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Updated: Jan 19, 2026

Olfactory Context Dependent Memory: Direct Presentation of Odorants

Olfactory Context Dependent Memory: Direct Presentation of Odorants

Published on: September 18, 2018

Comfort: Context for the Study Abroad Faculty Role.

Janet H Davis¹, Diane Spoljoric²

¹Assistant Professor, Purdue University Northwest, Hammond, IN, USA.

Nursing Science Quarterly

|September 14, 2019

Summary

This summary is machine-generated.

Nursing faculty leading study abroad programs enhance student experiences. Utilizing comfort theory, faculty interventions help students navigate international demands, proving vital for program success.

Keywords:

comfort faculty nurse education study abroad

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Area of Science:

Nursing Education
International Health
Higher Education

Background:

Universities increasingly offer nursing study abroad programs.
Faculty leadership is crucial for these international experiences.
The role of faculty extends beyond logistical support.

Purpose of the Study:

To explore the significance of nursing faculty's role in study abroad programs.
To determine the applicability of Comfort Theory in this context.
To identify faculty interventions that support students abroad.

Main Methods:

An inaugural study abroad nursing course was launched.
Comfort Theory was selected as a theoretical framework.
Faculty roles and interventions were analyzed based on author experiences.

Main Results:

Faculty leadership is significant beyond operational tasks.
Comfort Theory provides a relevant context for faculty roles.
Technical and coaching interventions by faculty can address student needs.

Conclusions:

Comfort Theory offers a meaningful framework for understanding the international trip leader role in nursing education.
Faculty interventions are key to strengthening students' adaptation to international study environments.
The study highlights the importance of theoretical grounding for faculty-led international programs.