Essential global health competencies for baccalaureate nursing students in the United States: A mixed methods Delphi study

Aims To reach consensus among experts on global health competencies for baccalaureate nursing students in the USA. Design A three‐round modified Delphi study using a mixed methods research approach. Methods In the first round, the original list of competencies (Wilson et al., 2012, Journal of Professional Nursing, 28, 213–222) was revised based on prior research, a review of literature and the Nursing Global Health Competencies Framework developed by the fist author. Nine global health domains and 52 competencies were identified in Round One. In Round Two, two surveys were conducted for validation of the revised list of global health competencies using a group of six nurses with expertise in global health and baccalaureate nursing education, which produced modifications in the competencies used for the third phase of the study. In Round Three, 41 participants completed a survey to rate the extent to which they thought the competencies obtained in Round Two were essential for baccalaureate nursing education in the United States. Data collection took place from May 2017 ‐ January 2018. Results A group of experts in global health and baccalaureate nursing education from the United States achieved consensus that 40 global health competencies were essential for baccalaureate nursing education in the United States. Conclusion and Impact The domains and competencies derived in this study can be used to guide undergraduate nursing curriculum development in global health and provide a framework for both clinical instruction and evaluation of global health student experiences. 目的 就美国护理本科生的全球健康能力达成专家共识。 设计 采用混合的三轮改进德尔菲法进行研究。 方法 第一轮,在先前研究、文献回顾和第一作者研究发展的 护理全球健康能力框架的基础上修订基本能力列表(Wilson等人,2012年,《专业护理杂志》,28,213‐222)。第一轮确定了9个全球健康领域和52项能力。在第二轮中,为验证修订后的全球健康能力清单,进行了两次调查,调查对象是一个由6名具有全球健康和护理本科教育专业知识的护士组成的小组,该小组对研究第三阶段所用的能力要求进行了修改。在第三轮中,41名参与者完成了一项调查,对他们认为在第二轮中增加的能力要求对美国护理本科教育的重要程度进行了评估。数据收集于2017年5月至2018年1月进行。 结果 来自美国的全球健康和护理学士教育专家组达成共识,认为40项全球健康能力对美国护理学士教育至关重要。 结论及影响 本研究衍生出的健康领域和能力要求,可用来指导全球健康护理本科课程的发展,并为全球健康专业学生的临床教学与经验评估提供一个架构。