Universities enroll international students and often faculty receives minimal development prior to their arrival. An anonymous electronic survey was used to collect data from faculty and staff on their preparations for international students. Findings suggested formal instruction on how to educate international students, including tips for ESL challenges, might yield the most significant benefit for faculty ultimately adding to the success of the students. Faculty development prior to student arrival appears to be important, especially for those intending to interact with international students on a regular basis. Best practices can be gleaned from their shared experiences.

Delirium is a common neurocognitive disorder prevalent in hospitalized older adults. The development of delirium is associated with adverse health outcomes, including functional decline and mortality. This study aimed to investigate the incidence and risk factors of postoperative delirium in older adults (≥60 years) who underwent orthopaedic surgery. Elderly orthopaedic patients were recruited from a large urban hospital over 12 months. Patients were preoperatively screened for delirium and followed up at least once daily postoperatively until discharge. Of the 124 patients in the sample, 21 (16.9%) had postoperative delirium. There were no significant differences in any of the baseline characteristics between the delirious and nondelirious patients. Patients using antidepressants were more likely to develop postoperative delirium compared with those not using antidepressants (odds ratio: 2.72, p = .05). Postoperative delirium was common in this sample of older adults who underwent orthopaedic surgery. Aiming prevention strategies toward patients using antidepressants may help reduce the incidence of delirium in this population.

Objectives:To examine the perceived impact of international educational experiences and cultural beliefs before and after completing a 1-year Masters of Science in Nursing program.Methods: An exploratory study was conducted among Chinese nurses studying abroad in a private medium-sized university in the United States.The 27-item electronic pre-survey was administered within 1 week of starting the program and the post-survey was administered 1 year later at the completion of the program.Results: Majority of participants(n = 25)were female,23-36 years of age.Findings revealed that the perceived impact of international educational experiences assessed at the start of the program was similar to the perceived impact measured at the end of the 1-year program,suggesting that the students learned and experienced what they anticipated.There was a significant impact on cultural beliefs from the start of the program compared with the end of the program suggesting that a 1-year study abroad program does influence cultural beliefs.Conclusions: Understanding what is important to provide in a study abroad program and providing the educational experiences identified by students as impactful are avenues to help host universities best develop their programs.Findings suggested that the 1-year program can influence foreign students' cultural beliefs,yet the professional and personal impact of this change warrants further study.

Background and objective: Studying abroad to expand professional development is growing worldwide with nurses traveling to different countries to expand their knowledge and skills. The impact a study abroad experience has on one’s professional role and personal life upon return is an important area of study. Depending on the individual and the level of support from hospital leadership, academic institutions and family, the experience could have a positive or negative impact on their professional role and personal life when returning to their home country. The objective of this study was to understand how a one-year study abroad experience impacted 1) Chinese nurses’ clinical practice, 2) their professional role, and 3) their personal life 6 months after returning home.Methods: A 10-item 6-month post entry electronic survey using Likert scale (1 = very weak to 7 very strong) and open-ended questions was developed. 29 Chinese nurses were invited to complete the survey via email invitation. Quantitative analysis was conducted on the first 5 questions and content analysis was conducted on the remaining 5 questions.Results: A total of 16 participants (55%) completed the survey. For the first 5 questions, a change was noted from students’ responses at program completion. For the last 5 questions, detailed examples of obstacles and challenges faced in their professional role and personal life following their return were shared.Conclusions: Findings suggest that while studying abroad influences one’s professional role and practice initially, the influence may not be enduring as the originating culture may have a stronger impact. Hosting and visiting organizations need to prepare individuals who study abroad to transition home successfully to meet both the professional role and personal life challenges one may face.

In order to improve patient care in the United States there, the government made a mandate called HIE (Health Information Exchange). This order was created from the belief that sharing digital health information between, across, and within health communities will improve one's healthcare experience across their lifespan. Patient health information, i.e. the personal health record, should be shareable between healthcare providers; such as private practice physicians, home health agencies, hospitals and nursing care facilities. Most of the U.S. hospitals now have electronic health records, however, with a lack of standards for structuring health information and unified communication protocols to share health information across providers, only a small percentage of U.S. hospitals engage in computerized HIE. In order to understand barriers and facilitators in the U.S. of HIE adoption, we reviewed the published research literature between 2010 and 2015. Our search yielded 664 articles from Medline, PsychInfo, Global health, InSpec, Scopus and Business Source Complete databases. Thirty-nine articles met our inclusion criteria. This article presents the compiled organizational and end user barriers and facilitators along with suggested methods to achieve continuity of care through HIE.

• Gaps in literature on preparing for a cohort of International nursing students • Collaboration between U.S. University and an International government to provide higher education to bachelor-level nurses • Preparing faculty for a cohort of International nurses for a graduate level educational experience in the US • Development of an on-ground MSN three semester program for a cohort of International students

HIE is growing in the United States because HIE is an important priority under the Meaningful Use stage II requirements. However, only a small percent of U.S. Hospitals engaged in HIE with unaffiliated providers and large variation existed among states. In order to understand potential HIE Adoption Recommendations, we reviewed the literature on barriers and facilitators of HIE adoption in the United States. Our search yielded 669 articles, 48 meeting our inclusion criteria. In general, we found several organizational and end user HIE adoption barriers as well as facilitators. Therefore, policy-makers, healthcare organizations, vendors, and clinic staffs need to work closely and innovatively in order to overcome all of these barriers and utilize facilitators to expedite nationwide HIE adoption, minimize data breach, and eventually, achieve continuity of care.