A Model for Internasional Nursing Collaboration

8/10/2019 A Model for Internasional Nursing Collaboration

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1. A Model for International Nursing Collaboration........................................................................................... 1

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A Model for International Nursing Collaboration

Author: Halabi, Jehad O, PhD, RN; Majali, Sawsan, PhD, RN; Carlsson, Lola, RN, NT, BScN; Bergbom,

Ingegerd, PhD, RN

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Abstract: This article describes arguments for the development of a model for exchange of experiences among

nurses, nurse managers, and nurse educators from two countries based on theories of reflection and practice

and Freire's theory of dialogical action and its characteristics. The collaboration focused on exchange of

experiences within nursing practice, leadership and management, and nursing education. The model consists of

several activities: careful selection of participants in the exchange program; participants' observations and

studies of caring in nursing practice in the other culture; keeping a diary about one's own reflections, thoughts,

and questions; and participation in reflective dialogue and meetings with colleagues. The model included

selection and implementation of a subject and written assignments for planned change in nursing practice within

participants' own clinical nursing setting. After an implementation period of 6 months to 1 year, the outcome of

the implemented change was reported in seminars and workshops.

Full text: In a world of globalization, nurses deliver care to patients from different cultures and traditions. This

demands cultural sensitivity, knowledge, and competence (Leininger, 1995

). Nurses also need to continuously

expand their knowledge and develop nursing care. One way of gaining knowledge and competence is through

international nursing collaboration. This unique collaboration provides professionals with opportunities to share

and exchange experiences (Casey, 1999

;Ross, 2000

). In the literature, the benefits of academic exchanges were

described by Zheng, Hinshaw, Yu, Guo, and Oakley (2001

); Grimes (2003

); Ogilvie, Allen, Laryea, and Opare (2003

); and Lee (2004

). However, descriptions of international collaboration between staff nurses and supervisors are

few, although Brooks (1989) and Ganske, Zerull, Guinn, Dowling, and Tagnesi (2007) described such collaboration

projects between the United States and the United Kingdom.

Brooks (1989

) described an exchange program of nursing staff between two hospitals. This type of program

draws attention to the hospital as an interesting workplace with opportunities for professional growth. Ganske et

al. (2007

) described a global exchange program between registered nurses in two countries (the United States

and the United Kingdom) in which the goals were to promote nursing scholarship, reward bedside nursing

excellence, affirm nursing practice, provide a global perspective, and promote retention in the sponsoring

organization. This article describes an international exchange program and presents a collaborative model of

exchanging experiences among Jordanian and Swedish staff nurses, head nurses, and faculty members in the

hospital and academic settings.Background

Start of Collaboration

In 1993, the faculty of nursing held its First International Nursing Conference in Amman, Jordan. A dialogue

about nursing care started between a faculty member from the faculty of nursing and a faculty member from the

Institute of Health and Caring Science at a university in Sweden. These discussions resulted in exchange visits

to both countries in 1995 by representatives from the Jordanian faculty of nursing and the Swedish Institute of

Health and Caring Science and the university hospitals affiliated with those universities in Jordan and Sweden.

The Swedish Institute financially supported these visits.

The purpose of the visits was to discuss future collaboration, become oriented to nursing practice in the twocountries, and get an idea about nursing practice, leadership and management, and nursing education in both

countries. The visits resulted in a mutual agreement to start collaboration in three main areas: clinical nursing

care, nursing management and leadership, and nursing education. The collaborative parties determined from

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the beginning that the project should involve nurse educators, faculty members, and staff nurses and

supervisors. This decision was based on the assumption that changes in practice involve cooperation and

agreement among all those involved in providing education and health care. There was also an intention to start

collaborative clinical nursing research, but this goal was not pursued because at that time none of the parties

had established doctoral programs or research activities. The participants also wished to build on the foundation

that already existed in both countries with the eventual goal of developing doctoral programs and participating in

collaborative research.

