Global citizens,healthy communities: Integrating the sustainable development goals into the nursing curriculum

BackgroundIntegrating the Sustainable Development Goals (SDGs) into the nursing curriculum is an ethical response and facilitator developing students into global citizens. Nurse educators can promote global citizenship through the concept of “glocal” experiences in local communities as students work in partnership with communities to address social determinants of health and begin to achieve SDG targets.PurposeThis paper explores the process of integrating the SDGs into the nursing curriculum emphasizing the strategic vision of international agencies and national nursing organizations.DiscussionDistinct pedagogical and clinical approaches for implementing SDG content into the curriculum are provided including an exploration of global health competencies and their relationship to the SDGs. Finally, an academic-community partnership is described as a clinical exemplar to strengthen the health of communities and begin realizing the SDGs at a local level.     

Nursing students' ethical dilemmas regarding patient care: An integrative review

BackgroundThe ethical and moral complexities are inherent to nursing practice. Ethical dilemmas of professional nurses and nursing students' ethical concerns with their preceptors are well-documented. No reviews have synthesized students' ethical dilemmas regarding patient care.ObjectivesThis review aimed to develop a comprehensive understanding of nursing students' ethical dilemmas regarding patient care in clinical settings.DesignAn integrative review based on Whittemore and Knafl's methodology.Data sourcesLiterature was searched within PubMed, CINAHL, Google Scholar, Scopus, and Science Direct databases and 13 articles including eight qualitative, three quantitative, one mixed methods and one secondary data analysis were reviewed. The articles were published from January 2000–March 2019.Review methodsThe Mixed Methods Critical Appraisal Tool was used for quality assessment. Two reviewers independently reviewed the articles and the third reviewer validated the extracted and synthesized findings. Literature summary tables were developed for data extraction and thematic synthesis techniques and narratives were used for data synthesis. For synthesis, findings from strongly and moderately rated studies were given more weight and those from the low-quality studies were used to support the synthesized themes.ResultsThree themes emerged: a) applying learned ethical values vs. accepting unethical practices, b) desiring to provide ethical care but lacking autonomous decision making, and c) Silence vs. whistleblowing patient care neglects.ConclusionsNursing students feel torn between the conflicts of whether to provide ethical care or accept unethical practices, stay silent about patient care neglect or confront and report it, provide ethical and quality care or adapt to the culture due to lack of autonomous decision making. Such conflicts can be detrimental to students' professional learning and mental health. Therefore, educators and nursing institutions should develop programs to support students and help them develop ethical competence and courage to confront such dilemmas.     

Disaster education for Australian nursing students: An integrative review of published literature to inform curricula

BackgroundGlobally, families and communities are impacted by disasters every day. Nurses are integral to assisting in disasters, in the support and enablement of individuals and communities. However, some studies indicate that nurses feel ill-equipped to assist, partially because disaster content is not thoroughly addressed in the undergraduate curriculum. Therefore, nursing schools need to equip undergraduate nursing students with the knowledge and preparation required to assist effectively during and/or following a disaster.AimTo explore priority disaster topic areas aimed at preparing Australian undergraduate nursing students to assist in caring for survivors in the aftermath of disasters.MethodThis study used an integrative review methodology. Various databases and platforms were searched for literature published between 2000 and 2018 using Medical Subject Heading terms and keywords relating to the undergraduate nursing curriculum. A thematic analysis of the included papers was conducted.ResultsA total of 10 articles were identified that meet the inclusion criteria. The reviewed studies highlighted that the areas of disaster knowledge, assessment and triage, critical thinking, teamwork, technical skills, mental wellbeing, legal and ethical consideration, and socio-cultural contexts, are relevant for the undergraduate curriculum.DiscussionThis review highlights disaster education and training topic areas that could be considered for inclusion in Australian undergraduate nursing curricula. The content relating to disaster assistance must be incorporated into nursing schools’ curriculum.ConclusionThe incorporation of disaster-related content in the undergraduate nursing curriculum may enhance the disaster preparedness of nursing students and the nursing workforce more broadly.     

