Exchanging expertise, theory and practice at Master’s level healthcare education between Russia and Finland – experiences from an intensive course in St. Petersburg

Article Outline

• Abstract
• Background
• International education and inter-professional learning
• Internationalisation competences and European Qualification Framework
• Goals, content and implementation of the intensive course
• Acceptance criteria for participation in the intensive course period in Russia
• Evaluation of the intensive course
  • Evaluation results from the students’ point of view
  • Evaluation results from the teachers’ point of view
• Conclusions and plans for the future
• References
• Copyright

Abstract 

The aim of this article is to raise discussion on the internationalisation possibilities of master’s students who study while working. The objective of the article is to describe and share experiences on how to make the development of students’ internationalisation competence possible through collaboration with representatives of different cultures during a one-week intensive course. Internationalisation is an essential component in the competence-based curriculum of master’s level social and healthcare education. On the other hand, it has been a difficult task for adult students to enhance their internationalisation competence when they pursue studies alongside work. In addition, internationalisation in master’s level education has been a key feature both in Finland and in Russia. An intensive course is one educational method to share students’ existing professional know-how in an international multi-professional student group and to enable adult students’ mobility. This paper describes a one-week intensive course which was carried out in St. Petersburg, Russia in autumn 2008. The course was evaluated by the adult students and their teachers participating in the course. The intensive course increased the degree of transparency and compatibility between higher education and advanced professional education qualifications gained in postgraduate healthcare education in the partner organisations. It seems that an intensive course is a good pedagogical method for enhancing the internationalisation competence of adult students.

Keywords: International education, Internationalisation competence, Master’s level education, Adult education

Back to Article Outline

Background 

The national higher education systems in Europe have considerable differences in terms of, e.g., study periods and degree structures and contents. Harmonisation would make the systems more attractive to students coming from outside Europe and would also increase mobility and cooperation within Europe (Zhao and Wildemeersch, 2008). In their meeting in Bologna 1999, the European Ministers of Education signed a joint declaration on the European space for higher education to be completed by 2010. The aim was to increase the international competitiveness of European higher education (European Commission, 2009). Also Finland and Russia joined the Bologna Convention, Finland in 1999, and Russia in 2003 (Makarova and Solomennikov, 2008). Consequently, internationalisation and the quality of education are major challenges in health and social care higher education in Finland and Russia.

The aim of this article is to raise discussion on the internationalisation possibilities of master’s students who study while working. The objective of the article is to describe and share experiences on how to make the development of students’ internationalisation competence possible through collaboration with representatives of different cultures during a one-week intensive course.

The definitions of the abbreviations used in the article can be found in Table 1.

Table 1. Definition of abbreviations.

The context of the intensive course is the long term cooperation between the School of Health and Social Studies of JAMK University of Applied Sciences (JAMK) and the Nursing Department of the International Academy of Sciences of the Higher School of the St. Petersburg Mechnikov State Medical Academy (SPSMA). During reciprocal visits, JAMK and SPSMA have not only become acquainted with the differences but also the common development challenges between Finland and Russia in the field of nursing, healthcare systems and higher education.

In the field of nursing and healthcare, the internationalisation of professional master’s level and postgraduate adult students is a topical development challenge. This is shown in the teaching method and curriculum development in, e.g., Australia (Wallace and Hellmundt, 2003), in the United Kingdom (Law and Muir, 2006), and in several other European countries (Zhao and Wildemeersch, 2008). The internationalisation of higher education institutions can be interpreted narrowly, in which case it may only refer to student and teacher mobility between different countries, or studies in a foreign language in the students’ own country. In this article, internationalisation in the higher education sector refers to a process in which the international and intercultural concepts are integrated into education. The intensive course implemented as a joint effort of two countries is one example of how the international and intercultural competences of students and teachers can be enhanced as part of formal education.