Pilot Project

In recognition of the importance of collaboration, a pilot project was started in 1995 to create mutual confidence,

build trust, and develop a structure for international collaboration. The goal of the project was to develop a

model with the ideas about reflection and exchange of experiences in nursing. The pilot project included five

staff nurses from the university hospital in Jordan. These nurses attended a clinical course for 6 weeks, which

meant that they would practice in different clinical areas with their Swedish counterparts. The outcomes of the

pilot project were positive. The parties agreed to write a project proposal together and apply for funding.

Nursing Collaboration Project

In 1998, the Swedish International Cooperation Development Agency, the Swedish Hospital Fund, and the

intended university in Jordan approved an application for collaboration. The first phase of the project started

with the overall goals of supporting the development of nursing care practice and nurse education;

strengthening the independent role of nurses in practice; and promoting cultural exchange.

These goals were reflected in three programs: nursing care in practice, nursing leadership and management,

and nursing education. The first goal for the exchange of nurses' experiences was to strengthen nursing care in

practice, including knowledge and skills needed to care for patients from different cultures and traditions as well

as nursing leadership and management. The second goal, which focused on the exchange of educators and

students, was to strengthen and develop the curriculum within the nursing courses and to focus on this aspect

of nursing in clinical courses and not only on medical issues.The strategy for the project was process-oriented, and the project objectives and activities were adapted to

current needs and established with mutual agreement. Each of the collaborative parties appointed a project

group consisting of one person from the faculty and one from the hospital. These four project leaders were

responsible for planning, implementation, evaluation, and reporting. One of the Swedish project leaders was

selected as project coordinator responsible for accounting, reporting, and responding to Swedish International

Cooperation Development Agency correspondence.

One part of the program included exchange visits by leaders from hospitals and faculties in both countries to

establish cooperation, mutual support, and acknowledgement of the project. The project paid for travel,

accommodations, daily allowances, transportation, and sociocultural activities for the Jordanian participants'visit to Sweden. The university in Jordan funded the Swedish participants' accommodations, transportation, and

sociocultural activities in Jordan. The collaboration was ongoing from 1998 to 2007 and was implemented in

four phases (Table and Fig. 1).

A total of 32 nurses and head nurses or supervisors and 31 faculty members from Jordan participated in the

exchange program, with as many Swedish nurses and supervisors participating. Approximately 20 faculty

members from Sweden have participated in the exchange program in Jordan since its inception. In 2001, the

nurse education program, which involved exchange of educators, was expanded into an exchange of educators

and students from both countries through the Linnaeus-Palme program. This program consisted of an exchange

of bachelor's- and master's-level students and educators between developing countries and Sweden.

Government funding covers the cost of the exchange. The Linnaeus-Palme program provides financial support

for a maximum of 7 years. After this period, it is assumed that other or new types of collaboration have been

developed. Currently (2010), a new phase of the Linnaeus-Palme program for students and educators is taking



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place between the same faculty of nursing in Jordan and another university in Sweden.

Model for Exchange of Nursing Experiences

The Jordanian participants wanted their nurses to observe nursing care in Sweden because the nursing care

provided in Jordanian hospitals at that time was mainly medically oriented and consisted of following physicians'

orders to perform nursing and medical care. There was a need to develop and implement a more patient-

oriented system of high-quality care. The Swedish participants wanted to gain knowledge about caring for

patients from Islamic cultures and traditions and for further developing nursing care by reflecting on their own

motives and reasons for the care provided. Therefore, the Jordanian nurses and head nurses were guided and

supervised by an experienced and qualified Swedish "personal supervisor" throughout the training period.

A model was developed that focused on sharing and exchange of experiences. The model consisted of seven

activities or steps that were seen as necessary for reaching the goal of implementing planned changes or

developing nursing care in clinical settings. The first step was careful selection of the participants in the

exchange program. In the second step, the participants observed and studied the nursing care of patients in the

other country or culture. In the third step, the participants kept a diary that included reflections, thoughts, and

questions evoked by observing the nursing care in practice. In the fourth step, the participants were expected to

participate in reflective dialogue and meetings with colleagues. In the fifth step, participants were required to

select a subject and provide a written assignment for planned changes in nursing practice. In the sixth and final

step, participants were required to implement the suggested change in nursing care in their own clinical setting

over a period of 6 months to 1 year and finally report the outcome of the change in seminars and workshops,

including an examination. These steps are described and discussed in this article.