Nursing handoff education: An integrative literature review

AimThis integrative review aimed to identify nursing students' experiences of handoff practices and the effects of handoff education in the curriculum on nursing student learning outcomes.BackgroundAppropriate handoff communication skills are essential for nursing students to maintain patient safety and prevent adverse events.MethodA systematic literature search was conducted with keywords related to nursing, student, and handoff in April 2020. Articles should focus on nursing students' handoff education published in English in 2015–2020. Eight articles met the inclusion criteria and were included in this review.ResultsNursing students reported discrepancies in handoff experiences; diverse factors influenced their handoff experiences, such as knowledge, anxiety, confidence, and type of student supervision. Various handoff educations were implemented across studies. Some handoff educations significantly improved nursing students' attitudes toward other disciplinary providers, satisfaction, confidence, quality, and clarity in handoff communication; some did not substantially affect their selected outcomes.ConclusionThis review identified that there are still limited handoff experiences among nursing students and many factors affecting opportunities for their handoff experience. Some handoff education (e.g., structured handoff formats, role-play, simulated scenarios) effectively improved students' communication clarity, confidence levels, and handoff education satisfaction. More handoff education is needed for nursing students to learn safe and quality handoff practices.     

Ethical Principles and Guidelines of Global Health Nursing Practice

Background

Nurses are among the many U.S. health professionals engaged in international learning or service experiences and often travel to low-resource countries lacking guidance for ethical practice, respect for host partners, or collaborative work in different health systems.

An integrative literature review of pre-registration nursing students’ attitudes and perceptions towards primary healthcare

BackgroundThere is a renewed focus on the role of primary healthcare within the health system due to an ageing population, increasing cost of acute healthcare services, and an emphasis on developing healthier communities. Associated with this focus is the need for an increase in primary healthcare workforce capacity. Despite this, primary healthcare is rarely prioritised within the pre-registration nursing curricula. By understanding the perspectives and experiences of student nurses regarding clinical placement in primary healthcare, educators and industry will be better informed to support the student nurse within this setting.AimThe aim of this integrative literature review was to identify the established knowledge regarding the attitudes, perceptions and experiences of student nurses attending clinical placement within primary healthcare.MethodsA search of electronic databases including Cumulative Index to Nursing and Allied Health Literature (CINAHL), Pubmed, Proquest, Informit, Scopus, Clinical Key and Google Scholar was undertaken. The review included papers over a 10 year period; January 2007 to December 2017. Quality evaluation was undertaken using a Mixed Methods Appraisal Tool and the selected papers were then analysed thematically.FindingsAnalysis identified two interrelated themes. The first theme primary healthcare clinical experience is comprised of three sub themes; learning on placement, context of care, and support on placement. This theme discusses students understanding of primary healthcare practice and learning. The second theme attitudes towards primary healthcare also comprises three sub themes including focus on acute care, usefulness of placement, and autonomy in practice. This theme highlights the varied perspectives and attitudes pre-registration student nurses hold towards nursing within primary healthcare and their clinical placement experience.ConclusionStudent nurses are reported to have both positive and negative attitudes towards primary healthcare nursing. Despite this, clinical placement within primary healthcare is generally well received by the student nurse. To support student nurses in their learning within primary healthcare, it is essential to offer both theoretical content and clinical experiences which address preconceptions and attitudes towards the setting.     

Effects of peer-mentoring on stress and anxiety levels of undergraduate nursing students: An integrative review

BackgroundNursing students, whether undergraduate or graduate, are at a higher risk for stress and anxiety due to competitiveness and complexities of nursing school. There is evidence in the literature on the effects of peer mentoring among nursing students. Peer mentoring has been associated with increased retention, student engagement, and skills competence among nursing students. There is, however, paucity in the literature about peer mentoring's effect on stress and anxiety levels of undergraduate nursing students.PurposeTo examine the literature on the effect of peer mentoring on stress and anxiety levels among undergraduate nursing students.Theoretical frameworkBandura's Self-Efficacy Theory was used to guide this review.MethodAn integrative review of the literature was conducted. Electronic databases searched included PubMed, CINAHL, PsychINFO, and ERIC using keywords: nurse*, student*, undergrad*, stress and nursing students, anxiety and nursing students, and mentor*. Review was limited to peer reviewed articles published in the English language from January 2000 to August 2018. Articles were independently reviewed by three authors, and the quality of data was evaluated using established criteria.ResultsEight articles were included in the review. Review suggested that peer mentoring decreases stress, and situation or short-term anxiety levels of undergraduate nursing students. However, results should be interpreted with caution based on limited studies identified.     

