Analysis of Nursing Graduates’ Global Competency in a University
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Purpose: As the demand for globally competent workers has increased, the importance of enhancing the global competency of nursing students is emphasized. Several nursing schools now provide global programs. However, further evaluations of such programs are necessary. In this study, we examined the global competency of nursing graduates and their experiences with the global curriculum offered by CHA University. Methods: We employed a quantitative and qualitative survey approach. We recruited a total of 255 people who graduated between 2002 and 2020, of which 12 participated in the qualitative interview. Global competency and its associated factors were examined quantitatively. The frequency, t-test, ANOVA, and Pearson’s correlation coefficient were analyzed using SPSS 23. The graduates' global competency experience was evaluated qualitatively through a set of open-ended questions. Results: The total global competency score was 3.49±0.55. The number of participants in the global competency curriculum/program was positively correlated with the total global competency score (r=.36, p＜.001). The study participants achieved a high global competency score compared to graduates from other universities. The primar y factor affecting global competency was global competency curricula, including inbound/outbound programs. Intensive foreign language studies were only effective when included in the curriculum. To meet the current global need for globally competent nurses, the appropriate knowledge and skill sets and proper attitudes and values must be cultivated. Conclusion: The more participating in the global competency curriculum/program, the higher global competency was found in this study.
Abstract
Purpose: As the demand for globally competent workers has increased, the importance of enhancing the global competency of nursing students is emphasized. Several nursing schools now provide global programs. However, further evaluations of such programs are necessary. In this study, we examined the global competency of nursing graduates and their experiences with the global curriculum offered by CHA University. Methods: We employed a quantitative and qualitative survey approach. We recruited a total of 255 people who graduated between 2002 and 2020, of which 12 participated in the qualitative interview. Global competency and its associated factors were examined quantitatively. The frequency, t-test, ANOVA, and Pearson’s correlation coefficient were analyzed using SPSS 23. The graduates' global competency experience was evaluated qualitatively through a set of open-ended questions. Results: The total global competency score was 3.49±0.55. The number of participants in the global competency curriculum/program was positively correlated with the total global competency score (r=.36, p＜.001). The study participants achieved a high global competency score compared to graduates from other universities. The primar y factor affecting global competency was global competency curricula, including inbound/outbound programs. Intensive foreign language studies were only effective when included in the curriculum. To meet the current global need for globally competent nurses, the appropriate knowledge and skill sets and proper attitudes and values must be cultivated. Conclusion: The more participating in the global competency curriculum/program, the higher global competency was found in this study.
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