The ideas for the model of the collaboration program (Figs. 2, 3, and 4) are based on theories about learning

through sharing and exchange of experiences and transforming nursing through supervision and reflective

practice (Rolfe, 1997, 1998

). The model was also used as a tool for the structure of the implementation of the nursing

exchange program and for informing and explaining what participation in the exchange program included.

For the exchange of experiences of management and leadership, the same model was implemented. In otherwords, the participants followed the same steps as in the model for nurses, but the focus was on nursing

leadership and management (Fig. 3). Even though an exemplary model could be presented for the educator

exchange program in general (Fig. 4), for each faculty member, an individual program was developed and

adapted to the educator's area of interest and specialty.

Experienced Nurses and Nurse Managers or Head Nurses

The first step was to select participants for the program. The collaborative parties agreed that the participants in

this exchange program had to be experienced nurses. Moreover, and from the Jordanian point of view, the

participants should act as change agents and role models for their colleagues in Jordan. From the Swedish

point of view, the personal supervisors for each Jordanian nurse should be experienced and proficient innursing care and nursing management. The idea was to create closer relationships and interactions in which

dialogue could continue and lead to deeper understanding of the participants' values, beliefs, and traditions

about nursing, caring, and leadership and management.

The Jordanian nurses and the clinical supervisors were selected by the project leaders together with the nurse

managers at the university hospitals in Jordan and Sweden. The selection criteria included long work

experience, clinical proficiency, performance as good role models in caring and management, genuine interest

in cultural and professional exchange, and ability to understand and speak English. The heads of the

departments at each institution approved the selection of the participants.

Various authors have discussed experience and proficiency in nursing as an expectation for participating in

international collaboration projects and building professional links (Casey, 1999

). In addition, nurses' ability to

integrate new information obtained through such collaboration was seen as important (Brooks, 1989

). In the

collaboration project described by Leinonen (2006

), one criterion was the ability to speak and understand



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English. Professional knowledge is expected to be embedded in both practice and theory, and lack of

experience may affect the successful application of knowledge generated from practice. Therefore, it was

decided that nurses and managers should be experienced in clinical nursing and not novices or students. It was

also a goal of the Jordanian parties to encourage female nurses to become leaders. Therefore, the ratio of

females to males was 2:1, which at that time nearly reflected the ratio of female to male nurses in hospitals.

Another goal was to provide female nurses with female personal supervisors in Sweden and vice versa.

However, in some cases, a female nurse from Jordan had a male Swedish nurse as a personal supervisor.

Exchange Program in Sweden

The program in Sweden consisted of a 3- to 6-week period of study for the participating nurses. In the first

introductory week, the Jordanian nurses were given information about the Swedish health care system, the

hospital and nursing organization, and legislation and regulations concerning health care and the nursing

profession. The participants recorded their expectations and areas of interest for their studies in Sweden. Their

clinical experience was facilitated in different clinical settings and through study visits to the community health

care center. The participants also had the opportunity to attend social and cultural activities.

In the last week of the study period, participants were expected to write an assignment to verbalize, analyze,

and reflect on their new experiences, acknowledged intentions, and ideas, and summarize their experiences in

Sweden. They also developed an action plan for changes in their own practice in Jordan. This plan formed the

basis for the follow-up visit in Amman by the Swedish team. The clinical nurses' exchange program in Sweden

was completed with a clinical assessment based on a patient case. The program for nurse mangers and head

nurses was completed with an assessment of nursing leadership and management.

After 6 months, the Swedish project leaders and personal supervisors visited Jordan to follow up on the

assignments for planned changes and to continue the professional exchange of experiences. These visits

enabled the Swedish participants to become familiar with Jordanian and Islamic culture and traditions as well as

the health care system and nursing in Jordan.