Both in JAMK and SPSMA, the professional master’s and postgraduate programmes are designed for professionals who usually complete the studies part-time alongside work in 2–3 years. The mode of study is adult pedagogy and integration of studies and work. Education is implemented through flexible modes of learning, and the students’ workplaces are closely involved in the pedagogical implementation of the education. The degree is demanding, workplace-oriented expert education. This is why the students are not usually able to complete long exchange periods abroad, and, therefore, new innovations and pedagogical methods are needed for internationalisation.

When both Russia and Finland joined the Bologna Convention, the Bologna Process and CIMO’s (Centre for International Mobility) Finnish–Russian Student Exchange Programme (FIRST) opened new possibilities to enhance academic mobility, mutual recognition and development of nursing studies, and quality of education between the partner organisations. Funding for an intensive course was applied for from the Finnish–Russian Student Exchange Programme (FIRST) administered by the Centre for International Mobility (CIMO). Funding was granted for the implementation of an intensive course of five ECTS credits at the Mechnikov State Medical Academy in St. Petersburg in autumn 2008, and for teacher exchange between the partner institutions in 2008–2009.

The intensive course carried out in St. Petersburg was based on a systematic, goal-oriented and long term cooperation, separate funding from CIMO, and the principles of the Bologna Process (recognition of studies in partner organisations/ECTS) and of the European Qualification Framework describing the learning outcomes in master’s programmes at a broad level.

This article describes the intensive course: aims, main contents, learning methods, and evaluation by the Finnish students on how the course affected their internationalisation competence and professional know-how. The article also contains a description of the experiences of the teachers who designed and implemented the course concerning expertise exchange between Russia and Finland.

Back to Article Outline

International education and inter-professional learning 

Internationalisation in education is a multifaceted phenomenon (Law and Muir, 2006). Teachers and students may have different ideas of what internationalisation is, how it affects education, and what the aims are. Svensson and Wihlborg (2007) studied the conceptions of nursing teachers on internationalisation. Teachers mostly connected internationalisation to their teaching and did not see it holistically. For instance, exchange programmes were seldom mentioned as part of the internationalisation process (Svensson and Wihlborg, 2007). Also students may have a very fragmented conception of the internationalisation of education (Wihlborg, 2004; Ivakhnenko, 2008). According to Wihlborg (2004), part of the nursing students have an atomistic conception of the international aspects of their education, and according to the results obtained by Ivakhnenko (2008), slightly over half the Russian higher education students who answered the questionnaire were not aware of the Bologna Process.

Some research knowledge on the usefulness of international studies for the professional development of bachelor’s level students of social and healthcare is already available (Leh et al., 2004; Hosio, 2008; Kinsella et al., 2008). According to Hosio (2008), practical training abroad promoted Finnish nursing students’ understanding of foreign cultures, enhanced their self-assurance, self-confidence and stress tolerance, and motivated them to work abroad after graduation. Some information is also available on postgraduate level exchange programmes and experiences of their participants (e.g., Roy and Linendoll, 2006; Evans, 2007). As to master’s level expertise exchange or joint intensive courses between two or more countries, very little information exists. In fact, internationalisation has only become an important issue during the past few years (Ogilvie et al., 2007). Internationalisation and its promotion are, however, extremely important in social and healthcare studies today, as the problems of healthcare and rehabilitation are worldwide (Broberg et al., 2003; Wimpenny et al., 2005; Robinson et al., 2006).

Participation in an international group of social and healthcare professionals is a good opportunity to learn multi-professional working methods. In the field of social and healthcare, this kind of learning has been described with different terms, such as inter-professional learning or multi-professional learning (Claire et al., 2005). Begley (2009), however, makes a difference between these terms. According to her, in addition to teaching shared contents, the term “inter-professional” especially refers to creating interaction between professionals (Begley, 2009). Along with internationalisation, inter-professional learning is, therefore, an important challenge in social and healthcare education in Europe (Lloyd-Jones et al., 2007). There is little information available on the effect of inter-professional learning on, e.g., patient care (Claire et al., 2005). Inter-professional learning and teaching should be included in the curriculum right at the beginning of the studies to plant a positive attitude in the students towards working with various kinds of professionals (Coster et al., 2008).

