Lisa Theus | University of Alabama at Birmingham (original) (raw)

Papers by Lisa Theus

Journal of Nursing Education

Background: Global organizations urge toward transformative, lifelong learning for nurses and mid... more Background: Global organizations urge toward transformative, lifelong learning for nurses and midwives. Throughout Latin America and the Caribbean, strengthening the quality of nursing and midwifery education is top priority. A regional partnership of World Health Organization Collaborating Centers aimed to develop a user-friendly, culturally relevant, and adaptable educational quality improvement intervention. Method: Following the five-step ADDIE process, experts analyzed objectives and needs, designed activities and assessments, and determined optimum delivery of course content. A self-directed, asynchronous online course was developed, in line with regional needs and mandates. Three sequential online educational modules for English-speaking and Spanish-speaking nurse and midwife educators focused on (a) principles of teaching and learning, (b) instructional strategies, and (c) methods to evaluate students and courses. Content and design were externally reviewed and culturally adapted. Conclusion: Upon completion of pilot testing and evaluation, final course versions in both languages are expected to become freely accessible.

Revista latino-americana de enfermagem, Jan 11, 2017

to assess the situation of nursing education and to analyze the extent to which baccalaureate lev... more to assess the situation of nursing education and to analyze the extent to which baccalaureate level nursing education programs in Latin America and the Caribbean are preparing graduates to contribute to the achievement of Universal Health. quantitative, descriptive/exploratory, cross-sectional study carried out in 25 countries. a total of 246 nursing schools participated in the study. Faculty with doctoral level degrees totaled 31.3%, without Brazil this is reduced to 8.3%. The ratio of clinical experiences in primary health care services to hospital-based services was 0.63, indicating that students receive more clinical experiences in hospital settings. The results suggested a need for improvement in internet access; information technology; accessibility for the disabled; program, faculty and student evaluation; and teaching/learning methods. there is heterogeneity in nursing education in Latin America and the Caribbean. The nursing curricula generally includes the principles and v...

Revista latino-americana de enfermagem, Jan 11, 2017

to assess the situation of nursing education and to analyze the extent to which baccalaureate lev... more to assess the situation of nursing education and to analyze the extent to which baccalaureate level nursing education programs in Latin America and the Caribbean are preparing graduates to contribute to the achievement of Universal Health. quantitative, descriptive/exploratory, cross-sectional study carried out in 25 countries. a total of 246 nursing schools participated in the study. Faculty with doctoral level degrees totaled 31.3%, without Brazil this is reduced to 8.3%. The ratio of clinical experiences in primary health care services to hospital-based services was 0.63, indicating that students receive more clinical experiences in hospital settings. The results suggested a need for improvement in internet access; information technology; accessibility for the disabled; program, faculty and student evaluation; and teaching/learning methods. there is heterogeneity in nursing education in Latin America and the Caribbean. The nursing curricula generally includes the principles and v...

Background: Global demand for standardized assessment of training needs and evaluation of profess... more Background: Global demand for standardized assessment of training needs and evaluation of professional continuing education programs across the healthcare workforce has led to various instrumentation efforts. The Hennessy-Hicks Training Needs Analysis (TNA) questionnaire is one of the most widely used validated tools. Endorsed by the World Health Organization, the tool informs the creation of tailored training to meet professional development needs. The purpose of this project was to describe TNA tool utilization across the globe and critically appraise the evidence of its impact in continuous professional development across disciplines and settings. Methods: A systematic integrative literature review of the state of the evidence across PubMed, Scopus, CINAHL, and Google Scholar databases was carried out. Full-text, peer reviewed articles and published dissertations/theses in English language that utilized the original, adapted or translated version of the TNA tool were included. Selected articles were appraised for type and level of evidence. Results: A total of 33 articles were synthesized using an inductive thematic approach, which revealed three overarching themes: individual, team/interprofessional, and organizational level training needs. Included articles represented 18 countries, with more than two thirds involving high-income countries, and one third middle-income countries. Four studies (12.1%) used the original English version instrument, 23 (69.7%) adapted the original version, and 6 (18.2%) translated and culturally adapted the tool. Twenty-three studies targeted needs at the individual level and utilized TNA to determine job roles and responsibilities. Thirteen articles represented the team/interprofessional theme, applying the TNA tool to compare training needs and perceptions among professional groups. Last, three articles used the tool to monitor the quality of care across an institution or healthcare system, demonstrating the organizational training needs theme. Conclusions: Overall evidence shows that the TNA survey is widely used as a clinical practice and educational quality improvement tool across continents. Translation, cultural adaptation, and psychometric testing within a variety of settings, populations, and countries consistently reveals training gaps and outcomes of targeted continuous professional development. Furthermore, it facilitates prioritization and allocation of limited educational resources based on the identified training needs. The TNA tool effectively addresses the "know-do" gap in global human resources for health by translating knowledge into action.