An examination group representing Jordanian and Swedish faculties and hospitals completed the program witha clinical assessment at the university hospital in Jordan. The nurses' assessment focused on patient cases

similar to the ones in Sweden. The head nurses' assessment was a presentation of a topic related to their

action plan in nursing leadership and management. The Swedish personal supervisors also conducted lectures

and participated in workshops and seminars.

Observations of Nursing Care Manageme nt and Leadership and Dialogue in the Exchange Program.The

second and fourth steps were based on ideas about reflection on practice. During a 3- to 6-week period, the

Jordanian nurses observed the work of the Swedish nurses and their personal supervisors. They noted how

they cared for patients and exercised leadership in practice by participating in actual nursing practice. They

were encouraged to tell the Swedish nurses how they would have done things and whether they used the sameroutines, equipment, and nursing philosophy.

According to Benner (1984

) and Rolfe (1997

), experience must be processed and reflected on if it is to be turned

into personal knowledge and provide new perspectives. Jordanian participants experienced Swedish nursing

practice. Experiences must be processed through reflection afterward and away from the situation in which the

experiences occurred. This reflection implies exposing, confronting, and understanding the contradiction

between actual practice and desired practice. Contradictions empower practitioners to take actions to change

practice. Within reflection, contradictions are noted that provide necessary learning in gaining new perspectives.

Freshwater (1999

) indicated that reflection on experience makes practitioners more self-aware. In addition, Johns

(1998

) reported that reflection on experience should be guided to fulfill its learning potential because attempting

to reflect by oneself may be difficult. Through reflection with others, nurses are confronted with their own beliefs,

values, and routines in practice. They gain critical self-awareness and may begin to see the world differently.



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The model for the program emphasized reflection and dialogue in different ways. These techniques became a

part of the interaction not only between Jordanian and Swedish participants, but also with colleagues from the

same country in various clinical and health care settings. Dialogue meetings between the Jordanian nurses and

head nurses and the Swedish personal supervisors and project leaders took place in weekly seminars that

included in-depth dialogue about clinical experiences. Differences and similarities in practice were discussed

and facilitated an exchange of nursing knowledge and experiences. The Jordanian nurses were encouraged to

discuss their assignments and the intended changes to their own practice in Jordan. In addition, the Jordanian

nurses were given opportunities to discuss their experiences with Swedish culture and society.

The project leaders also conducted weekly dialogue meetings with the Swedish personal supervisors. They

were encouraged to discuss events and experiences that they wanted to share and discuss with their Jordanian

colleagues. Furthermore, seminars and workshops were organized (i.e., caring science, legislation and

regulation of the nursing profession, and leadership and ethics), and both Jordanian and Swedish nurses

participated.

Nurses were encouraged to participate in dialogue to express and exchange their thoughts and experiences.

Each dialogue meeting focused on a topic of common interest and mutual concern. The presumption was made

that the participants were willing to know and be confronted with their own values, beliefs, and traditions, and to

create awareness about their own knowledge and lack of knowledge (Molander, 1996

). According to Gadamer (1998

),

dialogue is the interplay of questions and answers and is only successful when it takes place as if it is a normal

conversation because conversation is a process of coming to an understanding in which the participants open

themselves to each other. It is expected that dialogue stimulates thoughts that create reciprocal conversation

and reflection. Through participation in a genuine dialogue, mutual understanding can be reached (Gadamer, 1998

).

Dialogue can also be seen as an activity in which participants explore a topic and reach an understanding,

where they listen to each other to seek a mutual foundation and reach the "highest" common ground. The idea

of dialogue is based on the thoughts of Socrates in which dialogue is seen as a form of art. Dialogue shapes

thoughts and answers and emphasizes verbal expression. Socratic dialogue is a method that allows for in-depthunderstanding of various issues concerning everyday life. Philosophical workshops can offer practical

alternatives to finding meaning in life and can help to bridge the gap between what people do and what they

say. Participating in a Socratic dialogue helps to develop critical thinking.

