Aim: To identify and validate learning domains, competencies, and evaluation tool for experiential nursing global health programs at the graduate level.
Background: Standard competencies have not been synthesized and delineated nor have evaluation tools been developed for global health programs at the graduate level.
Design: An integrative review of the literature to identify evidence-based learning domains, competencies, and evaluation items and expert consensus panels to validate the results.
Method: Used the Whittemore and Knafl (2005) integrative literature review methodology to identify learning domains, competencies, and evaluation items. The NLM and CINAHL databases were searched for articles relevant to graduate-level global health nursing programs. We then used a three-step expert panel to refine and form a statistical representation of consensus on the learning domains, competencies, and evaluation items.
Results: Twenty-six relevant articles were included for the integrative review, 18 concerning learning domains of global health immersion programs and 8 concerning interdisciplinary global health competencies specific to nursing. These learning relationships were then formatted into a table subdivided between learning categories for expert panel consensus. After expert panel review, 7 learning domains, 24 competencies and 113 evaluation items - 38 for students, 36 for faculty, and 39 for host personnel - resulted.
Conclusion: The resulting learning domains, competencies and evaluation items can be used by students, faculty, and host country personnel for planning and bi-directional evaluation of graduate-level nursing global health clinical immersion programs.
","abstract_html":"<p>Aim: To identify and validate learning domains, competencies, and evaluation tool for experiential nursing global health programs at the graduate level.</p> <p>Background: Standard competencies have not been synthesized and delineated nor have evaluation tools been developed for global health programs at the graduate level.</p> <p>Design: An integrative review of the literature to identify evidence-based learning domains, competencies, and evaluation items and expert consensus panels to validate the results.</p> <p>Method: Used the Whittemore and Knafl (2005) integrative literature review methodology to identify learning domains, competencies, and evaluation items. The NLM and CINAHL databases were searched for articles relevant to graduate-level global health nursing programs. We then used a three-step expert panel to refine and form a statistical representation of consensus on the learning domains, competencies, and evaluation items.</p> <p>Results: Twenty-six relevant articles were included for the integrative review, 18 concerning learning domains of global health immersion programs and 8 concerning interdisciplinary global health competencies specific to nursing. These learning relationships were then formatted into a table subdivided between learning categories for expert panel consensus. After expert panel review, 7 learning domains, 24 competencies and 113 evaluation items - 38 for students, 36 for faculty, and 39 for host personnel - resulted.</p> <p>Conclusion: The resulting learning domains, competencies and evaluation items can be used by students, faculty, and host country personnel for planning and bi-directional evaluation of graduate-level nursing global health clinical immersion programs.</p>","abstract_has_math":false,"creators":["Kelly, Tracy"],"institution":null,"degree_name":"Doctor of Nursing Practice (DNP)","degree_level":"Open Access Thesis","degree_discipline":"Yale University School of Nursing","degree_department":null,"school":null,"contributors":["Mark Lazenby"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-01-01T08:00:00Z","date_published":"2018-01-01T08:00:00Z","updated_at":"2026-07-24T06:16:00Z","subjects":["clinical immersion practicums","global health competencies","graduate level nursing","instrument development","literature review","program evaluation"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://elischolar.library.yale.edu/ysndt/1067","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Mark Lazenby"]},{"key":"dc:creator","label":"Author","values":["Kelly, Tracy"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Yale University School of Nursing"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Nursing Practice (DNP)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["clinical immersion practicums","global health competencies","graduate level nursing","instrument development","literature review","program evaluation"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://elischolar.library.yale.edu/ysndt/1067"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Aim: To identify and validate learning domains, competencies, and evaluation tool for experiential nursing global health programs at the graduate level.
Background: Standard competencies have not been synthesized and delineated nor have evaluation tools been developed for global health programs at the graduate level.
Design: An integrative review of the literature to identify evidence-based learning domains, competencies, and evaluation items and expert consensus panels to validate the results.
Method: Used the Whittemore and Knafl (2005) integrative literature review methodology to identify learning domains, competencies, and evaluation items. The NLM and CINAHL databases were searched for articles relevant to graduate-level global health nursing programs. We then used a three-step expert panel to refine and form a statistical representation of consensus on the learning domains, competencies, and evaluation items.
Results: Twenty-six relevant articles were included for the integrative review, 18 concerning learning domains of global health immersion programs and 8 concerning interdisciplinary global health competencies specific to nursing. These learning relationships were then formatted into a table subdivided between learning categories for expert panel consensus. After expert panel review, 7 learning domains, 24 competencies and 113 evaluation items - 38 for students, 36 for faculty, and 39 for host personnel - resulted.
Conclusion: The resulting learning domains, competencies and evaluation items can be used by students, faculty, and host country personnel for planning and bi-directional evaluation of graduate-level nursing global health clinical immersion programs.
"]},{"key":"dc:title","label":"Title","values":["Developing And Validating Learning Domains, Competencies, And Evaluation Items For Global Health Clinical Immersion Practicums For Graduate-Level Nursing Programs"]}]}],"canonical_facts":{"dc:contributor":["Mark Lazenby"],"dc:creator":["Kelly, Tracy"],"dc:description.abstract":["Aim: To identify and validate learning domains, competencies, and evaluation tool for experiential nursing global health programs at the graduate level.
Background: Standard competencies have not been synthesized and delineated nor have evaluation tools been developed for global health programs at the graduate level.
Design: An integrative review of the literature to identify evidence-based learning domains, competencies, and evaluation items and expert consensus panels to validate the results.
Method: Used the Whittemore and Knafl (2005) integrative literature review methodology to identify learning domains, competencies, and evaluation items. The NLM and CINAHL databases were searched for articles relevant to graduate-level global health nursing programs. We then used a three-step expert panel to refine and form a statistical representation of consensus on the learning domains, competencies, and evaluation items.
Results: Twenty-six relevant articles were included for the integrative review, 18 concerning learning domains of global health immersion programs and 8 concerning interdisciplinary global health competencies specific to nursing. These learning relationships were then formatted into a table subdivided between learning categories for expert panel consensus. After expert panel review, 7 learning domains, 24 competencies and 113 evaluation items - 38 for students, 36 for faculty, and 39 for host personnel - resulted.
Conclusion: The resulting learning domains, competencies and evaluation items can be used by students, faculty, and host country personnel for planning and bi-directional evaluation of graduate-level nursing global health clinical immersion programs.
"],"dc:identifier":["https://elischolar.library.yale.edu/ysndt/1067"],"dc:subject":["clinical immersion practicums","global health competencies","graduate level nursing","instrument development","literature review","program evaluation"],"dc:title":["Developing And Validating Learning Domains, Competencies, And Evaluation Items For Global Health Clinical Immersion Practicums For Graduate-Level Nursing Programs"],"thesis:degree_discipline":["Yale University School of Nursing"],"thesis:degree_level":["Open Access Thesis"],"thesis:degree_name":["Doctor of Nursing Practice (DNP)"]},"updated_at":"2026-07-24T06:16:00Z"}