A critical review of social and health inequalities in the nursing curriculum

ContextSocial and health inequalities are a reality around the world and one of the most important challenges in the current age. Nurse educators can respond to these challenges by incorporating curricular components to identify and intervene in social and health inequalities.ObjectiveTo examine how social and health inequalities have been addressed in the nursing curriculum.DesignInformed by the work of Paulo Freire, a critical literature review was performed to examine how social and health inequalities have been addressed in the nursing curriculum.Data Sources and Review MethodsIn July 2015, we searched for articles published from 2000 to 2015 in ERIC, CINAHL, Web of Science, Scielo, MEDLINE and LILACS databases. Main search terms included “disparity” or “inequality” and “curriculum” and “nursing.” We included studies published in academic journals in English, Portuguese and Spanish.ResultsA total of 20 articles were included in this review. Most of the articles (15) were from the United States and described educational experiences in implementing courses in nursing undergraduate curricula. Limited experiences with graduate nursing education were identified. Social and health inequalities were approached in these articles through elements such as social justice, cultural competence, cultural safety, and advocacy. A concern to reduce social and health disparities was noted. We identified three major themes in the articles included in this review: 1) elements in the curricula that can contribute to reducing social and health inequalities; 2) educational and research strategies used to address the theme of inequalities; 3) a focus on socially vulnerable populations to increase awareness on social and health inequalities.ConclusionFindings suggest that nursing education initiatives align with the recommendations from the World Health Organization to address disparities. There is also a need to identify existing conceptual and practical content on inequalities in the nursing curriculum through future research.     

Understanding the mediated relationship between moral distress,depression, and suicide risk in undergraduate nursing students

BackgroundNursing students are at higher risk for depression, suicide, and other mental health concerns as compared to the general college student population. Moral distress and other ethical issues may be a significant source of psychological harm within nursing student experiences and warrants further attention.PurposeThe purpose of this study was to understand the mediating effect of depression on the relationship between moral distress and suicide risk among undergraduate nursing students.MethodsThis cross-sectional analysis was derived from a larger sequential mixed methods study. The first phase was an online survey completed by a national sample of N = 679 nursing students in the United States.FindingsThe relationship between moral distress and suicide risk was fully mediated by depression and statistically significant at the alpha = 0.05 level.ConclusionAll three psychological variables (depression, moral distress, suicide risk) impact nursing students and require innovative solutions within nursing and educational programs.     

Development,implementation, and effects of an integrated web-based teaching model in a nursing ethics course

BackgroundEthical competence, which is reflected in the ability to detect ethical challenges in clinical situations and engage in deliberate thinking on ethical actions, is one of the core competencies of nursing practice.PurposeThe purpose of this study was to develop and implement an interactive situational e-learning system, integrating nursing ethical decisions into a nursing ethics course, and to evaluate the effects of this course on student nurses' ethical decision-making competence.Project designThe project was designed to be carried out in two phases. In the first phase, an interactive situated e-learning system was developed and integrated into the nursing ethics course. The second phase involved implementing the course and evaluating its effects in a quasi-experimental study. The course intervention was designed for 2 h per week over one semester (18 weeks).ParticipantsA total of 100 two-year technical college nursing students in their second year of the program participated in the study, with 51 in the experimental group and 49 in the control group.ResultsAfter completing the course, the students in the experimental group showed significant improvement in nursing ethical decision-making competence, including skills in “raising questions,” “recognizing differences,” “comparing differences,” “self-dialogue,” “taking action,” and “identifying the implications of decisions made,” compared to their performance prior to the class. After controlling for factors influencing learning effects, students in the experimental group showed superiority to those in the control group in the competency of “recognizing differences.” The students in the experimental group reported that the course pushed them to search for and collect information needed to resolve the ethical dilemma.ConclusionsThe interactive situational e-learning system developed by our project was helpful in developing the students' competence in ethical reasoning. The e-learning system and the situational teaching materials used in this study may be applicable in nursing and related professional ethics courses.     