Effective dialogue involves open-minded and tolerant dialogue partners, and all types of opinions and questions

should be allowed. No opinion expressed is right or wrong, relevant or irrelevant. Instead, the goal is to

establish standpoints. The dynamic process between the dialogue partners is more important than single words

or single answers. The process of questioning and answering creates an awareness of one's own knowledge or

lack of knowledge.

Freire (

1972

) is one of the most famous pioneers of dialogue pedagogy. He explained that the interplay betweenthe learner and the educator must build on mutual respect. Dialogue helps to generate awareness about one's

own situation and one's own possibilities and creates an awareness of contradictions. Reflection on these

contradictions is one way to increase self-esteem and find the courage and the will to take the necessary steps

for change (Carr, 1996

;Freire, 1972

).

Diaries.Another tool for reflection in this study was the use of diaries. These diaries are similar to the learning

journals described by Hancock (1998

), who recommended their use, especially for students from other countries,

because they reflect the process of learning. Jasper (1999

) found that written reflections were important for both

professional and personal growth. The Jordanian nurses were encouraged to keep a diary to record their

everyday experiences, observations, and thoughts in both the clinical and social contexts. Keeping a diary was

encouraged because descriptive skills are essential to provide a comprehensive account of a situation, and the

use of diaries involves the ability to recognize and recollect the main features of an experience (Atkins &Murphy, 1993

;Lyons, 1999

). The diaries were written in Arabic and were considered a personal document. If the nurses wanted to



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discuss issues recorded in their diaries, they were encouraged to do so in the dialogue meetings with

colleagues or project leaders. When the nurses discussed their assignments (i.e., change or development of

nursing care that they wanted to implement in Jordan), notes from the diaries proved to be important. The

nurses noted their thoughts and observations regarding the practice that they found beneficial for patients and

nurses and compared these observations with Jordanian nursing care. The diary notes were also important for

reporting to leaders and colleagues at the university hospital in Jordan when the participants returned home.

For example, one participant wrote:

I learned about the use of drama. Drama and its performance called attention to some situations in which

appropriate patient care is not given. Using role-play is helpful because it facilitates deeper understanding and

leads to a discussion of viewpoints for the employer and the employee. Using reflection is helpful in addition to

role-play and drama. I hope I will be able to apply role-play and reflection when I go home.

Written Assignment for Planning and Implementing Change. The fifth step in the model consisted of a written

assignment for the planned change and development of nursing care that the Jordanian participants wanted to

implement in their own wards or units. This was built on the participant's interest and will (i.e., motivation). The

written assignment consisted of the following parts: (1) a literature review that provided participants with

arguments and evidence for "change and development"; (2) a description of elements that should be changed

and developed; (3) how change and development should be implemented; (4) how and when change and

development should be evaluated; and (5) how change and development should be presented at the follow-up

seminar with the Swedish counterparts.

The sixth step consisted of implementation of the "planned change or development" at the participants' wards or

units. During this 6- to 12-month period, the nurses were encouraged to keep in touch with the participants who

had been in Sweden during the same period and to conduct seminars in which they could discuss problems and

issues with implementation. Furthermore, the Swedish counterparts had gained support from the Jordanian

leaders at the hospital, and the nurse educators at the involved wards and units were informed about the

participants' implementation projects. During this period, the Jordanian and Swedish participants wereencouraged to contact each other. The Swedish nurses (the personal supervisors) were expected to support the

Jordanian nurses and provide them with necessary resources, such as scientific articles and other important

documents.

Exchange Program in Jordan

In the last step of the program, the Swedish nurses who had acted as the Jordanian nurses' personal

supervisors in the clinical program and the management and leadership program visited Jordan and

participated with the nurses in their workplaces for 1 to 2 weeks. Together they planned presentations for

workshops and seminars with colleagues and faculty members in their own hospital and other Jordanian

hospitals. The topics were related to their assignments, for example, developing informational material forpatients and postoperative pain management. Leadership topics, for example, included nurses' autonomy, staff

empowerment, and development dialogue with staff nurses.