Journal of Nursing Education, 2019

ducation is constantly evolving, affected by globalization, information technology advances, and ... more ducation is constantly evolving, affected by globalization, information technology advances, and renewed attention to quality improvement in outcomes. Worldwide, nurses and midwives serving as front-line caregivers comprise the largest segment of the health care workforce (World Health Organization [WHO], 2016a). Their education is critical for health system transformation and for promoting health as a human right. The value of transformation has been acknowledged by education research as an opportunity for rethinking the appropriateness and success of educational practices (Filho et al., 2018). In this direction, several global organizations have recommended scaling up transformative and lifelong learning for nurses and midwives (International Confederation of Midwives, 2017; International Council of Nurses, 2017; WHO, 2013). There is also growing impetus to build on the WHO Global Strategy on Human Resources for Health (WHO, 2016a) to prepare nurses and midwives for practice in a rapidly changing environment, assessing evidence, and working collaboratively with other health care professionals to meet the needs of diverse populations (International Confederation of Midwives, 2017; International Council of Nurses, 2017). Most recently, the Nursing Now campaign challenged education leaders to reexamine the preparation of their graduates by redesigning curricula and adopting innovative teaching techniques (Crisp & Iro, 2018). Latin American and Caribbean (LAC) countries are severely affected by a shortage of adequately qualified nurses and mid-ABSTRACT Background: Global organizations urge toward transformative, lifelong learning for nurses and midwives. Throughout Latin America and the Caribbean, strengthening the quality of nursing and midwifery education is top priority. A regional partnership of World Health Organization Collaborating Centers aimed to develop a user-friendly, culturally relevant, and adaptable educational quality improvement intervention. Method: Following the five-step ADDIE process, experts analyzed objectives and needs, designed activities and assessments, and determined optimum delivery of course content. A self-directed, asynchronous online course was developed, in line with regional needs and mandates. Three sequential online educational modules for English-speaking and Spanish-speaking nurse and midwife educators focused on (a) principles of teaching and learning, (b) instructional strategies, and (c) methods to evaluate students and courses. Content and design were externally reviewed and culturally adapted. Conclusion: Upon completion of pilot testing and evaluation, final course versions in both languages are expected to become freely accessible.

Poster, 2021

BACKGROUND The COVID-19 pandemic exacerbated violence against women through increased stress, dis... more BACKGROUND The COVID-19 pandemic exacerbated violence against women through increased stress, disruption of social and protective networks, and decreased access to services [1]. The health impact of violence against women can result in physical injuries, and serious mental, sexual and reproductive health problems. Open-access, asynchronous, web-based development programs offer optimum flexibility and tailored learning, directed to reach remote and underserved communities of primary healthcare professionals [2]. Aim: to develop, translate, and culturally adapt a distance-accessible course in English and Spanish for primary healthcare professionals that addresses violence against women in Latin America and the Caribbean during the pandemic.