Back to Article Outline

Internationalisation competences and European Qualification Framework 

The competences based on higher education require competence-based curricula and learning outcomes that are in line with the students’ professional profiles. Competences are understood as wide-ranging combinations of know-how – composites of knowledge, skills and attitudes possessed by an individual. Competences illustrate a person’s proficiency, capacity and ability to perform in professional tasks. Finnish Universities of Applied Sciences have decided to make a distinction between programme-specific or subject-specific and generic competences (Generic Competences of Polytechnic Graduates, 2008). The objective has been to create competence categories that are clearly distinguishable and easy to evaluate as learning outcomes.

Generic competences lay a foundation for a person’s participation and collaboration in the world of work as well as for his/her professional development. The development of generic competences often takes place while a student is acquiring special expertise. The solutions relating to pedagogy and learning environments play an important role in the development of generic competences required in one’s working life. One of the generic competences in higher education is the internationalisation competence. The specific description of the internationalisation competence in higher education is the following:

From the viewpoint of quality within international education, the European Qualification Framework (EQF) can be used as a reference tool to compare the qualification levels of the different qualification systems to promote lifelong learning and equal opportunities in the knowledge-based society, as well as the further integration of the European labour market, while respecting the rich diversity of national education systems. EQF was adopted by the European Parliament and Council in April 2008. It is recommended that the member states use EQF as it encourages countries to relate their qualification systems or frameworks to the EQF by 2010 and to ensure that all new qualifications issued from 2012 onwards carry a reference to the appropriate EQF level. The core of the European Qualification Framework consists of eight reference levels describing what a learner knows, understands and is able to do – ’learning outcomes’. The levels of national qualifications will be placed at one of the central reference levels, ranging from basic (Level 1) to advanced (Level 8) (European Qualification Framework (EQF), 2008). The reference level of the master’s degree education used in the intensive course is Level 7 (see Table 2).

Table 2. European Qualifications Framework for lifelong learning (European Qualification Framework (EQF), 2008)

Back to Article Outline

Goals, content and implementation of the intensive course 

The intensive course was carried out at the Mechnikov State Medical Academy in St. Petersburg from 8 to 12 September 2008. It was designed as a joint effort of Finnish and Russian teachers, and the participants who completed it were awarded 5 ECTS credits. There were 28 participants in total: 9 students and 2 teachers from Finland and 10 students and 7 teachers from Russia. It was implemented in a multidisciplinary (nurses, physiotherapists, healthcare managers, social workers) manner and targeted at professional master’s level and postgraduate level adult students. The aims of the course were:

The contents of the intensive course were designed to meet the international challenges in social and healthcare education (Wallace and Hellmundt, 2003; Wimpenny et al., 2005). Research into the role of nurses who act as experts is being carried out (e.g., Hauck, 2009; van der Luis et al., 2009), and for instance in Finland, there is a lively discussion going on concerning nurses’ prescription rights. The mobility of both healthcare professionals and their clients is increasing in Europe, and, therefore, healthcare professionals have to be able to meet and treat people of different cultural origins (Omeri et al., 2003). In addition, the aim was to develop the internationalisation competence and also other competences at EQF Level 7 (see Table 2).

The intensive course consisted of three phases: pre-course, intensive contact classes, and post-course, including student orientation and evaluation. Both in Finland and in Russia, Finland/Russia orientation was a prerequisite for participation in the course. The pre-assignments of the course were also part of the orientation of the students. For example, the students had to write a Europass CV (curriculum vitae) as a pre-assignment. The Europass CV highlights what the person can do; including the skills acquired outside formal education and training. The assignments and tasks of the different phases are described in Table 3. At the beginning of the course, the students presented themselves and their job descriptions to the fellow students and teachers. In the presentations, they utilised the Europass CVs that they had compiled and the brochures and web sites of their workplaces. The contact classes consisted of lectures on the development of nursing science in Europe and in Russia and on the application of evidence-based nursing science to practice, as well as related workshops participated by the teachers and students. During the field visits, the Russian students introduced the work and working principles of their work units. The field visits included visits to an institution for the mentally disabled, a children’s hospital and a urology ward in a hospital in St. Petersburg. During the intensive course, the participants also familiarised themselves with the teaching and learning methods used in Finland and in Russia, e.g., virtual learning and problem-based learning. In general, the intensive course included web-based work, lessons, reflective workshops, and field visits to the students’ workplaces at clinics and hospitals in St. Petersburg.

