Internship
Program. It's an increasingly popular way for undergraduate and master' s-level students with
a sense of adventure to develop language skills, international work experience, leadership
abilities and academic expertise in the real world.
"In today's global economy many employers are looking for students with a wider variety of
skills, including those gained in an overseas setting," said Laura Hampton, coordinator of the
program at OSU. "International internships are a unique way to ear n academic credit and
develop practical skills."
The internships can take several forms, Hampton said. Sometimes they involve working with
an Oregon business that has an overseas branch. Sometimes the connections are with foreign
universities or non-profit agencies, and sometimes governmental sponsor ships are involved.
A common thread, participants say, is challenging new life experiences.
Katrina McPherson of Klamath Falls graduated from OSU last June with a degree in
biochemistry and biophysics and the university's innovative new international degree. Before
entering medical school this fall at Johns Hopkins University, she wanted to d o an internship
which would allow her both to improve her Spanish and study medicinal plants. The Fundacion
Jatun Sacha's biological reserve in Bilsa, Ecuador, filled those goals, where she learned about
the conservation functions of the reserve and the h ealth care system of Ecuador.
"I saw first-hand some of the problems that developing countries are facing, mainly that
health care is often inadequate or completely non-existent," McPherson said. As a result of her
experience, she is considering a medical career in public health, a nd hopes to return to the
2. area to work with a group of indigenous people whose medicinal plants have not been studied.
Lisa Macy, a senior in general science from McMinnville, also hopes to pursue a medical science
career, and a recent six-month internship brought her up close and personal to the people of
South Africa.
"Watching the way the medical profession can help people all over the world, I realized why I
want to be a doctor," Macy said. "Bedford hospital was like nothing I have ever seen before.
Unsanitary conditions, limited staff, iron-barred beds lined sid e by side. No get-well cards,
flowers or visitors. Xhosa patients with tuberculosis, polio, spina bifida, gun shots, stabs, stick
wounds, osteomyelitis were treated. They were the most amazing people I have ever met."
Working with the physical therapy department, Macy aided in the treatment of paraplegic
patients in the morning and children in the afternoon. She also wrote grants requesting
hospital funding, compiled patient trauma statistics, and by the end of her internship learned
enough Xhosa to converse with many of the patients.
Heidie Beard, a senior in environmental science from Milwaukie, worked in the School of
Biological Sciences at the University of Wales, Bangor, researching the biodiversity of
organisms associated with the common edible mussel, Mytilis edulis. Her prof essors were
"extremely helpful and willing to give the time and attention needed to discuss concerns about
the project", Beard said.
"I gained a sense of achievement, better communication skills, became more culturally aware
and made career contacts as well as many new personal friends who come from all over the
world," she said.
According to Hampton, participation in the Global Graduates program can be developed
through any university in the Oregon State System of Higher Education. Scholarships are
available to assist with the costs of the internship experience, positions are filled on a
competitive basis, and the program offers a wide variety of opportunities.
This program can also be combined with participation in OSU's international degree program
for undergraduates, which has similar goals and has become a national model for developing
the global awareness and competency of students.
Other recent internships in this program by Oregon residents include:
BEAVERTON: Paula Christensen, major in public health, promotion and education, internship
in Australia; Mario Eiland, internship in Latin America
BEND: Bradley Edmunds, major in Spanish, internship in Honduras; Jennifer Peterson, major in
human development and family science, internship in Mexico
BORING: Jacob Polk, major in psychology, internship in Mexico
3. CLACKAMAS: Steve Yeung, major in civil engineering, International Degree, internship in China
CORNELIUS: Susan Pranger, major in business administration, internship in Germany
CORVALLIS: Mike Chen, major in accounting, internship in Taiwan; Nick Hobgood, major in
marine resource management, internship in Senegal; Jennifer Hogansen, major in psychology,
internship in United Kingdom; Timothy McVey, major in business, management i nformation
systems, internship in Germany; Mary McCormick, major in marine resource management,
internship in Mexico; Kristine McElwee, major in marine resource management, internship in
Senegal; Jennifer Nutton, major in political science, internship in United Kingdom; Frances
Pendergrass, major in public health, internship in South Africa; Jennifer Segerholt, major in
health promotion and education, internship in Sweden; Typhanny Tucker, major in liberal
studies, internship in Costa Rica; Gretchen Wade, major in biology, internship in Mexico;
Samnang Yun, major in health promotion and education, internship in Cambodia
EUGENE: Kimberly Kauffman, major in English, internship in Mexico
GRESHAM: Bill Martin, major in history of science, internship in United Kingdom; Mark Pinilla,
major in international relations, internship in Ecuador
HILLSBORO: Rashawn Knapp, major in health care administration, internship in Mexico; Jeff
Malensky, major in international business, internship in Mexico
KENO: Pamela Goodrich, major in psychology, internship in Mexico
KLAMATH FALLS: Katrina McPherson, major in biochemistry and biophysics, internship in
Ecuador
LAKE OSWEGO: Luis Rodriguez-Garcia, major in Spanish and anthropology, internship in
Ecuador
MADRAS: Jennifer Samsel, major in computer science, internship in Japan
MCMINNVILLE: Lisa Macy, major in general science, internship in South Africa
MILWAUKIE: Heidie Beard, major in environmental science and aquatic biology, internship in
United Kingdom
NEWBERG: Andrea Dietz, major in nutrition and food management, internship in Honduras
PHILOMATH: Sharmin Smith, International Degree in business administration, internship in
Mexico
PORTLAND: Eva Celnik, major in health promotion and education, internship in Switzerland;
Emily Gates, major in Spanish, internship in Ecuador; Emily Holtman, major in business
administration, management, internship in Ireland; Heather Jenkins, major in human