Applied Nursing Research, 2014

This article describes participant outcomes of an interprofessional collaboration between health ... more This article describes participant outcomes of an interprofessional collaboration between health professionals and faculty in Malawi, Zambia, and the United States (US). Background: One strategy critical for improving global health and addressing Millennium Development goals is promotion of interprofessional education and collaboration. Methods: Program participants included 25 health professionals from Malawi and Zambia, and 19 faculty/ health professionals from Alabama and California. African Fellows participated in a 2 week workshop on Interprofessional Education in Alabama followed by 2 weeks working on individual goals with faculty collaborators/mentors. The US Fellows also spent 2 weeks visiting their counterparts in Malawi and Zambia to develop plans for sustainable partnerships. Results/Conclusions: Program evaluations demonstrated participants' satisfaction with the program and indicated that the program promoted interprofessional and cross-cultural understanding; fostered development of long-term sustainable partnerships between health professionals and educators in Zambia and the US; and created increased awareness and use of resources for global health education.

Revista Latino Americana de Enfermagem, 2017

Objective: to assess the situation of nursing education and to analyze the extent to which baccal... more Objective: to assess the situation of nursing education and to analyze the extent to which baccalaureate level nursing education programs in Latin America and the Caribbean are preparing graduates to contribute to the achievement of Universal Health. Method: quantitative, descriptive/ exploratory, cross-sectional study carried out in 25 countries. Results: a total of 246 nursing schools participated in the study. Faculty with doctoral level degrees totaled 31.3%, without Brazil this is reduced to 8.3%. The ratio of clinical experiences in primary health care services to hospital-based services was 0.63, indicating that students receive more clinical experiences in hospital settings. The results suggested a need for improvement in internet access; information technology; accessibility for the disabled; program, faculty and student evaluation; and teaching/ learning methods. Conclusion: there is heterogeneity in nursing education in Latin America and the Caribbean. The nursing curricula generally includes the principles and values of Universal Health and primary health care, as well as those principles underpinning transformative education modalities such as critical and complex thinking development, problem-solving, evidence-based clinical decision-making, and lifelong learning. However, there is a need to promote a paradigm shift in nursing education to include more training in primary health care.

BMC Medical Education, 2021

Background: Global demand for standardized assessment of training needs and evaluation of profess... more Background: Global demand for standardized assessment of training needs and evaluation of professional continuing education programs across the healthcare workforce has led to various instrumentation efforts. The Hennessy-Hicks Training Needs Analysis (TNA) questionnaire is one of the most widely used validated tools. Endorsed by the World Health Organization, the tool informs the creation of tailored training to meet professional development needs. The purpose of this project was to describe TNA tool utilization across the globe and critically appraise the evidence of its impact in continuous professional development across disciplines and settings. Methods: A systematic integrative literature review of the state of the evidence across PubMed, Scopus, CINAHL, and Google Scholar databases was carried out. Full-text, peer reviewed articles and published dissertations/theses in English language that utilized the original, adapted or translated version of the TNA tool were included. Selected articles were appraised for type and level of evidence. Results: A total of 33 articles were synthesized using an inductive thematic approach, which revealed three overarching themes: individual, team/interprofessional, and organizational level training needs. Included articles represented 18 countries, with more than two thirds involving high-income countries, and one third middle-income countries. Four studies (12.1%) used the original English version instrument, 23 (69.7%) adapted the original version, and 6 (18.2%) translated and culturally adapted the tool. Twenty-three studies targeted needs at the individual level and utilized TNA to determine job roles and responsibilities. Thirteen articles represented the team/interprofessional theme, applying the TNA tool to compare training needs and perceptions among professional groups. Last, three articles used the tool to monitor the quality of care across an institution or healthcare system, demonstrating the organizational training needs theme. Conclusions: Overall evidence shows that the TNA survey is widely used as a clinical practice and educational quality improvement tool across continents. Translation, cultural adaptation, and psychometric testing within a variety of settings, populations, and countries consistently reveals training gaps and outcomes of targeted continuous professional development. Furthermore, it facilitates prioritization and allocation of limited educational resources based on the identified training needs. The TNA tool effectively addresses the "know-do" gap in global human resources for health by translating knowledge into action.