Table 3. Phases of the intensive course and the assignments.

The intensive course introduced scientific and professional issues within nursing, healthcare professions and management from an international point of view. The course also included the examination of the influence of a healthcare delivery environment on the delivery of care, and the role of an advanced nursing practitioner, physiotherapist and nursing manager as a collaborator within the healthcare structure. The field visits, workshops and seminars focused on the role of a healthcare expert and a nursing manager in planning, organising, staffing, directing, and controlling a healthcare environment for the purpose of improving patient care, facilitating collaborative activities with other healthcare professionals, and identifying mechanisms to effect change within the healthcare system. Nursing theories were also introduced.

The language of instruction was English and the learning materials were mainly in English, part of them in Finnish and Russian. As the language skills of the participants varied, the intensive course was implemented in the languages which the participants mastered, utilising various pedagogical methods. The purpose of the intensive course was also to motivate students to study English, Russian or Finnish.

The partners agreed to use, if possible, the ECTS system, which was already used in, e.g., the Faculty of Medicine of SPSMA. Our aim was that the intensive course would be worth 3–5 ECTS credits in both the institutions. JAMK was more familiar with the ECTS system than SPSMA, but constant development work had been carried out at SPSMA towards the Bologna Process. In JAMK, this intensive course was part of the curricular education of the Professional Master’s Degree Programme in Health Promotion and of the Professional Specialisation Studies in the area of healthcare management. In SPSMA, the course was part of higher vocational studies and postgraduate studies in nursing: Qualification of Manager. Flexibility in integrating the intensive course in the educational programmes and curricula of both the organisations was important, and both the higher education institutions supported this approach. After returning from the intensive course, the students had their studies recognised.

Back to Article Outline

Acceptance criteria for participation in the intensive course period in Russia 

Every student who was enrolled as a master’s degree student at JAMK University of Applied Sciences or in higher vocational education at the Mechnikov Academy had the right to apply for the intensive course. One of the basic prerequisites was that the course to be completed abroad could be recognised as part of the students’ degree. The students conducted a learning plan discussion with their career tutor and also reported to the coordinator and the career tutor of their home institution. The selection criteria required that the student had progressed according to his/her personal study plan, filled in the application form and Learning Agreement, and checked the necessary documents (Transcript of Records and CV) to be attached to the application. Certain particular personal and social aptitudes were also required since every student studying abroad is a representative of his/her own educational institution, city and home country. The desirable characteristics included independence, initiative, good social skills, ability to cope with unpredictable situations, tolerance of dissimilarities, cooperation and adaptability, flexibility and openness, commitment, and interest in an international environment.

Back to Article Outline

Evaluation of the intensive course 

The evaluation of the intensive course was completed using the travel reports of the teachers and students, and an evaluation questionnaire. The questionnaire was designed to gather information on the students’ personal thoughts and views on the professional and social outcomes of the exchange and the intensive course. The questionnaire was designed as a 5-point Likert Form with 19 statements and one open-ended question. The responses were rated on a 5-point scale where 1=not at all and 5=completely. Permission was obtained from the students to report the results of the survey and to use direct quotations from their replies to the open-ended questions. The following is the summary of the responses of Finnish students (n=9).

Evaluation results from the students’ point of view 

Student orientation for the intensive course was held at JAMK University of Applied Sciences in August 2008. Half of the students stated that they had received sufficient information about the host institution, and they had also familiarised themselves with the web pages of the institution. A total of 67% of the students found the advance information very useful. All the students felt that the support provided by JAMK was good or very good for achieving the aims and outcomes of the course.

