Aug 2026· Journal of the American Association of Nurse Practitioners· 0 citations· 12 references
Medicine
TL;DR
The GEP is a 5-day immersive educational program that provides structured exposure to APRN education, curricular frameworks, and clinical practice in the United States while fostering sustained dialogue on contextually appropriate pathways for APRN development in Brazil.
Abstract
ABSTRACT
Global trends have recognized the expansion of Advanced Practice Registered Nurse (APRN) models as a strategic approach to enhancing health care accessibility, equity, and patient outcomes. Brazil faces significant challenges in institutionalizing APRN roles, including the lack of approval for APRN education at the master's level, lacking regulatory support, and a prevailing medical culture. This article evaluates the Global Exchange Program (GEP) as a collaborative platform to strengthen the development and integration of APRNs in Brazil. The GEP is a 5-day immersive educational program that provides structured exposure to APRN education, curricular frameworks, and clinical practice in the United States while fostering sustained dialogue on contextually appropriate pathways for APRN development in Brazil. The program evaluation used an online survey with open-ended questions to assess participants' experiences in the GEP and its influence on APRN development in Brazil. Data were analyzed using qualitative descriptive method and thematic analysis revealed six central themes: (1) positive experiences, (2) cultural awareness, (3) networking opportunities, (4) implementation of advanced practices, (5) educational value, and (6) supportive environments. Participants, mainly Brazilian nursing faculty and key stakeholders, indicated that the program enhanced their professional insights, highlighting the importance of cultural competency and advanced nursing strategies. The GEP promotes reciprocal learning and contextual adaptation. Using the GEP model may enable other engagement with international stakeholders, facilitate discussions on tailored APRN model implementation, and provide experiential learning that enhances understanding and advances global adoption of APRN practices.
Objective: To describe a week-long immersion program at the University of Michigan School of Nursing (UMSN) designed to enhance Latin American nurses’ and stakeholders’ understanding of NP education, scope of practice, regulation, and leadership, supporting context-appropriate NP role development. Methods: Experience report of the “Developing Advanced Practice Nurses in Latin America” international week. An invited cohort (N=18) from six countries participated with Spanish/Portuguese simultaneous translation. Learning activities included structured presentations on MSN/DNP pathways and competencies, simulation laboratory orientation, and clinical site visits including academic medical center inpatient units, community primary care clinic, and student-run free clinic. Results: Participants observed NP autonomy in assessment, diagnosis, prescribing, care coordination, interdisciplinary collaboration, simulation’s role in competency development, and NP contributions to quality improvement, safety, and health equity initiatives across settings. Conclusion: The immersion fostered reflective dialogue on adapting United States based NP education and practice elements to various Latin American contexts. It also strengthened delegates’ intent to advocate for standardized education, supportive regulation, and expanded nursing leadership in Latin America.
B. Ammerman, Andrea Kline-Tilford, Joseph D. Yaksich et al.· Online Brazilian Journal of...· 0 citations
INTRODUCTION
Recruiting international registered nurses (RNs) is one solution health care systems employ to address nursing shortages; however, these nurses often encounter challenges. The purpose of this study was to explore international RNs' experiences at a large health system in the United States and identify strategies to effectively integrate these RNs into U.S. health care systems.
METHODS
A mixed-methods study design was used. Nurses involved in the health system's International RN Program, all of whom were from the Philippines, were invited to participate in a survey and interviews.
RESULTS
A total of 114 Filipino RNs completed the survey, and nine participated in interviews. Findings highlighted supportive workplace relationships, but challenges remained in community integration, orientation, and adapting to new clinical practices and communication styles.
DISCUSSION
Recommended strategies to support international RNs include extending orientation programs, providing refresher sessions, offering structured mentorship programs, and providing cultural adaptation programs.
Yifei Fiona Wen, Qing Yang, Deborah H Allen et al.· Journal of Transcultural Nur...· 0 citations
INTRODUCTION
The implementation of advance care planning (ACP) has traditionally been confined to medical officers and specialist nurses. This study evaluated the effect of a multimodal Advance Care Planning Education (ACPEd) program for allied health professionals and generalist nurses.
METHODS
Conducted within a regional health service in Queensland, Australia, the study used a single-arm, explanatory sequential mixed methods design involving 30 participants completing a three-hour workshop, and a learning circle attended by 10 participants. Quantitative data were collected through preintervention and postintervention surveys assessing perceived confidence, knowledge, skills, and role legitimacy. Qualitative data from the learning circles explored changes in clinical practice and role identity.
RESULTS
Significant improvements were observed in confidence, t (29) = -7.820, P= <.001; knowledge, t (27) = -12.87, P= <.001; and skills, t (29) = -6.814, P= <.001. There was no significant change in perceived health professional roles, t (26) = 2.182, P= .19, indicating a strong belief that all health professional groups have a role in ACP. Three overarching themes emerged: prioritizing ACP, recognizing role legitimacy, and evolving perspectives on engagement. Despite persistent barriers including time constraints and team dynamics, participants demonstrated increased capacity and intent to initiate ACP discussions, with the ACP Tracker a key facilitator for clinical care.