Journal of Nursing Education and Practice, 2014

Background: Nurses and health care professionals who practice in the global health arena must dev... more Background: Nurses and health care professionals who practice in the global health arena must develop the leadership skills to lead interprofessional teams that direct individual and population-based healthcare, shape health policy, and develop responses to a changing environmental, socioeconomic, and technological landscape. Programs aimed at developing these skills including nurses and health professionals from low and middle resource nations are limited. Since 2008, the Pan American Health Organization (PAHO)/World Health Organization (WHO) Collaborating Center on International Nursing at the University of Alabama at Birmingham (UAB) has offered a biennial International Nursing and Healthcare Leadership Development Program composed of: a) didactic classes; b) mentorship/coaching; c) health/service organization site visits; and d) cultural enrichment. This paper presents program evaluation data from international participants from South America and Africa (n = 69), UAB students (n = 13), faculty (n = 32), and mentors/coaches (n = 45) from programs held from 2008-2012. Implications for future programs aimed at international nursing and healthcare leadership skill development are discussed.

Revista Latino-Americana de Enfermagem, 2019

Objective: to present the development of a toolkit for education quality improvement in universal... more Objective: to present the development of a toolkit for education quality improvement in universal health and primary health care, targeting schools of nursing and midwifery in Latin American and Caribbean countries. Methods: an expert work group conducted a systematic literature review, selected key content and completed toolkit drafting, using an iterative consensus approach. International partners reviewed the toolkit. Cognitive debriefing data were analyzed, revisions and new tools were integrated, and the final version was approved. Results: twenty-two articles were identified and mapped as resources. The Model for Improvement, a data-driven approach to performance analysis, was selected for its widespread use and simplicity in carrying out the following steps: 1) organize a team, 2) assess improvement need regarding universal health and primary health care education, 3) set an aim/goal and identify priorities using a matrix, 4) establish metrics, 5) identify change, 6) carry out a series of Plan-Do-Study-Act learning cycles, and 7) sustain change. Conclusions: the Education Quality Improvement Toolkit, developed through stakeholder consensus, provides a systematic, and potentially culturally adaptable approach to improve student, faculty, and program areas associated with universal health coverage and access.

Journal of Nursing Education

Background: Global organizations urge toward transformative, lifelong learning for nurses and mid... more Background: Global organizations urge toward transformative, lifelong learning for nurses and midwives. Throughout Latin America and the Caribbean, strengthening the quality of nursing and midwifery education is top priority. A regional partnership of World Health Organization Collaborating Centers aimed to develop a user-friendly, culturally relevant, and adaptable educational quality improvement intervention. Method: Following the five-step ADDIE process, experts analyzed objectives and needs, designed activities and assessments, and determined optimum delivery of course content. A self-directed, asynchronous online course was developed, in line with regional needs and mandates. Three sequential online educational modules for English-speaking and Spanish-speaking nurse and midwife educators focused on (a) principles of teaching and learning, (b) instructional strategies, and (c) methods to evaluate students and courses. Content and design were externally reviewed and culturally adapted. Conclusion: Upon completion of pilot testing and evaluation, final course versions in both languages are expected to become freely accessible.

Revista latino-americana de enfermagem, Jan 11, 2017

to assess the situation of nursing education and to analyze the extent to which baccalaureate lev... more to assess the situation of nursing education and to analyze the extent to which baccalaureate level nursing education programs in Latin America and the Caribbean are preparing graduates to contribute to the achievement of Universal Health. quantitative, descriptive/exploratory, cross-sectional study carried out in 25 countries. a total of 246 nursing schools participated in the study. Faculty with doctoral level degrees totaled 31.3%, without Brazil this is reduced to 8.3%. The ratio of clinical experiences in primary health care services to hospital-based services was 0.63, indicating that students receive more clinical experiences in hospital settings. The results suggested a need for improvement in internet access; information technology; accessibility for the disabled; program, faculty and student evaluation; and teaching/learning methods. there is heterogeneity in nursing education in Latin America and the Caribbean. The nursing curricula generally includes the principles and v...

