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A Collaborative Online International Learning Experience for Doctoral Nursing Students and Faculty From Three Countries: Reshaping the Educational Landscape.

Nurs Educ Perspect

October 2024

About the Authors Judith Bacchus Cornelius, PhD, RN, FAAN, ANEF, is a professor, College of Health and Human Services, University of North Carolina at Charlotte, Charlotte, North Carolina. Charlene Downing, PhD, RN, is a professor, Department of Nursing, Faculty of Health Sciences, University of Johannesburg, Johannesburg, South Africa. Adesola A. Ogunfowokan, PhD, RN, FWACN, is a professor, Community Health Nursing, College of Health Sciences, Obafemi Awolowo University, Ile-Ife, Nigeria. Nompumelelo Ntshingila, DCur(UJ), is an associate professor, Department of Nursing, Faculty of Health Sciences, University of Johannesburg. Florence Okoro, PhD, RN, is an associate professor, College of Health and Human Services, University of North Carolina at Charlotte. Ijeoma Enweana, DNP, RN, CVN, is adjunct nursing faculty, Presbyterian School of Nursing, Queens University of Charlotte, Charlotte, North Carolina. Oluwayemisi Olagunju, PhD, is senior lecturer, Department of Nursing Science, Obafemi Awolowo University. Funding was received from the University of North Carolina at Charlotte Global Learning and Internationalization Institute. For more information, contact Dr. Cornelius at

The COVID-19 pandemic presented opportunities for educational innovations and the development of intercultural learning experiences. A global health assignment guided by a collaborative online international learning pedagogy was assigned to doctoral nursing students from three different countries. Icebreaker activities, along with the Culturally You diagram, commenced the team-building process.

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Introduction: Despite recommendations from the WHO, antenatal care (ANC) coverage remains low in many low-income and middle-income countries (LMICs). Community health workers (CHWs) can play an important role in expanding ANC coverage through pregnancy identification, provision of health education, screening for complications, delivery of therapeutic care and referral to higher levels of care. However, despite the success of CHW programmes in various countries, WHO has called for additional research to develop evidence-based models that optimise CHW service delivery and that can be replicated across geographies.

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The effects of intelligence on exposure to combat and posttraumatic stress disorder across multiple deployments.

J Anxiety Disord

December 2024

School of Psychological Sciences, Tel Aviv University, P.O. Box 39040, Tel Aviv 6997801, Israel; Sagol School of Neuroscience, Tel Aviv University, Tel Aviv, Israel.

Introduction: Past work relates intelligence quotient (IQ) to risk for Post-Traumatic Stress Disorder (PTSD) among soldiers. We gathered data over multiple deployments to assess how IQ relates to the rate of symptom development both directly and through increasing the risk for traumatic combat exposure.

Methods: Male infantry soldiers from a maneuver brigade (N = 582) were followed over the 3-year period of their mandatory military service.

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Background: This paper reports on the outcomes of a proof-of-principle study for the Exposure Therapy Consortium, a global network of researchers and clinicians who work to improve the effectiveness and uptake of exposure therapy. The study aimed to test the feasibility of the consortium's big-team science approach and test the hypothesis that adding post-exposure processing focused on enhancing threat reappraisal would enhance the efficacy of a one-session large-group interoceptive exposure therapy protocol for reducing anxiety sensitivity.

Methods: The study involved a multi-site cluster-randomized controlled trial comparing exposure with post-processing (ENHANCED), exposure without post-processing (STANDARD), and a stress management intervention (CONTROL) in students with elevated anxiety sensitivity.

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