Framework for a virtual nursing faculty and student learning collaboration between universities in Sweden and the United States: A theoretical paper

Research output: Contribution to journalArticle

Abstract

A sound pedagogical framework must be explored and identified to implement opportunities for collaborative learning through international exchange. This paper identifies the framework used by two universities, in Sweden and the United States. Virtual learning environments and meaningful learning activities can be constructed using web-based learning platforms. The goal for this initiative was 'internationalisation on home plan' for nursing faculty and students that opened up internationalised learning opportunities for all students, including those who do not participate in study abroad/mobility activities. This broader opportunity supports the development of cultural awareness and understanding of global health care practices and the nursing profession on mutual topics of concern, in this case patient safety. Learning activities and learning outcomes can be stipulated. The pedagogical framework was compatible with the Bologna Process' constructive alignment, deep learning and a student focus. The student nurses were not only given the opportunity to explore the learning objective of patient safety and participate in an international collaboration with another university, but also gained university academic credit for fulfilling the task. There is a great gain in using virtual collaboration and learning modules that are embedded in courses for the purpose of 'internationalisation on home plan' since not all students can participate in student mobility activities.

Details

Authors
Organisations
External organisations
  • University of Virginia
Research areas and keywords

Subject classification (UKÄ) – MANDATORY

  • Nursing

Keywords

  • Collaborative learning, Higher nurse education, Internationalisation on home plan, Virtual learning
Original languageEnglish
Pages (from-to)50-53
Number of pages4
JournalNurse Education Today
Volume41
Publication statusPublished - 2016 Jun 1
Publication categoryResearch
Peer-reviewedYes