Multicultural and Interdisciplinary Exchange: Summer 2024 for Students of the Faculty of Nursing and Medical Care | Kiyoka Nozue, Dean of the Faculty of Nursing and Medical Care
October 15, 2024
As we enter October, it has finally begun to feel like autumn. How did you all spend this long summer, with its continuous exposure to scorching hot days?
At the Faculty of Nursing and Medical Care, we offer several training programs and practical courses during the summer. This summer, our overseas training programs resumed for the first time in several years. I would like to report on the students from our faculty who eagerly flew abroad, as if they had been waiting for this moment, as well as on the students who participated in the mid-term Inter-Professional Education Program involving three faculties.
First is the South Korea training program (International Nursing Practice II (Overseas)). The destination was Eulji University. This program aims to teach nursing competencies from a global perspective, and students visited two campuses of Eulji University and its affiliated hospital, Uijeongbu Eulji Medical Center. This year's training title was "Nursing, What to keep & What to change." Ten students from our university participated, interacting with students from Eulji University and California State University, San Bernardino in the United States. During the training, they attended lectures on changes in the medical environment and nursing care, deepening their understanding of the differences and challenges in each country's medical and nursing systems. They then held group discussions and gave presentations on "What to keep & What to change." It wasn't just in English; students from our faculty spoke Korean, and Korean students spoke Japanese, utilizing language skills they had learned, driven by their passion for their "oshi" (idols/favorites). I accompanied them for the last three days and was impressed by how deep the connections between the students had already become. The ability to form connections is the foundation of global activities. It was truly reassuring.
Additionally, the UK training program (Global Health and Medical Systems II (Overseas Training)) was held for the first time in four years. This program allows students to learn about the UK's health, medical, and welfare systems and policies on-site. At the University of Suffolk in Ipswich, they attended lectures on nursing education, home care, loneliness in the elderly, and the integrated care system. They also visited West Suffolk Hospital, Ipswich Hospital, St. Elizabeth Hospice, the London Birth Centre, and the Florence Nightingale Museum. Eleven students participated. They compared the systems and policies of the UK and Japan and discussed the challenges and solutions for both countries. The photos show scenes from the lectures and exercises.
Nursing education in the UK is highly practical, and students are trained in medical techniques that Japanese undergraduate students do not typically experience. Our students were able to learn not only about the systems but also about the differences in nursing education. They also had a reunion with students from the University of Suffolk who had participated in our faculty's International Nursing Practice I (Domestic) short-term inbound study abroad program in February of the last two years, further deepening their friendships. As the circle of international exchange expands and builds upon itself to form a network, I believe it will become a strong foundation for international collaboration and cooperation in health and medical care.
Now for my other report, on interdisciplinary exchange—the Inter-Professional Education Program, titled "Patient-Centered Medical Practice Education Program through a Group Approach." The mid-term session of this program was held at SFC on September 28. Fourth-year students from the School of Medicine, second-year students from the Faculty of Nursing and Medical Care, and fourth-year students from the Faculty of Pharmacy gathered together. With the goal of "understanding what constitutes good team-based medical care," they worked through case studies using role-playing and discussed treatment and care.
The experience of understanding each other's expertise across different fields and discussing best practices while exchanging opinions will surely be valuable in their future learning and practice.
To solve and improve various issues in health and medical care, cross-border responses and interdisciplinary collaboration will become increasingly important. I have high expectations for the students of the Faculty of Nursing and Medical Care, who will shape the future of nursing.
Finally, I would like to express my gratitude to all the faculty and staff who prepared and ran these fascinating programs, and to the professors who shared reports on the summer training.