All the students who completed the questionnaire evaluated that they had met the aims of the intensive course well or very well. They stated that the intensive course had developed their understanding of cultural issues. Seven out of nine students felt that the course had developed their awareness of their professional culture. Two students argued that this had happened at a satisfactory level. All the respondents, except one, felt that the field visits had been important or very important for their professional development. Most of the students felt that the field visit experience had enabled them to meet the objectives of the course. The one student who evaluated the field visit as satisfactory at level two (poor) worked in the social care sector and the field visit places represented the healthcare sector. The overall experiences of the students were very positive.

All the students stated that the intensive course had developed their understanding of cultural issues. One comment illustrates the effect of the course on the internationalisation competence very well: “The course opened my eyes to see the differences between our countries”. The field visits and the meetings with experts in different practical settings were important for the students’ internationalisation and professional development. All the respondents evaluated that they had met the aims of the intensive course well or very well, and they assessed their experiences of the course as very valuable. Based on the answers, the students who participated in the course could be expected to recommend it to other students. One comment in the questionnaire summarised the experiences of the students: “This course was great”.

Evaluation results from the teachers’ point of view 

Permission was obtained from the teachers to report their experiences of the intensive course. The teachers emphasised the importance of careful preparation for the course. The preliminary tasks for the students, the learning material, the learning methods in classes, and the arrangements concerning the places to be visited were planned in as much detail as possible beforehand. Previous experiences had also shown that it was important to base the selection of the students on selection criteria that had been decided upon beforehand. As studying in a foreign country is demanding, and as the students represent their educational institution, their profession, and their home country, it was important to pay attention to the suitability of the participants. Before the course, the students and the teachers had an information session on the Russian language and culture, e.g., Russian customs and everyday sayings. The session was considered useful, as it also allowed the students participating in the course to meet each other and agree on common rules for the trip. Also Immonen and her colleagues (Immonen et al., 2008) emphasise the importance of familiarising oneself with the culture of the cooperation partner before starting cooperation in practice. In addition, the recognition of the studies and assignments must be pre-planned carefully together.

The preparation and implementation of an intensive course in a foreign culture is demanding. The teachers participating in the course felt it was important to have two teachers present. During the course, it also became clear how important it was that the teachers had created confidential relations with their Russian colleagues before the course was implemented.

The intensive course was a success. It was a suitable mixture of theory, practical familiarisation with the workplaces and work of Russian social and healthcare professionals, and cultural life of St Petersburg. One teacher describes this in her comment: “Even though the week was quite demanding, I learnt a lot about how nursing is implemented in different health sectors in St. Petersburg and about the autonomous role and job description of nurses in Russia”. One aim of the course was to strengthen the students’ and teachers’ internationalisation competence. Understanding the recent history of Russia helped the participants understand the social and healthcare issues from a wider perspective.

The teachers found it important that the experiences of the intensive course were reflected after the trip. The students’ post-course assignment was to write an article on their experiences together with the teachers and to offer it to the Sairaanhoitaja (Nurse) Journal for publication (see Table 3). Writing together was a good way of reflecting the experiences of how the course affected the participants’ professional competence and how it possibly changed their views on the Russian social and healthcare system. The Russian and Finnish teachers also reflected their experiences by writing articles like this. It is also important to document the intensive course, because there are few previous reports on expertise exchange or intensive courses in part-time master’s programmes in social and healthcare.

Back to Article Outline

Conclusions and plans for the future 

This intensive course increased the degree of transparency and compatibility between higher education and advanced professional education qualifications gained in postgraduate healthcare education in the partner organisations. It improved the quality and increased the volume of mobility and cooperation between the partner institutions. It also enabled the students and the teachers of the partner institutions to deepen and share their knowledge and know-how of nursing theory and healthcare research and management in the field of social and healthcare. International studies have been shown to increase students’ understanding of, e.g., the global nature of nursing and the needs of the patients (Law and Muir, 2006). In addition, the intensive course facilitated the development of innovative adult education practices and pedagogy in multi-professional part-time education in the field of nursing and healthcare, and the transfer of the practices and pedagogy into lifelong learning. Theory, practice and culture supported each other. Therefore, it seems that an intensive course is a good pedagogical method for enhancing the internationalisation competence of adult students. In order to enable students to obtain real benefits from studying abroad, they should be given an opportunity to reflect the differences in learning, learning methods and contents, and cultures (Greatex-White, 2008). After an experience like this, the participants will put into practice the knowledge they have obtained during the intensive course in their home institutions and work environments. Later, the students will also teach other health professionals in their work environment. The teachers can use the intensive course and teacher mobility experiences and contents in their own research and teaching. The cooperation will develop the contents of the postgraduate degree programmes and nursing education in the partner institutions.

