Essential global health competencies for baccalaureate nursing students in the United States: A mixed methods Delphi study

Abstract

Aims: To reach consensus among experts on global health competencies for baccalaureate nursing students in the USA.

Design: A three-round modified Delphi study using a mixed methods research approach.

Methods: In the first round, the original list of competencies (Wilson et al., 2012, Journal of Professional Nursing, 28, 213-222) was revised based on prior research, a review of literature and the Nursing Global Health Competencies Framework developed by the fist author. Nine global health domains and 52 competencies were identified in Round One. In Round Two, two surveys were conducted for validation of the revised list of global health competencies using a group of six nurses with expertise in global health and baccalaureate nursing education, which produced modifications in the competencies used for the third phase of the study. In Round Three, 41 participants completed a survey to rate the extent to which they thought the competencies obtained in Round Two were essential for baccalaureate nursing education in the United States. Data collection took place from May 2017 - January 2018.

Results: A group of experts in global health and baccalaureate nursing education from the United States achieved consensus that 40 global health competencies were essential for baccalaureate nursing education in the United States.

Conclusion and impact: The domains and competencies derived in this study can be used to guide undergraduate nursing curriculum development in global health and provide a framework for both clinical instruction and evaluation of global health student experiences.

Keywords: Delphi method; global health competencies; global health nursing; global health nursing framework; midwifery; mixed methods; mixed methods design; nurses; nursing.