DISCUSSION
The findings suggest that targeted, interprofessional education may support the development of role identity and legitimacy for ACP among allied health professionals and generalist nurses. The ACPEd program is a scalable model for embedding ACP into practice, with implications for policy and professional development.
W. Kinton, L. Chilman, C. Joyce et al.· Journal of Continuing Educat...· 0 citations
A scoping review aims to identify shortcomings in theoretical and empirical modeling of nursing students’ interprofessional collaboration competence (ICC), informing the development of more effective educational interventions for the ICC of nursing students, and others.
Aldin Striković, Eveline Wittmann, Johannes Krell et al.· MethodsX· 0 citations
Advanced Practice Nursing is internationally recognised as an innovative model of practice that expands the traditional scope of nursing by integrating specialised knowledge, advanced clinical skills, and greater autonomy in clinical decision-making. Within this model, research competence is recognised as a strategic pillar for consolidating Advanced Practice Nursing practice. Citizen Science, in turn, represents an innovative approach that promotes the active involvement of citizens throughout the research process, strengthening the alignment between research priorities and community needs. This paper discusses the integration of Citizen Science into postgraduate nursing curricula for Advanced Practice Nurses as a strategy to strengthen their capacity to generate context-sensitive and socially relevant evidence. It examines the potential contributions of Citizen Science to evidence generation and knowledge co-creation and proposes pathways for curricular integration. These includes curriculum review, the implementation of Citizen Science pilot projects, capacity building for faculty members and clinical mentors to support research based on Citizen Science principles, the development of partnerships across academic, healthcare, governmental, and community settings, and the strengthening of science communication initiatives. The paper also discusses key implementation challenges, including institutional resistance, ethical and legal considerations, and the need to prepare educators and students for participatory research approaches. Integrating Citizen Science into postgraduate Advanced Practice Nursing education represents a contemporary and strategic opportunity to better prepare nurses to generate context-sensitive evidence, engage citizens as partners in knowledge production, and promote more responsive, equitable, and socially accountable healthcare.
The purpose of this paper is to examine how the Sustainable Development Goals (SDGs) are integrated into a nursing education program at the Universidad Técnica del Norte (UTN), Ecuador and to identify the institutional, curricular and pedagogical factors associated with their explicit incorporation. The study aims to clarify the gap between SDGs awareness and formal curricular enactment in higher education for the health sciences.
The study adopts a sequential mixed-methods design combining qualitative, quantitative and documentary approaches. Data were collected through a faculty focus group, surveys administered to instructors (n = 35) and undergraduate nursing students (n = 498) and a microcurricular review of official course syllabi (n = 45) within the UTN nursing program. Quantitative analyses included nonparametric tests, correlation analyses, clustering techniques and logistic regression, while qualitative and documentary data were integrated through methodological triangulation.
Although faculty awareness of the SDGs is relatively high, their translation into explicit curricular practice remains uneven, with fewer than two thirds of instructors reporting formal integration. Faculty engagement is concentrated primarily on SDGs 3 (Good Health and Well-Being) and SDGs 4 (Quality Education), reflecting disciplinary proximity, while broader socio-ecological goals receive limited attention. Logistic regression analysis showed moderate explanatory capacity (McFadden’s pseudo-R2 = 0.429), indicating that structural and curricular factors play a stronger role in explicit SDGs integration than pedagogical activity alone. Among students, exposure to the SDGs is widespread, but levels of deep understanding are modest, and knowledge is only weakly associated with perceived importance. The micro-curricular analysis reveals that explicit SDGs references are largely absent from foundational courses and become more prevalent in professionalizing and practice-based stages, particularly during the Rota.
The study is limited by its single-institution design and the small faculty sample size, which may restrict statistical power and generalizability. Future research should adopt multi-institutional and longitudinal designs and incorporate direct measures of sustainability competence development.
The findings provide actionable guidance for curriculum governance and faculty development in nursing education. They support the need to institutionalize SDGs integration from early curricular stages, align active pedagogies with explicit learning outcomes and assessment criteria and strengthen program-level mechanisms to ensure coherent and traceable Education for Sustainable Development (ESD).
By strengthening the integration of the SDGs in nursing education, higher education institutions can better prepare future nurses to address health inequities, promote preventive and community-based care and contribute to sustainable health systems. Such integration also enhances graduate employability by developing competencies increasingly valued in the global health sector, including sustainability awareness, equity-oriented practice, community engagement and responsible use of health resources. In the Ecuadorian context, and more broadly in the Global South, such curricular alignment has the potential to enhance social justice, public health outcomes and community well-being through professionally trained agents of sustainable development.
To the best of the authors’ knowledge, this study provides one of the first empirical, multilevel analyses of SDGs integration in nursing education in Ecuador. By combining faculty and student perspectives with micro-curricular evidence from UTN, it offers an evidence-informed framework for strengthening ESD in health sciences programs, particularly in Global South contexts.
Katty Elizabeth Cabascango Cabascango, Patricia Marlene Aguirre Mejía, Freddy Hernán Villota González et al.· International Journal of Sus...· 0 citations