The idea behind written assignments on planned changes and reporting at seminars and workshops was that

the participants would verbalize, analyze, and reflect on new experiences and share ideas for how to develop

and change nursing care in their own wards and units (Hancock, 1998

;Jasper, 1999

).

Cultural Exchange and Friendship

For the Swedish participants, it was important to gain knowledge from colleagues in Jordan on how to care for

patients from Islamic culture and traditions. During the exchange program and through personal discussions,

the Jordanian nurses shared their knowledge of nursing practice with the Swedish nurses. Jordanian nurse

educators and faculty members have regularly given lectures to Swedish colleagues and students. These

lectures have been highly valued, and the friendship and relationships developed between involved parties

cannot be overestimated. These relationships were built on mutual respect, confidence, trust, willingness to



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work democratically, active participation in all parts of the program, and willingness to share experiences and

knowledge. This sharing of values and beliefs has also increased nurses' respect for and confidence in leaders

at the universities and hospitals in both countries.

Outcome of the Program

One of the outcomes of the first phase of the project was the recognition of differences in nursing legislation and

regulations in the two countries. The parties agreed to organize workshops on this area in Amman. Two experts

were invited to Jordan, one from the Swedish Ministry of Social and Welfare Affairs and one from the Swedish

National Nursing Association. The target group was nursing leaders, supervisors from various health care

sectors, faculty, and nursing authorities in Jordan. The workshops supported the idea of the establishment of a

nursing council in Jordan.

In addition, the Jordanian participants became aware of the need to develop the nursing community in terms of

health care and care of the elderly. Therefore, after 2000, Jordanian nurse educators practiced in the Swedish

community and elder care centers. The Jordanian participants took the initiative to organize a conference on

community care and elder care in Amman in 2004, and they invited participants from various health care sectors

in Jordan. Swedish experts in community and elder care were invited to present and lead discussions at the

conference.

Another outcome was that in the last phase of the exchange program (2005 to 2007), two areas were

prioritized: (1) nursing leadership and management and (2) nurse education in practice-preceptorship. The

Jordanian nurse managers were interested in gaining more knowledge about how to create job satisfaction,

empowerment, and nursing management in practice. These issues were critical because many well-educated

nurses in the university hospital in Jordan had left to work in the private hospital sector. Therefore, these issues

were emphasized in the last phase of the exchange program. For example, one of the participants said:

By observing and assessing the organizational structure, which I hope to be applied at the university hospital

where I work, I learned that building a suitable organizational structure with nursing leaders is important and can

empower nurses. It is important to have an operational plan to apply a suitable organizational structure andnursing leadership style.

Furthermore, the exchange program resulted in the arrangement of an international conference. In 2006, the

Jordanian Nursing Council organized its first international conference in Amman. During this conference, the

Swedish team and the Jordanian group who had attended the training program in Sweden conducted a

workshop on leadership in practice, where they shared and discussed their experiences.

Additionally, the Jordanian clinical instructors or preceptors from the faculty and hospital agreed to come to

Sweden for further training to increase their pedagogical competency and nurse education in practice-

preceptorship. This was followed with several workshops in Amman in 2006 and 2007. The focus during these

years was on preceptorship and in-depth training in pedagogical methods. These experiences and knowledgewere used to develop a course for nurse preceptors to improve the clinical training of nursing students in

Jordan. Those who participated in this training were expected to start courses in preceptorship for colleagues at

the faculty and hospitals in Jordan. The resulting certified preceptorship program that will be implemented at the

intended faculty in Jordan is described in another article (Halabi, Abdalrahim, Length-Persson, Hedemalm, &Lepp, in press

).

Finally, as an example of the outcome of the collaboration project, one of the instructors at the faculty of nursing

in Jordan became a student in the doctoral program in Sweden and defended a doctoral thesis in 2009.

