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PubMed2005

Skill needs for nurses in their role as health informatics professionals: a survey in the context of global health informatics education.

In the process of developing global health informatics education, a common understanding of educational outcomes is required. Therefore, an educational framework for health informatics professionals is desirable to support student mobility, trans-national and borderless education. Nurses form a significant part of the health workforce and need to be properly educated for their roles in health informatics. To ascertain their perceptions of needs and priorities, we developed a web-based questionnaire and surveyed Australian nurses on the preferred knowledge/skills set for health informatics professionals. Among others, the questionnaire is based on the International Medical Informatics Association's (IMIA) set of recommendations on education and IMIA's scientific map. Benner's five levels of competencies were applied to measure the degree of competency required for each skill/knowledge. Altogether, 82 Australian nurses completed the questionnaire. The nurses' perceived degree of competency required for a total of 74 specific skills and knowledge in five skill categories is presented in this paper as well as the overall results for each of the five categories. Further, significant differences between the nurses' primary roles and primary interest in health informatics are discussed. The development of a comprehensive health informatics education framework needs to take into account nurses as well as other health professionals. Repeating the survey in other countries and for various professions is essential to develop an international educational framework.

Adult↗
PubMedDate not supplied

Introducing undergraduate students to global health challenges through web-based learning.

Since many students cannot afford the expense of international travel, creative and active learning methods are needed to help students experience the increased awareness that results from exposure to global health concepts. The global health course described in this article uses a variety of web-based learning experiences and other interactive strategies to equip future nurses for leadership roles in global health. An emphasis on written communication is an important component of the course.

Communication↗
PubMed2004

Should we establish a North American school of global health sciences?

Since 1997, an unprecedented amount of American philanthropy from both private and federal sources has been directed toward research and control programs for the major tropical infectious diseases of developing countries. The US and Canadian capacity to respond to these new initiatives might prove inadequate, however, as tropical disease research and training infrastructures have deteriorated at most North American academic health centers over the last three decades. Training opportunities in clinical tropical medicine, parasitology laboratory diagnostics, vector control, and public health practice are especially depleted and portend a lost generation of experts in these areas. In addition, unlike some of the European schools of tropical medicine, no North American medical or public health school currently boasts a comprehensive faculty in the global health sciences, with expertise that spans laboratory investigation, clinical and translational research, health policy, and international development. To meet the challenge presented by the new philanthropy targeting the global diseases of poverty, a North American school of global health sciences should be established. The North American school, possibly in association with one of the existing schools of medicine or public health, would provide interdisciplinary training to produce a new generation of global health scientists.

Canada↗
PubMed2005

Global health and equity: part 2: exploring solutions.

The Millennium Development Goals set an agenda for advancing global health in the 21st century. Nurses have a pivotal role to play in the pursuit of global health and equity, including achieving the goals, but their capacity to contribute has been largely untapped. In this article, the authors examine strategies to mitigate inequities in global health within an international development framework, threats to achieving equity in health and the implications of these issues for nurses and nursing.

Global Health↗
PubMed1998

Occupational differences in depression and global health: results from a national sample of US workers.

Occupational differences in depression and global health were examined in a sample of 8,486 employed persons who completed the 1987 National Medical Expenditure Survey (NMES). Scores on the depression and global health measures in the NMES were adjusted for age, race, sex, tenure, and hours worked per week, and then grouped according to occupations in the 1980 US Census code. In all, 239 different occupations, distributed across 11 occupational categories, were studied. Results indicated that professional and managerial occupations tended to have healthier scores on both depression and global health. Occupations involving the operation of machines or transportation equipment tended to have poorer scores. These findings are discussed in terms of factors that contribute to occupational differences in well-being, and the need for additional research in which more detailed information concerning working conditions is collected.

Depressive Disorder↗
PubMed2006

A student's plea for global health studies in the medical school curriculum.

Public policy in Canada is sensitive to changes that have occurred in society as a consequence of immigration, globalization and a new understanding of aboriginal and ethnic cultures. The traditional medical school undergraduate curriculum does not accommodate these changes. The current emphasis on evidenced-based medicine may reinforce the traditional approach because there is a dearth of global healthcare research. This review of medical schools in Canada suggests that modifications of curricula are being attempted to meet the need for knowledge of global health. Integration of global health principles and information into the current curriculum promotes a better understanding of Canada's healthcare delivery system itself as well as its role globally.