Adult learners who study while working have had few possibilities of enhancing their internationalisation competence in an authentic environment during their studies. The intensive course discussed in this article is an example of one possibility. For the students, the advantage of an intensive course is that the studies are implemented in a short period of time but the contents and the learning methods are comprehensive and versatile. An essential feature in the intensive course described here is that it contained several well-planned field visits to Russian hospitals. The hospitals provided an authentic learning environment in which the adult learners were able to enhance their international competence.

The partner-organisations intend to continue and deepen the teaching cooperation in the themes initiated during the intensive course through reciprocal teacher exchange and the production of joint educational material in the academic year of 2008–2009. Based on the evaluation of the cooperation, the AdultPro Network will be extended in the future through the inclusion of strong partners providing high level postgraduate education in nursing and healthcare in both the countries.

Back to Article Outline

References 

1. Begley CM. Developing inter-professional learning: tactics, teamwork and talk. Nurse Education Today. 2009;29(3):276–283
   • View In Article
   • Abstract
   • Full Text
   • Full-Text PDF (138 KB)
   • CrossRef
2. Broberg C, Aars M, Beckmann K, Emaus N, Lehto P, Lahteenmaki M, et al. A conceptual framework for curriculum design in physiotherapy education – an international perspective. Advances in Physiotherapy. 2003;5(4):161–168
   • View In Article
3. Claire L, Walsh M, Gordon F, Marshall M, Wilson F, Hunt T. Interprofessional capability: a developing framework for interprofessional education. Nurse Education in Practice. 2005;5:230–237
   • View In Article
   • Abstract
   • Full Text
   • Full-Text PDF (112 KB)
   • CrossRef
4. Coster S, Norman I, Murrels T, Kitchen S, Meerebeau E, Sooboodoo E, et al. Interprofessional attitudes amongst undergraduate students in the healthcare students: a longitudinal questionnaire survey. International Journal of Nursing Studies. 2008;45:1667–1681
   • View In Article
   • Abstract
   • Full Text
   • Full-Text PDF (222 KB)
   • CrossRef
5. Evans C. The experience of international doctoral education in nursing: an exploratory survey of staff and international nursing students in a British university. Nurse Education Today. 2007;27(5):499–505
   • View In Article
   • Abstract
   • Full Text
   • Full-Text PDF (117 KB)
6. European Commission, 2009. Available at: <http://ec.europa.eu/education/policies/educ/bologna/bologna_en.html> (accessed 4.08.2009).
   • View In Article
7. European Qualification Framework (EQF), 2008. Available at: <http://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htm> (accessed 3.06.2009).
   • View In Article
8. Generic Competences of Polytechnic Graduates, 2008. Available at: <http://www.ncp.fi/ects/> (accessed 4.06.2009).
   • View In Article
9. Greatex-White S. Uncovering study abroad: foreignness and its relevance to nurse education and cultural competence. Nurse Education Today. 2008;28:530–538
   • View In Article
   • Abstract
   • Full Text
   • Full-Text PDF (126 KB)
   • CrossRef
10. Hauck RM. Expediting care for children: advanced practice nurses as short stay hospitalists. Nursing Administration Quarterly. 2009;33(1):67–69
    • View In Article
11. Hosio, S., 2008. Kansainvälinen opiskelukokemus ja siinä kohdatut ongelmat – hoitotyön opiskelijoiden arvioimana. [The effects of international education experience and encountered problems – evaluated by nursing students]. Master’s thesis, Nursing science, Department of Nursing Science, University of Turku, Finland.
    • View In Article