Nursing students learning transfer from classroom to clinical practice: An integrative review

AimThe aim of this integrative review was to examine the theoretical, qualitative, quantitative and mixed-methods literature focused on how nursing students transfer learning from theory courses into clinical practice.BackgroundAs nursing curriculum aligns with the growing body of nursing knowledge, nursing students continue to develop their knowledge base and skill sets to prepare for future nursing practice. The bulk of this preparation involves developing connections between classroom/lab knowledge and further demonstrating those connections in clinical practice. However, the extant state of evidence on undergraduate nursing students’ learning transfer has not yet been synthesized.DesignThis integrative review was conducted using the Whittemore and Knafl framework.Review methodsEight databases were searched in June 2022: MEDLINE, APA PsycInfo, EMBASE, Web of Science, CINAHL, ERIC, Academic Search Complete and Education Research Complete. Literature was included if it focused on undergraduate nursing students who have participated in at least one clinical practicum and reported on learning transfer in clinical settings. Only English-language, peer-reviewed literature was included. Two researchers independently assessed the eligibility of articles at the title-and-abstract level and at the full-text level, followed by an assessment of methodological quality. The Joanna Briggs Institute’s critical appraisal checklists were used to assess theoretical papers and literature reviews and the mixed-methods appraisal tool (MMAT) was used to appraise all studies. Reference lists of included articles were searched for additional relevant literature. Reporting followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement guidelines.ResultsTwenty-eight articles met our inclusion criteria and were included in this review, including 20 qualitative studies, one quantitative study, three mixed-methods studies, three theoretical articles and one integrative review. The results of this review highlighted that numerous facilitators and barriers influence nursing students’ ability to transfer learning within clinical learning environments. Facilitators included having knowledgeable and supportive educators and nursing staff, using strategies to promote connections, fostering reflection and aligning theory and practice. Barriers included unclear connections between course content, incongruencies between classroom and practice, lack of nurse role models, lack of real-world applicability and unsupportive nurse educators.ConclusionsThe information generated from this integrative review provides evidence about barriers that can be mitigated and facilitators that can be leveraged to facilitate undergraduate nursing students’ learning transfer into clinical practice. The findings also highlighted gaps in evidence surrounding the need to understand how nursing students transfer learning from classroom settings to clinical practice settings.     

Indicators of undergraduate nursing students' satisfaction with their learning journey: An integrative review

ObjectivesIn Australia Bachelor of Nursing programmes are delivered via both internal and distance modes yet there is little knowledge of the indicators of undergraduate nursing students' satisfaction with the learning journey. This integrative review was undertaken to uncover the indicators of undergraduate nursing students' satisfaction with their learning journey.DesignIntegrative review. A review of key papers was undertaken. Only peer-reviewed papers published in scholarly journals from 2008 onwards were included in this integrative review.Data sourcesPubmed, CINAHL, Google Scholar, Cochrane, Wiley Online and ProQuest Central databases were searched for relevant papers.Review methods49 papers were appraised, by a minimum of two team members. CASP tools were used when evaluating qualitative research, systematic and integrated reviews while survey research was evaluated using a tool specifically developed for this purpose by the research team. All tools used to assess the quality of the research studies contained comprehensive checklists and questions relevant for the particular type of study. Data related to these checklists was extracted and the research team appraised the quality of each article based on its relevance to the topic, internal and external validity, appropriateness of data analysis technique(s), and whether ethical considerations were addressed. Seventeen papers were included in the final analysis. Data analysis involved a systematic approach using content analysis techniques.ResultsThis integrative review sought to identify indicators of nursing students' satisfaction with their learning journey. Authentic learning, motivation, resilience, support, and collaborative learning were identified by this integrative review as being key to nursing students' satisfaction with their learning journey. Sub themes were identified within each of these themes that assist in explaining nursing students' views of their learning journey.ConclusionThe findings showed that higher satisfaction levels are attained when nursing students feel included and supported during their learning journey.     

Student engagement in flipped classroom in nursing education: An integrative review