The Next Step

Today, the exchange project is completed, but the preceptor program is progressing into supervision of those

who are responsible for preceptorship courses in Jordan. The exchange program has resulted in a foundation

for building mutual research programs and cooperation of the two parties in doctoral programs. The faculty of

nursing at the intended university in Jordan started the first doctoral program in 2005, and faculty members from

Sweden participated in teaching in that program. It is hoped that the cooperation concerning doctoral programs



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and research between these two universities will be fruitful and successful. There is great potential for future

collaboration.

Conclusion

The model of the collaboration exchange program developed by the project group was built on ideas and

theories about experience, reflection, and dialogue. The model was beneficial for providing a structure for the

realization of the goals emphasized by the two parties. The evaluation of the model from the participants' point

of view will be described in a separate article.

Figure 1.

The Pilot Project and the Phases and Programs in the Collaboration from 1995 to 2007.

Figure 2.

Model of the Clinical Training Through Clinical Supervision and Guided Reflection.

Figure 3.

Model of the Clinical Training Through Clinical Supervision and Guided Reflection for Head Nurses and Nursing

Managers.

Figure 4.

Model of the Training Program Through Reflective Dialogue for Faculty Members.

Table

Program/Target

Group

Phase I (May 1998

to October 1999)

Activities

Phase II (August

2000 to May 2001)

Activities

Phase III (May 2002

to October 2005)

Activities

Phase IV (May 2005

to October 2007)

Activities

Nursing care in

practice--clinical

nurses

Training program in

Sweden 3 to 6

weeks

Clinical assessment

in wards

Follow-up

assessment at the

university hospital in

Jordan

Lectures by

Swedish supervisors

Training program in

Sweden 3 weeks

Clinical assessmentClinical assessment

in Sweden

Follow-up

assessment at the

university hospital

Lectures by

Swedish supervisors

Nursing leadership

and management--

supervisors

Training in Sweden

3 weeksAssessment in

hospital

Follow-up at the

university hospital:

assignments,

seminars,

workshops

Training in Sweden

3 weeksAssessment in

hospital

Follow-up at the

university hospital:

assignments,

seminars,

workshops

Workshop on

Leadership in

Amman

Workshop on

clinical research

Training program on

leadership 3 weeks,

6 supervisors

Workshops in

Sweden

Workshop:

international

conference



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Sidebar

How to Obtain Contact Hours by Reading This IssueInstructions: 2.3contact hours will be awarded for this activity. A contact hour is 60 minutes of instruction. This

is a Learner-paced Program. Vindico Medical Education does not require submission of the quiz answers. A

Nurse education--

faculty

members/nurse

educators

Training in Sweden

2 weeks

Study clinical

courses andcurriculum

Practice in different

wards

Training in Sweden

2 weeks

Study clinical

courses and

curriculum

Practice in different

clinical settings

Start Linnaeus-

Palme program

Exchange of

teachers and

students

Legislation and

regulation of

nursing practice

Nurses/supervisorsfind differences in

regulation of nursing

function

First workshop in

Amman--exchange

of experiences with

nursingrepresentatives from

Swedish Ministry of

Health and Nursing

Association

Working groups set

up

Second workshop

2002

Jordanian partiescontinue work with

registration and

establish the nursing

council

Working groups

Clinical

preceptorship

program--

preceptors/clinical

instructors

Start planning

development of

preceptorship

Introductory

program in Sweden

(2 supervisors, 1

faculty member)

Introduction to

preceptorship in

Sweden (3 persons)

Workshop in

Amman (3 persons)

Course in

preceptorship in

Sweden 2 weeks

(core group, 6

persons)

Core group

continuous training

in Sweden 2 weeks

(3 persons)

Preceptor course in

Amman

Three teaching

occasionsExamination March

2007

Community health

care and geriatric

nursing--faculty

member/nurse

educator

Jordanian parties

study Swedish

community care (2

faculty members)

Follow-up with

national conference

in Amman



12/15

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4. List three outcomes of the international collaboration program.

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Commercial Support Statement

All author(s) and planners have agreed that this activity will be free of bias.