Revista latino-americana de enfermagem, Jan 11, 2017

to assess the situation of nursing education and to analyze the extent to which baccalaureate lev... more to assess the situation of nursing education and to analyze the extent to which baccalaureate level nursing education programs in Latin America and the Caribbean are preparing graduates to contribute to the achievement of Universal Health. quantitative, descriptive/exploratory, cross-sectional study carried out in 25 countries. a total of 246 nursing schools participated in the study. Faculty with doctoral level degrees totaled 31.3%, without Brazil this is reduced to 8.3%. The ratio of clinical experiences in primary health care services to hospital-based services was 0.63, indicating that students receive more clinical experiences in hospital settings. The results suggested a need for improvement in internet access; information technology; accessibility for the disabled; program, faculty and student evaluation; and teaching/learning methods. there is heterogeneity in nursing education in Latin America and the Caribbean. The nursing curricula generally includes the principles and v...

Background: Global demand for standardized assessment of training needs and evaluation of profess... more Background: Global demand for standardized assessment of training needs and evaluation of professional continuing education programs across the healthcare workforce has led to various instrumentation efforts. The Hennessy-Hicks Training Needs Analysis (TNA) questionnaire is one of the most widely used validated tools. Endorsed by the World Health Organization, the tool informs the creation of tailored training to meet professional development needs. The purpose of this project was to describe TNA tool utilization across the globe and critically appraise the evidence of its impact in continuous professional development across disciplines and settings. Methods: A systematic integrative literature review of the state of the evidence across PubMed, Scopus, CINAHL, and Google Scholar databases was carried out. Full-text, peer reviewed articles and published dissertations/theses in English language that utilized the original, adapted or translated version of the TNA tool were included. Selected articles were appraised for type and level of evidence. Results: A total of 33 articles were synthesized using an inductive thematic approach, which revealed three overarching themes: individual, team/interprofessional, and organizational level training needs. Included articles represented 18 countries, with more than two thirds involving high-income countries, and one third middle-income countries. Four studies (12.1%) used the original English version instrument, 23 (69.7%) adapted the original version, and 6 (18.2%) translated and culturally adapted the tool. Twenty-three studies targeted needs at the individual level and utilized TNA to determine job roles and responsibilities. Thirteen articles represented the team/interprofessional theme, applying the TNA tool to compare training needs and perceptions among professional groups. Last, three articles used the tool to monitor the quality of care across an institution or healthcare system, demonstrating the organizational training needs theme. Conclusions: Overall evidence shows that the TNA survey is widely used as a clinical practice and educational quality improvement tool across continents. Translation, cultural adaptation, and psychometric testing within a variety of settings, populations, and countries consistently reveals training gaps and outcomes of targeted continuous professional development. Furthermore, it facilitates prioritization and allocation of limited educational resources based on the identified training needs. The TNA tool effectively addresses the "know-do" gap in global human resources for health by translating knowledge into action.

Journal of Nursing Education, 2019

ducation is constantly evolving, affected by globalization, information technology advances, and ... more ducation is constantly evolving, affected by globalization, information technology advances, and renewed attention to quality improvement in outcomes. Worldwide, nurses and midwives serving as front-line caregivers comprise the largest segment of the health care workforce (World Health Organization [WHO], 2016a). Their education is critical for health system transformation and for promoting health as a human right. The value of transformation has been acknowledged by education research as an opportunity for rethinking the appropriateness and success of educational practices (Filho et al., 2018). In this direction, several global organizations have recommended scaling up transformative and lifelong learning for nurses and midwives (International Confederation of Midwives, 2017; International Council of Nurses, 2017; WHO, 2013). There is also growing impetus to build on the WHO Global Strategy on Human Resources for Health (WHO, 2016a) to prepare nurses and midwives for practice in a rapidly changing environment, assessing evidence, and working collaboratively with other health care professionals to meet the needs of diverse populations (International Confederation of Midwives, 2017; International Council of Nurses, 2017). Most recently, the Nursing Now campaign challenged education leaders to reexamine the preparation of their graduates by redesigning curricula and adopting innovative teaching techniques (Crisp & Iro, 2018). Latin American and Caribbean (LAC) countries are severely affected by a shortage of adequately qualified nurses and mid-ABSTRACT Background: Global organizations urge toward transformative, lifelong learning for nurses and midwives. Throughout Latin America and the Caribbean, strengthening the quality of nursing and midwifery education is top priority. A regional partnership of World Health Organization Collaborating Centers aimed to develop a user-friendly, culturally relevant, and adaptable educational quality improvement intervention. Method: Following the five-step ADDIE process, experts analyzed objectives and needs, designed activities and assessments, and determined optimum delivery of course content. A self-directed, asynchronous online course was developed, in line with regional needs and mandates. Three sequential online educational modules for English-speaking and Spanish-speaking nurse and midwife educators focused on (a) principles of teaching and learning, (b) instructional strategies, and (c) methods to evaluate students and courses. Content and design were externally reviewed and culturally adapted. Conclusion: Upon completion of pilot testing and evaluation, final course versions in both languages are expected to become freely accessible.

