Collabor Collaborative Online International Learning (COIL) Basic Overview In Fall 2024 COIL is scheduled on November 26th at 9 am EST in USA. Please post your case study under this discussion forum. 1.     COIL Acronym- What does it stand for? Collaborative: student to student learning to improve teamwork and collaboration skills. Online: learning how to work in a remote team and manage virtual tools in a professional manner. International: cross cultural learning by bringing the world into your classroom, offering ALL students an international experience. Learning: practicing professional skills and learning from peers around the world.  Reference:   Amsterdam University of Applied Sciences. (2024). Virtual exchange/COIL. Retrieved August 16, 2024, from https://www.amsterdamuas.com/amsib/partners/academic-partners/virtualexchange-coil/virtual-exchange-coil.html 2.     What is COIL? COIL connects nurses, nursing faculty and nursing students of two or more higher education institutions, hospitals or community centers, each located in a different country or cultural setting. Invited participants (nurse, nursing faculty and/or nursing students) preppers a clinical case study. This clinical case study is presented to the group during a virtual meeting. The meeting is set up at 9 am EST in the USA so other countries that are in different time zones may join as well. Here is our COIL time.   Please watch this video that explains how COIL is set up in the Community Health Nursing Course in York College of Pennsylvania (YCP).   3.     How to create your clinical case study? We know that our nursing students need to practice their clinical judgment. So, we are utilizing Tanner’s Clinical Judgement Model (CJM).  Each case study should include the following 4 stages: noticing, interpreting, responding, and then reflecting. Noticing: a perceptual grasp of the situation at hand. It is the process of perceiving important or salient aspects of the situation. Interpreting: the development of sufficient understanding of a situation to respond. It is the ability to take the data in a situation and then determine the etiology, patterns, additional factors to consider or additional information needed and resolution; the ability to draw a conclusion. Responding: the ability to decide on a course of action, including no action. It requires the student to consider the situation and determine patient goals, nursing response and intervention; to develop a plan of care. It includes identifying stressors experienced when responding to the situation. Reflecting: the attention to the patient /family response to the nurse’s action while acting. It is the ability to identify what occurred, what the nurse did, and how one might adjust the action differently in the future. The nurse identifies what additional knowledge or skills are needed. It includes reflection on values and feelings with the situation. Please refer to this article: Tanner C. A. (2006). Thinking like a nurse: a research-based model of clinical judgment in nursing. The Journal of nursing education, 45(6), 204–211. https://doi.org/10.3928/01484834-20060601-04 Resources: • Here is an example of a case study created by nursing students in YCP. • Here is an exaple of COIL presentation 4. What do I need to know about the presentation? • Prior to presenting, your group will post the clinical case study to this discussion board two days before our virtual meeting. • The presentation should be less than 12 minutes so all participants have time to present. • YCP students will be presenting in person with a created PowerPoint. Other presenters have the option of presenting in person or submitting a recorded case study. If you are submitting a recorded case study, you are asked to email the Word version of your case study to Dr. Lewis at klewis18@ycp.edu. • Start by introducing yourself and your team. Also, tell us about the country you are from and provide a short 2-minute overview of the healthcare system structure. This will help us understand some of the decisions that nurses are making. • After all presenters are done, we will engage in a question-and-answer session. Please come prepared to ask questions so we can engage together. • You can also add questions to the discussion board. Each group will have until the end of the day to answer all the questions. • A link to the virtual meeting for presentations will be emailed to all presenters two days in advance.

