Creating a community of researchers: Fostering global collaboration for doctoral prepared nurses and nursing students

Manka Nkimbeng, Joycelyn Cudjoe, Hae Ra Han, Tamar Rodney

Research output: Contribution to journalArticlepeer-review

Abstract

Background: Few publications have explored the role that professional organizations play in facilitating global partnerships; particularly regarding research and educational collaboration between doctoral prepared nurses and students residing in low- and middle-income countries with those from high-income countries. Objective: To describe a pilot Spotlight Project which was developed to foster communication and collaboration among global doctoral prepared nurses and nursing students within an international nursing organization. Methods: Twenty-seven members were identified and sent requests to complete the spotlight form created for this project. This form gave potential participants the option to do a 250 to 350-word write-up or develop a video describing their current research/educational initiatives, achievements, short and long -term goals. Results: Eight of the 27 spotlight requests were returned. Information was received from one recent graduate and 7 faculty members. It included descriptions of motivation to pursue doctoral education, future aspirations, and academic and career accomplishments. Discussion: The Spotlight Project could serve as an avenue for nursing students, researchers, and nursing schools; especially those from low- and middle-income countries that typically have limited funding and access to conferences and other professional opportunities to disseminate information about current projects, and a means of celebrating achievements of organization's members. This is also a potential avenue for international research and education collaboration between students and institutions.

Original languageEnglish (US)
Pages (from-to)354-358
Number of pages5
JournalJournal of Professional Nursing
Volume37
Issue number2
DOIs
StatePublished - Apr 20 2021

Bibliographical note

Funding Information:
This article was prepared as part of the work of the Nurse Faculty for the Future program, which was funded by the Maryland Higher Education Commission (NSP-II-17-107).Manka Nkimbeng was supported by grants from the Robert Wood Johnson Foundation Health Policy Research Scholar program; National Institute on Aging (NIA# 1F31AG057166-01). Joycelyn Cudjoe was supported by a grant from the National Cancer Institute (NCI 1F31 CA221096-01) and a scholarship from the Sigma Theta Tau International Nursing Organization-Nu Beta Chapter. Both authors (Manka Nkimbeng and Joycelyn Cudjoe) were also supported by grants from and Johns Hopkins Institute for Clinical and Translational Research (ICTR) which is funded in part by grant number TL1 TR001078 from the National Center for Advancing Translational Sciences (NCATS) a component of the National Institute of Health (NIH), and NIH Roadmap for Medical Research. The content of this article is solely the responsibility of the authors and does not necessarily represent the views of The Johns Hopkins ICTR, NCATS or NIH.

Publisher Copyright:
© 2020 Elsevier Inc.

Keywords

  • Global education
  • Global nursing
  • Global research
  • International collaboration

PubMed: MeSH publication types

  • Journal Article

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