12. Immonen I, Anderssen N, Lvova M. Project work across borders in the arctic Barents region: practical challenges for project members. Nurse Education Today. 2008;28:841–848
    • View In Article
    • Abstract
    • Full Text
    • Full-Text PDF (112 KB)
    • CrossRef
13. Ivakhnenko GA. The dynamics of college students’ opinions about the modernization of higher education. Russian Education and Society. 2008;50(7):44–52
    • View In Article
14. Kinsella EA, Bossers A, Ferreira D. Enablers and challenges to international practice education: a case study. Learning in Health and Social Care. 2008;7(2):79–92
    • View In Article
15. Law K, Muir N. The internationalisation of the nursing curriculum. Nurse Education in Practice. 2006;6:149–155
    • View In Article
    • Abstract
    • Full Text
    • Full-Text PDF (104 KB)
    • CrossRef
16. Leh SK, Robb WJW, Albin B. The student/faculty international exchange: responding to the challenge of developing a global perspective in nursing education. Nursing Education Perspectives. 2004;25(2):86–90
    • View In Article
    • MEDLINE
17. Lloyd-Jones N, Hutchings S, Hobson S. Interprofessional learning for practice for pre-registration healthcare: interprofessional learning occurs in practice—is it articulated or celebrated?. Nurse Education in Practice. 2007;7:11–17
    • View In Article
    • Abstract
    • Full Text
    • Full-Text PDF (107 KB)
    • CrossRef
18. Makarova MN, Solomennikov VS. The Bologna process. Opinions and expectations. Russian Education and Society. 2008;50(3):84–90
    • View In Article
19. Ogilvie LD, Paul P, Burgess-Pinto E. International dimensions of higher education in nursing in Canada: tapping the wisdom of the 20th century while embracing possibilities for the 21st century. International Journal of Nursing Education Scholarship. 2007;4(1):1–22
    • View In Article
20. Omeri A, Malcolm P, Ahern M, Wellington B. Meeting the challenges of cultural diversity in the academic setting. Nurse Education in Practice. 2003;3:5–22
    • View In Article
    • Abstract
    • Full Text
    • Full-Text PDF (148 KB)
    • CrossRef
21. Robinson K, Sportsman S, Eschiti VS, Bradshaw P, Bol T. Preparing faculty and students for an international nursing education experience. Journal of Continuing Education in Nursing. 2006;37(1):21–31
    • View In Article
    • MEDLINE
22. Roy C, Linendoll NM. Deriving international consensus on mentorship in doctoral education. Journal of Research in Nursing. 2006;11(4):345–353
    • View In Article
23. Svensson L, Wihlborg M. Internationalisation in the Swedish nurse education from the perspective of teachers involved: an interview study. Higher Education. 2007;53:279–305
    • View In Article
24. van der Luis CK, Datema L, Saan I, Stant D, Dijkstra PU. Effects of the nurse practitioner on a multidisciplinary consultation team. Journal of Advanced Nursing. 2009;65(3):625–633
    • View In Article
    • CrossRef
25. Wallace M, Hellmundt S. Strategies for collaboration and internationalization in the classroom. Nurse Education in Practice. 2003;3:89–94
    • View In Article
    • Abstract
    • Full Text
    • Full-Text PDF (96 KB)
    • CrossRef
26. Wihlborg M. Student nurses’ conceptions of internationalization in general and as an essential part of Swedish nurses’ education. Higher Education Research and Development. 2004;23(4):432–453
    • View In Article
27. Wimpenny P, Gault B, MacLennan V, Boast-Bowen L, Shepherd P. Teaching and learning about culture: a European journey. Nurse Education Today. 2005;25:398–404
    • View In Article
    • Abstract
    • Full Text
    • Full-Text PDF (110 KB)
    • CrossRef
28. Zhao M, Wildemeersch D. Hosting foreign students in European Universities. International and intercultural perspectives. European Education. 2008;40(1):51–62
    • View In Article