Collaborative Online International Learning (COIL) - Social Determinates of Health (SDOH) Case Study What is COIL? Collaborative Online International Learning (COIL), is a type of virtual exchange or telecollaboration, is a learning process where faculty members in any discipline uses online technology to facilitate sustained student collaboration to increase intercultural competence. Please join students from York College of Pennsylvania for the Collaborative Online International Learning (COIL) - SDOH Case study This fall the COIL experience is scheduled for: November 17th, 2022 8 am USA Time, (1 pm Liberia time, 1400 in Europe) post your case study to the discussion board 10 am USA Time, (3 pm Liberia time, 1600 in Europe) Face-to-Face Zoom meeting Here is the link to our Zoom: https://ycp.zoom.us/j/92681868341 During this collaboration you will have the opportunity to connect and work together with nursing students and nurses from other countries. This is a group project that you will be working on with group from your country. One case study per group. The case study must be reviewed by your instructor and must be completed prior to November 17th, 2022, 8 am discussion post. During this collaboration you will work together on discussing the impact of the social determinants of health (SDOH) which are the conditions in the environments where people are born, live, learn, work, play, worship, and age that affect a wide range of health, functioning, and quality-of-life outcomes and risks. On November 17th at the designated time, you will first start by online asynchronous discussion followed by a face-to-face Zoom meeting at the designated time. Prior to the discussion you will create a case study with the following requirements: Post your case study on a discussion board by designated time 8 am USA Time, (1 pm Liberia time, 1400 in Europe) post your case study to the discussion board Answer the following questions. Identify two socioeconomic-related questions that the nurse could have asked that fall under the umbrella of SDOH. Describe how the nurse could have addressed one of the following areas. Based on the presented case study, discuss in your group: language/literacy, health literacy, social norms and attitudes (e.g., discrimination, racism, and distrust of government), socioeconomic conditions (e.g., concentrated poverty and the stressful conditions that accompany it), access to healthcare services, availability of community-based resources, transportation options, public safety, family and social support and culture and their effect on outcome of presented case study in your country of origin. Discuss a health policy currently in place or a health policy that is needed that would support better health outcomes. Attend Zoom meeting at the designated time 10 am USA Time, (3 pm Liberia time, 1600 in Europe) Face-to-Face Zoom meeting During the Zoom meeting, briefly present one case study of a patient or population that care was affected by a SDOH. Later the teams will meet to discuss differences and similarities in nursing care and address the above questions. Prior to this experience please read and watch: Social Determinants of Health (SDOH) Social Determinants of Health - an introduction How a Global Pandemic Became a Case Study in Social Determinants of Health Objectives: Evaluate the dimensions of health and how they relate to personal and/or community wellness. Utilize critical thinking to integrate evidence-based strategies in the care of individuals in a variety of community health settings. Define and give examples of health, community, and social determinants of health. Analyze how social determinants of health can impact an individual’s personal health and the health of the community. Understand how the choices and engagement of nursing professionals can impact the health of patients and populations. Discuss the difference and similarities between SDOH that impact patient’s outcome in your county of origin. An example of case study of a patient that care was affected by SDOH Maria Dziki is an 72-year-old, Polish-speaking, polish immigrant. She lives with her husband, who also only speaks Polish, on a farm on the outskirts of a small town comprised mostly of migrant farm workers. The downtown area has a grocery store, a gas station, and a small polish restaurant. Two days ago, Maria’s husband arrived by taxi to the hospital to pick her up. She was being discharged after a 9-day stay. Her primary diagnosis was “viral pneumonia.” She has secondary diagnoses of “dysphagia” and “osteoporosis,” and she ambulates using a walker. During the hospital discharge process, the respiratory therapist, along with a language interpreter, ensured that Maria could adequately breathe the room air. The nurse ensured that the correct oral and inhaler prescriptions were issued. Maria would receive a follow-up appointment with the primary doctor and a referral for home care services. After Maria arrived home, her prescriptions were never filled, she ate very little and currently does not have an appointment scheduled with the primary doctor. Today, when the home care nurse arrives at the farm home, Maria is in bed and breathing with labored breaths. The nurse notices that Maria’s husband is acting odd. He appears to have early dementia. Clearly, the husband is incapable of assisting Maria with even the most basic tasks for daily living. Maria’s discharge plan failed. An example of case study of a population that care was affected by SDOH Food insecurity is linked to negative health outcomes in children and adults, and it may cause children to have trouble in school. Giving more people benefits through nutrition assistance programs, increasing benefit amounts, and addressing unemployment may help reduce food insecurity and hunger. During clinical experience in school, we notice that there are many kids were using free breakfast at school. We were unfamiliar with this concept so we asked our school nurse to explain the concept. We find our that nation’s suburbs, urban areas, and rural towns, over 13 million children from low-income families go to school hungry, according to 2017 research by No Kid Hungry. It’s said that 22 million students across the country rely on reduced-price or free school lunches through the National School Lunch Program (funded by the USDA). Food insecurity puts tremendous stress on families, who worry about food running out before money becomes available to buy more. As a result, parents may skip meals, so their children can eat, and a child’s meals may shrink throughout a week or month — or even disappear entirely. No Kid Hungry reports that 74% of educators have students who regularly come to school hungry. The truth is hunger hurts, and 46% of children from low-income families say hunger negatively impacts their academic performance. They’re not wrong. Studies published in the American Journal of Clinical Nutrition, Pediatrics, and the Journal of the American Academy of Child and Adolescent Psychiatry show that hunger greatly impacts a child’s performance and behavior in school. “Hungry children have lower math scores. They are also are more likely to repeat a grade, come to school late, or miss it entirely” due to illness. Food insecurity is one of the goals of healthy people 2030 Reduce household food insecurity and hunger — NWS‑01