Poster, 2021

BACKGROUND The COVID-19 pandemic exacerbated violence against women through increased stress, dis... more BACKGROUND The COVID-19 pandemic exacerbated violence against women through increased stress, disruption of social and protective networks, and decreased access to services [1]. The health impact of violence against women can result in physical injuries, and serious mental, sexual and reproductive health problems. Open-access, asynchronous, web-based development programs offer optimum flexibility and tailored learning, directed to reach remote and underserved communities of primary healthcare professionals [2]. Aim: to develop, translate, and culturally adapt a distance-accessible course in English and Spanish for primary healthcare professionals that addresses violence against women in Latin America and the Caribbean during the pandemic.

Applied Nursing Research, 2014

This article describes participant outcomes of an interprofessional collaboration between health ... more This article describes participant outcomes of an interprofessional collaboration between health professionals and faculty in Malawi, Zambia, and the United States (US). Background: One strategy critical for improving global health and addressing Millennium Development goals is promotion of interprofessional education and collaboration. Methods: Program participants included 25 health professionals from Malawi and Zambia, and 19 faculty/ health professionals from Alabama and California. African Fellows participated in a 2 week workshop on Interprofessional Education in Alabama followed by 2 weeks working on individual goals with faculty collaborators/mentors. The US Fellows also spent 2 weeks visiting their counterparts in Malawi and Zambia to develop plans for sustainable partnerships. Results/Conclusions: Program evaluations demonstrated participants' satisfaction with the program and indicated that the program promoted interprofessional and cross-cultural understanding; fostered development of long-term sustainable partnerships between health professionals and educators in Zambia and the US; and created increased awareness and use of resources for global health education.

Revista Latino Americana de Enfermagem, 2017

Objective: to assess the situation of nursing education and to analyze the extent to which baccal... more Objective: to assess the situation of nursing education and to analyze the extent to which baccalaureate level nursing education programs in Latin America and the Caribbean are preparing graduates to contribute to the achievement of Universal Health. Method: quantitative, descriptive/ exploratory, cross-sectional study carried out in 25 countries. Results: a total of 246 nursing schools participated in the study. Faculty with doctoral level degrees totaled 31.3%, without Brazil this is reduced to 8.3%. The ratio of clinical experiences in primary health care services to hospital-based services was 0.63, indicating that students receive more clinical experiences in hospital settings. The results suggested a need for improvement in internet access; information technology; accessibility for the disabled; program, faculty and student evaluation; and teaching/ learning methods. Conclusion: there is heterogeneity in nursing education in Latin America and the Caribbean. The nursing curricula generally includes the principles and values of Universal Health and primary health care, as well as those principles underpinning transformative education modalities such as critical and complex thinking development, problem-solving, evidence-based clinical decision-making, and lifelong learning. However, there is a need to promote a paradigm shift in nursing education to include more training in primary health care.

