Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

International Nursing Organizations II01:28

International Nursing Organizations II

1.1K
The World Health Organization (WHO) is a specialized agency of the United Nations based in Geneva. The WHO has many initiatives that center around health. Primarily, they lead global efforts to expand universal health coverage using science-based policies and programs. They are also responsible for shaping health research agendas and developing norms and standards.
The WHO provides expert team support, including funding, vaccines, testing, and treatment tools at the country level to fight...
1.1K
Guidelines for Writing Outcome01:11

Guidelines for Writing Outcome

2.8K
When developing expected outcomes for a patient care plan, the nurse should adhere to the following recommendations:
Patient outcomes reflect the patient's response to the goal rather than what the nurse aims to achieve. Terminology should be observable and measurable to avoid the reader's interpretation. The desired outcome should be realistic and achievable in the designated care timeframe. Expected outcomes should align with adjunctive therapies. The outcome should enhance care...
2.8K
International Nursing Organizations I01:23

International Nursing Organizations I

1.7K
International Nursing Organization (ICN) is a global union of national nurses' organizations. Individual nurses can be a part of ICN through member organizations. Each member organization strives to ensure quality nursing care, sound health policies, the advancement of nursing knowledge, respect for the profession, and a satisfied and competent nursing workforce.
ICN member organizations work to advance the field of nursing and healthcare via policies, partnerships, lobbying, professional...
1.7K
Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation

1.8K
Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
1.8K
Nursing Evaluation01:15

Nursing Evaluation

3.4K
The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
3.4K
Health Literacy01:21

Health Literacy

4.1K
Health literacy is an individual's or a community's capacity to comprehend, receive, read, and use relevant healthcare information and services. The World Health Organization (WHO, 2018) defines health literacy as the cognitive and social skills that determine the ability of individuals to gain access to, understand, and use information in ways that promote and maintain good health. As a result, the WHO helps individuals manage long-term health concerns, participate in preventative...
4.1K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

[Residency attrition in orthopaedic surgery; an explanatory model based on qualitative research].

Nederlands tijdschrift voor geneeskunde·2025
Same author

A multicenter cohort study analysing the implementation of a new guideline for women with pregnancy of unknown location or ectopic pregnancy in the Netherlands.

European journal of obstetrics, gynecology, and reproductive biology·2024
Same author

[Diversiteit en psychiatrie].

Tijdschrift voor psychiatrie·2022
Same author

Identifying Player Types to Tailor Game-Based Learning Design to Learners: Cross-sectional Survey using Q Methodology.

JMIR serious games·2022
Same author

Medical Students' Perceptions of Play and Learning: Qualitative Study With Focus Groups and Thematic Analysis.

JMIR serious games·2021
Same author

[Younger medical specialists and longer waiting time: cohort study of the duration of medical training].

Nederlands tijdschrift voor geneeskunde·2021

Related Experiment Video

Updated: Aug 6, 2025

Using Learning Outcome Measures to assess Doctoral Nursing Education
10:07

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

19.0K

International Health Electives: defining learning outcomes for a unique experience.

M A C Versluis1,2,3, N C Jöbsis4, A D C Jaarsma5,6

  • 1Department of Obstetrics and Gynaecology, University Medical Center Groningen, PO Box 30001, 9700RB, Groningen, the Netherlands. m.a.c.versluis@umcg.nl.

BMC Medical Education
|March 16, 2023
PubMed
Summary

International Health Electives (IHE) offer valuable learning, but outcomes are complex. This study identified 9 key student-defined learning outcomes for IHEs in low- to middle-income countries, enhancing understanding of their impact on future medical professionals.

Keywords:
Competency developmentGlobal Health EducationInternational Health ElectiveLearning outcomesLow resource setting

More Related Videos

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

3.6K
Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
10:17

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

1.1K

Related Experiment Videos

Last Updated: Aug 6, 2025

Using Learning Outcome Measures to assess Doctoral Nursing Education
10:07

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

19.0K
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

3.6K
Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
10:17

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

1.1K

Area of Science:

  • Medical Education
  • Global Health
  • Student Learning Outcomes

Background:

  • International Health Electives (IHE) provide unique student experiences.
  • Defining clear learning outcomes for IHEs, especially in low- to middle-income countries (LMIC), remains challenging.
  • Aligning IHE learning outcomes with future professional performance requires further investigation.

Purpose of the Study:

  • To define learning outcomes for International Health Electives (IHE) in low- to middle-income countries (LMIC).
  • To explore these outcomes from the perspective of medical students.
  • To enhance the understanding of IHE benefits and their connection to professional development.

Main Methods:

  • Deductive analysis of pre-departure and post-elective reflective reports from fifth-year medical students.
  • Semi-structured individual interviews with students recently returned from IHEs.
  • Thematic analysis of 33 reports and 19 interviews from 2017-2019.

Main Results:

  • Nine key themes emerged as learning outcomes.
  • Themes include intercultural competence, understanding diverse healthcare systems, global health knowledge, and career perspective development.
  • Other outcomes encompass clinical skills in resource-limited settings, cost consciousness, social responsibility, and self-actualization.

Conclusions:

  • Identified 9 learning outcomes directly and indirectly linked to clinical practice.
  • These findings contribute to the discourse on IHE benefits.
  • Further research involving supervisors and educationalists, considering local contexts, is recommended to validate and evaluate these outcomes.