AimTo summarize the effect of the flipped classroom method (FCM) on student engagement in nursing education and provide the implications for future practice.BackgroundTechnological advancement of learning approaches including flipped classroom has become increasingly popular in nursing education. However, no integrative review has been published that specially explore the behaviour engagement, cognitive engagement and emotional engagement of flipped classroom use in nursing education.MethodsPopulation, Intervention, Comparison, Outcomes and Study (PICOS) strategies were implemented to investigate the literature from published peer-reviewed papers from 2013 to 2021 in CINAHL, MEDLINE and Web of Science.ResultsThe initial search identified 280 potentially relevant articles. After comprehensively reviewing the initial catchment using several analytical phases, 16 articles were considered for the final review. Most of articles targeted on undergraduate nursing students and were conducted in the USA and Australia. The review primarily identified positive learning outcomes among nursing students in term of student engagement. However, a few studies reported contrasting findings, possibly due to students are still dependent on traditional lecture-based classroom.ConclusionThis review suggests that use of the FCM in nursing education could promote students’ behavioral engagement and cognitive engagement but yield a mixed outcome in emotional engagement. This review contributed to our understanding of the effect of the flipped classroom method on student engagement in nursing education, the strategies for promoting student engagement in future flipped classroom practice and recommendation for future research on flipped classroom.     

The meaning and application of student-centered learning in nursing education: An integrative review of the literature

AimThe aim of this study was to review empirical articles to explore the meaning and the application of student-centered learning in nursing education.BackgroundTeachers in higher education are encouraged to adopt student-centered learning principles, but research shows that many still apply teacher-centered methods. There is therefore a need to clarify the meaning of student-centered learning, including how it is performed and the reasons to apply it in nursing education.DesignThis study employed an integrative review method, following Whittemore and Knafl’s framework.MethodsThe databases CINAHL, Education Database and Education Research Complete were searched for related literature published from 2010 to 2020. The initial search located 308 articles. After screening and checking for eligibility, 25 articles were critically appraised. Data were extracted from the articles and displayed in matrices to be categorized and compared.ResultsThree themes with attendant sub-themes emerged through the analysis: foundation, using core concepts to define and explain student-centered learning, eligibility, enhancing student knowledge, developing student abilities and supporting student self-reliance and realization, learning in interaction with peers, learning individually and learning in interaction with the teacher.ConclusionStudent-centered learning in nursing education is an approach where the teacher is a facilitator of student learning and students are empowered to take control of their own studies. Students study together in groups; they are listened to by the teacher and their needs are taken into consideration. The main reasons to apply student-centered learning are to enhance students’ theoretical and practical learning; to improve their generic competencies, such as problem-solving and critical-thinking abilities; and to strengthen students’ self-reliance.     

Developing the future rural nursing workforce: report on a nursing roundtable

BackgroundThere are ongoing health workforce shortages in rural Australia with nurses a major component of the provision of health care. Training for nursing students in rural areas is one strategy to overcome this.AimTo explore possibilities for nursing student rural clinical placements, with a view to increase the length of placements and strengthen the future rural nursing workforce.MethodsA Nursing Roundtable was held in regional Western Australia (WA) with representatives from five Western Australian universities, tertiary providers and service clinical stakeholders. Participants attended site visits to local facilities which included primary, community and hospital-based facilities.FindingsMajor issues identified included short length of nursing placements; inflexibility of bookings via centralised placement databases; financial and family responsibilities inhibiting students taking up placements; quality of on-site supervision; and the availability of graduate programs after qualifying. Participants agreed longer student clinical placements reduced workload for academic and clinical staff allowing students to settle and be industry ready.DiscussionThere was a strengthening of goodwill and willingness of university and clinical stakeholders to work collaboratively to lengthen student placements and consider placements in non-traditional settings to expand student understanding of career possibilities, rural and Indigenous communities, and the underpinning determinants of health.ConclusionBack-to-back practicums or potential to share placements between different organisations were recognised as opportunities for further development. Efforts to increase placement length, broaden experiences and overcome financial barriers need to be addressed. Production of a marketing video to include job potential post-graduating was suggested to attract students.     

Self-reflection during first clinical practice: The experiences of nursing students

BackgroundSelf-reflection can be used as a tool for describing student experiences and have a significant impact on their learning. It enables nursing students to develop the ability to identify and analyse their problems and find possible solutions.ObjectiveTo present students' self- reflection in their first clinical practice as their first stage of our nursing study program.MethodologyThe research was based on a naturalistic philosophical paradigm using a qualitative methodological approach. The research took place at one of the Slovenian universities with an undergraduate nursing education program. Purposive sampling was chosen. The data were obtained through written self-reflection diary entries collected between March and June 2016. A thematic analysis was selected for data analysis. Ensuring that all ethical considerations were covered, seventeen students in the first clinical practice were included.FindingsThree main thematic themes were identified that define the experience of students in their first clinical practice: (1) emotional experience, (2) interpersonal relationships, (3) learning.ConclusionsThe research has found that the experiences and the perceptions of students in the first clinical practice are mainly expressed emotionally. Self-reflection helps students to express emotions and feelings to reliving and to identifying problems and also, to understanding themselves better. Further research should be focused on the importance of the students' self-reflections in their professional and personal growth.     