BMC Medical Education, 2021

Background: Global demand for standardized assessment of training needs and evaluation of profess... more Background: Global demand for standardized assessment of training needs and evaluation of professional continuing education programs across the healthcare workforce has led to various instrumentation efforts. The Hennessy-Hicks Training Needs Analysis (TNA) questionnaire is one of the most widely used validated tools. Endorsed by the World Health Organization, the tool informs the creation of tailored training to meet professional development needs. The purpose of this project was to describe TNA tool utilization across the globe and critically appraise the evidence of its impact in continuous professional development across disciplines and settings. Methods: A systematic integrative literature review of the state of the evidence across PubMed, Scopus, CINAHL, and Google Scholar databases was carried out. Full-text, peer reviewed articles and published dissertations/theses in English language that utilized the original, adapted or translated version of the TNA tool were included. Selected articles were appraised for type and level of evidence. Results: A total of 33 articles were synthesized using an inductive thematic approach, which revealed three overarching themes: individual, team/interprofessional, and organizational level training needs. Included articles represented 18 countries, with more than two thirds involving high-income countries, and one third middle-income countries. Four studies (12.1%) used the original English version instrument, 23 (69.7%) adapted the original version, and 6 (18.2%) translated and culturally adapted the tool. Twenty-three studies targeted needs at the individual level and utilized TNA to determine job roles and responsibilities. Thirteen articles represented the team/interprofessional theme, applying the TNA tool to compare training needs and perceptions among professional groups. Last, three articles used the tool to monitor the quality of care across an institution or healthcare system, demonstrating the organizational training needs theme. Conclusions: Overall evidence shows that the TNA survey is widely used as a clinical practice and educational quality improvement tool across continents. Translation, cultural adaptation, and psychometric testing within a variety of settings, populations, and countries consistently reveals training gaps and outcomes of targeted continuous professional development. Furthermore, it facilitates prioritization and allocation of limited educational resources based on the identified training needs. The TNA tool effectively addresses the "know-do" gap in global human resources for health by translating knowledge into action.

Journal of Nursing Education and Practice, 2014

Background: Nurses and health care professionals who practice in the global health arena must dev... more Background: Nurses and health care professionals who practice in the global health arena must develop the leadership skills to lead interprofessional teams that direct individual and population-based healthcare, shape health policy, and develop responses to a changing environmental, socioeconomic, and technological landscape. Programs aimed at developing these skills including nurses and health professionals from low and middle resource nations are limited. Since 2008, the Pan American Health Organization (PAHO)/World Health Organization (WHO) Collaborating Center on International Nursing at the University of Alabama at Birmingham (UAB) has offered a biennial International Nursing and Healthcare Leadership Development Program composed of: a) didactic classes; b) mentorship/coaching; c) health/service organization site visits; and d) cultural enrichment. This paper presents program evaluation data from international participants from South America and Africa (n = 69), UAB students (n = 13), faculty (n = 32), and mentors/coaches (n = 45) from programs held from 2008-2012. Implications for future programs aimed at international nursing and healthcare leadership skill development are discussed.

Revista Latino-Americana de Enfermagem, 2019

Objective: to present the development of a toolkit for education quality improvement in universal... more Objective: to present the development of a toolkit for education quality improvement in universal health and primary health care, targeting schools of nursing and midwifery in Latin American and Caribbean countries. Methods: an expert work group conducted a systematic literature review, selected key content and completed toolkit drafting, using an iterative consensus approach. International partners reviewed the toolkit. Cognitive debriefing data were analyzed, revisions and new tools were integrated, and the final version was approved. Results: twenty-two articles were identified and mapped as resources. The Model for Improvement, a data-driven approach to performance analysis, was selected for its widespread use and simplicity in carrying out the following steps: 1) organize a team, 2) assess improvement need regarding universal health and primary health care education, 3) set an aim/goal and identify priorities using a matrix, 4) establish metrics, 5) identify change, 6) carry out a series of Plan-Do-Study-Act learning cycles, and 7) sustain change. Conclusions: the Education Quality Improvement Toolkit, developed through stakeholder consensus, provides a systematic, and potentially culturally adaptable approach to improve student, faculty, and program areas associated with universal health coverage and access.