There is no commercial company support for this activity. There is no noncommercial support for this activity.

Key Points

International Collaboration

J O Halabi, S Majali, L Carlsson, I Bergbom, (2011). A Model for International Nursing Collaboration. TheJournal of Continuing Education in Nursing, 42(4), 154--163.

1 Planned and arranged meetings for sharing experiences by reflection and dialogue are essential.

2 Nurses participating in the exchange program must be prepared, be experienced, and have support from

managers and leaders.

3 Written assignments for planning and implementing changes place the new experiences in a realistic light.

4 Friendship and cultural exchange are vital.

Footnote

The authors disclose that they have no significant financial interests in any product or class of products

discussed directly or indirectly in this activity. This work was a conclusion and outcome of the collaboration

project between Jordan and Sweden and was funded by the Swedish International Cooperation Development

Agency (SIDA), the Swedish Hospital Fund, and the University of Jordan Fund.

References



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between health systems. International Nursing Review, 54(3), 295--300. 10.1111/j.1466-7657.2007.00561.x

Grimes A , (2003). My experience as a hospital patient. Journal of Practical Nursing, 53(1), 7.

Halabi J O , Abdalrahim M S , Length-Persson G , Hedemalm A , Lepp M , (in press). The development of a

preceptorship program on clinical nursing education in Jordan in collaboration with Sweden. Teaching and

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through reflective practice (pp. 1--20). Oxford: Blackwell Science.Lee N J , (2004). The impact of international experience on student nurses' personal and professional

development. International Nursing Review, 5(2), 113--122. 10.1111/j.1466-7657.2003.00200.x

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Education Today, 9(1), 29--34. 10.1054/nedt.1999.0607

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project. Journal of Nursing Scholarship, 35(2), 113--118. 10.1111/j.1547-5069.2003.00113.x

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AuthorAffiliation

Dr. Halabi is Assistant Professor, Clinical Nursing Department, and Coordinator of Jordanian-Swedish



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Exchange Projects in Jordan, Faculty of Nursing, University of Jordan, Amman, Jordan. Dr. Majali is Associate

Professor and Director, Queen Zein Al Sharaf Institute for Development, Amman, Jordan. Ms. Carlsson is Nurse

Teacher, Nursing Administration, Exchange Project Coordinator in Sweden, Frungen, Sweden. Dr. Bergbom is

Professor, Institute of Health and Care Sciences, Sahlgrenska Academy, University of Gothenburg,

Gothenburg, Sweden.

Address correspondence to Jehad O. Halabi, PhD, RN, Assistant Professor, Clinical Nursing Department,

Faculty of Nursing, University of Jordan, Amman 11942, Jordan. E-mail: [email protected].

Subject: Nursing education; Continuing education; Models; Cooperation; International education;

MeSH:

Faculty, Nursing, Humans, Jordan, Models, Educational, Nursing, Supervisory, Pilot Projects, Sweden,

Education, Nursing -- organization & administration (major), International Educational Exchange (major),

Nursing Staff, Hospital -- education (major), Preceptorship -- organization & administration (major)

Publication title: The Journal of Continuing Education in Nursing

Volume:

42

Issue: 4

Pages: 154-63; quiz 164-5

Number of pages: 10

Publication year: 2011

Publication date:Apr 2011

Year:

2011

Section: Original Articles

Publisher: SLACK INCORPORATED

Place of publication: Thorofare

Country of publication: United States

Publication subject: Medical Sciences--Nurses And Nursing, Education

ISSN: 00220124

CODEN: JCENBS

Source type: Scholarly Journals

Language of publication: English

Document type: Journal Article

Document feature:

References

DOI: http://dx.doi.org/10.3928/00220124-20101001-01

Accession number: 20954566

ProQuest document ID: 859767790

Document URL: http://search.proquest.com/docview/859767790?accountid=25704

Copyright: Copyright 2011, SLACK Incorporated

Last updated:

2014-04-03

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A Model for Internasional Nursing Collaboration

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