Exploring undergraduate nursing students' perceptions of working in aged care settings: A review of the literature

ObjectivesTo explore undergraduate nursing students' perceptions of working in the aged care setting through a review of the literature.DesignA review of available literature relating to undergraduate nursing students' attitudes, perceptions and experiences in the aged care setting, or in the care of older adults.Data sourcesCINAHL Plus with Full Text was the primary database used. Other databases include PsycINFO and Health Source: Nursing/Academic Edition.Review methodsStudies focused on undergraduate nursing students and their experiences in the aged care setting and on the perceptions and attitudes of nursing students toward older adults, were included. Studies that did not present an original study or those that did not meet the aim of the study were excluded from the review.ResultsFollowing removal of duplicates and exclusion of articles not meeting the aim of this paper, 24 articles remained. Three main themes emerged from the review of the literature: perceptions of aged care placement, attitudes to working in aged care, and experiences in aged care.ConclusionThe experiences of nursing students employed as undergraduate AINs in the aged care setting can provide an immersive clinical learning experience in preparation for their new graduate (NG) year. Furthermore, it is an opportunity to challenge ageist attitudes and instil core nursing values in novice nurses such as promoting compassionate care.     

Global and public health core competencies for nursing education: A systematic review of essential competencies

ObjectivesNurses are learning and practicing in an increasingly global world. Both nursing schools and nursing students are seeking guidance as they integrate global health into their learning and teaching. This systematic review is intended to identify the most common global and public health core competencies found in the literature and better inform schools of nursing wishing to include global health content in their curricula.DesignSystematic review.Data SourcesAn online search of CINAHL and Medline databases, as well as, inclusion of pertinent gray literature was conducted for articles published before 2013.Review MethodsRelevant literature for global health (GH) and public and community health (PH/CH) competencies was reviewed to determine recommendations of both competencies using a combination of search terms. Studies must have addressed competencies as defined in the literature and must have been pertinent to GH or PH/CH. The databases were systematically searched and after reading the full content of the included studies, key concepts were extracted and synthesized.Results and ConclusionTwenty-five studies were identified and resulted in a list of 14 global health core competencies. These competencies are applicable to a variety of health disciplines, but particularly can inform the efforts of nursing schools to integrate global health concepts into their curricula.     

Developing Korean nursing students' global health competencies: A mixed methods approach to service learning in rural Vietnam

BackgroundOwing to globalization, there is a need for enhanced global health competencies among nursing students. In this context, global service learning programs are important opportunities for nursing students.ObjectivesTo explore the effect of a short-term service learning program in a developing country on the global health competencies of students attending a South Korean nursing college.DesignA mixed methods design.SettingThe Global Nursing Internship is a two-week pre-experience, eight-day on-site, and one-week post-experience program.ParticipantsThe on-site activities involved 15 nursing students participating in global health activities in a rural Vietnamese community.MethodsA self-reported questionnaire was used to assess changes in global health competencies in six domains, measured on a four-point Likert scale. Student satisfaction with each activity was measured on a five-point Likert scale. After completing the program, the participants wrote a self-reflection essay. The Wilcoxon signed rank test was used to analyze global health competencies, and content analysis was used to analyze participants' self-reflections.ResultsRegarding global health competencies, the overall mean score showed a significant increase at the post-program evaluation (Z = −3.41, p = .001). A pre-post-program comparison showed that the domain of “health care in low-resource settings” displayed the greatest increase in scores. The mean overall satisfaction with the program was high (mean = 4.31, standard deviation = 0.17). In the students' view, as expressed in their essays, their global health knowledge and attitude had improved.ConclusionsThe program was useful in promoting global health competencies, empathy, and confidence and should be embedded among the essential requirements of nursing curricula. Suggestions are provided to develop an enhanced pre-experience program that could help students prepare better for on-site activities. As cultural competency is crucial for nurses, nursing educators should consider integrating similar global service learning programs into their existing nursing curricula.