Canada↗
PubMed2003

Global health goals: lessons from the worldwide effort to eradicate poliomyelitis.

The Global Polio Eradication Initiative was launched in 1988. Assessment of the politics, production, financing, and economics of this international effort has suggested six lessons that might be pertinent to the pursuit of other global health goals. First, such goals should be based on technically sound strategies with proven operational feasibility in a large geographical area. Second, before launching an initiative, an informed collective decision must be negotiated and agreed in an appropriate international forum to keep to a minimum long-term risks in financing and implementation. Third, if substantial community engagement is envisaged, efficient deployment of sufficient resources at that level necessitates a defined, time-limited input by the community within a properly managed partnership. Fourth, although the so-called fair-share concept is arguably the best way to finance such goals, its limitations must be recognised early and alternative strategies developed for settings where it does not work. Fifth, international health goals must be designed and pursued within existing health systems if they are to secure and sustain broad support. Finally, countries, regions, or populations most likely to delay the achievement of a global health goal should be identified at the outset to ensure provision of sufficient resources and attention. The greatest threats to poliomyelitis eradication are a financing gap of US 210 million dollars and difficulties in strategy implementation in at most five countries.

Communicable Disease Control↗
PubMed1999

Globalization and global health.

Along with the positive or negative consequences of the globalization of health, we can consider global health as a goal, responding to human rights and to common interests. History tells us that after the "microbial unification" of the world, which began in 1492, over three centuries elapsed before the recognition of common risks and attempts to cope with them in a cross-boundary effort. In the 19th and 20th centuries, the struggle against epidemics united countries, world health became a common goal, and considerable results were achieved. However, in recent decades the notion of health as a cornerstone of economic development has been replaced by the idea that public health and health services are an obstacle to the wealth of nations. Meanwhile, new common threats are growing: among them, the exacerbation of old infections and emergence of new ones, the impact of environmental changes, drug traffic on a world scale, and destructive and self-destructive violence. New and stronger empirical motives relate the interests of peoples to universal rights and to global health. The author concludes with some proposals for policies.

Conservation of Natural Resources↗
PubMedDate not supplied

Globalization and global health: toward nursing praxis in the global community.

Considerable evidence suggests that neocolonialism, in the form of economic globalization as it has evolved since the 1980s, contributes significantly to the poverty and immense global burden of disease experienced by peoples of the developing world, as well as to escalating environmental degradation of alarming proportions. Nursing's fundamental responsibilities to promote health, prevent disease, and alleviate suffering call for the expression of caring for humanity and environment through political activism at local, national, and international levels to bring about reforms of the current global economic order.

Capitalism↗
PubMed2005

Tobacco use and cessation counseling--global health professionals survey pilot study, 10 countries, 2005.

Tobacco use is projected to cause nearly 450 million deaths worldwide during the next 50 years. Health professionals can have a critical role in reducing tobacco use; even brief and simple advice from health professionals can substantially increase smoking cessation rates. Therefore, one of the strategies to reduce the number of smoking-related deaths is to encourage the involvement of health professionals in tobacco-use prevention and cessation counseling. Studies have collected information from health-profession students in various countries about their tobacco use and training as cessation counselors; however, no study has collected this information cross-nationally by using a consistent survey methodology. The World Health Organization (WHO), CDC, and the Canadian Public Health Association (CPHA) developed the Global Health Professionals Survey (GHPS) to collect data on tobacco use and cessation counseling among health-profession students in all WHO member states. This report summarizes findings from the GHPS Pilot Study, which consisted of 16 surveys conducted in 10 countries among third-year students in four health-profession disciplines (dentistry, medicine, nursing, and pharmacy) during the first quarter of 2005. The findings indicated that current cigarette smoking among these students was higher than 20% in seven of the 10 countries surveyed. Nevertheless, 87%-99% of the students surveyed believed they should have a role in counseling patients to quit smoking; only 5%-37% of these third-year students had actually received formal training in how to conduct such counseling. Schools for health professionals, public health organizations, and education officials should work together to design and implement training in smoking-cessation counseling for all health-profession students.

Global Health↗