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The global need for nurses and nurse educators presents a challenge to meet the needs of the world-wide population. International level targets, such as the United Nations Sustainable Development Goals, are in place and expectations of graduates are evolving rapidly due to increasingly complex healthcare needs. The capacity of effective nurse educators is a significant constraint to addressing the global shortage of nurses. The National League for Nursing (NLN) has established eight core competencies for nurse educators to ensure that education of nurses is robust. This article briefly discusses the shortage at hand. We describe the Nurses International - Open Educational Resources (NI-OERs) initiative to align freely available content and support with the NLN competencies to develop nurse faculty and attain nursing education equity in low and middle-income countries. In conclusion, this work will help to develop a better prepared cadre of global nurse educators who can equip nurses with current evidenced based knowledge to deliver healthcare across global populations.

Background The recent global pandemic posed extraordinary challenges for healthcare systems. Frontline healthcare workers required focused, immediate, practical, evidence-based instruction on optimal patient care modalities as knowledge evolved around disease management. Objective This course was designed to provide knowledge to protect healthcare workers; combat disease spread; and improve patient outcomes. Methods A team of global healthcare workers responded by rapidly creating a competency-based online course. To promote transcultural applicability, the course was developed by an international team of more than 45 educators from over 20 countries. Course delivery included a built-in language translation tool, routine updates, and several innovative course design elements. User feedback was collected to determine efficacy of course content, structure, unique delivery elements, and delivery options. Results An initial population of online learners ( n  = 147) living in 23 different countries and representing 22 languages completed the course and participated in post-course surveys. An additional population of learners ( n  = 505) attended an in-person offering of course materials. Course participants gave positive feedback and several requested additional courses in similar formats. Conclusion Global open access education courses may provide needed resources to empower healthcare professionals during health crises. Responsive course design can accommodate diverse learner resources and transcultural applicability.

Transitional care encompasses a broad range of services and environments designed to promote the safe and timely passage of patients between levels of health care and across care settings. High-quality transitional care is especially important for older adults with multiple chronic conditions and complex therapeutic regimens, as well as for their family caregivers. Here, Naylor and Keating discuss the transitional care models for older adults in the US and the roles of family caregivers in these models.

Transitional care encompasses a broad range of services and environments designed to promote the safe and timely passage of patients between levels of health care and across care settings. High-quality transitional care is especially important for older adults with multiple chronic conditions and complex therapeutic regimens, as well as for their family caregivers. These patients typically receive care from many providers and move frequently within health care settings. A growing body of evidence suggests that they are particularly vulnerable to breakdowns in care and thus have the greatest need for transitional care services. Poor \"handoff\" of these older adults and their family caregivers from hospital to home has been linked to adverse events, low satisfaction with care, and high rehospitalization rates. To understand the state of the science related to transitional care models for older adults in the United States and the roles of family caregivers in these models, the authors searched the Medline, CINAHL, and Social Work Abstracts databases using combinations of the following terms: (1) research; (2) ages 65 years or older; (3) continuity of patient care; (4) patient transfer; (5) discharge planning and postdischarge follow-up; and (6) transitional care. The search period was from 1996 to 2007. The search identified three promising approaches to improving the quality of care for chronically ill older adults: (1) increasing older adults' access to proven community-based transitional care services; (2) improving transitions within acute hospital settings; and (3) improving patient handoffs to and from acute care hospitals. In general, these approaches have focused explicitly on the patient and only implicitly target family caregivers. This article describes two models for each of the three categories.

An applied epidemiology course for doctor of nursing practice students was revised to include a module on the impact of climate change on population health. The Analyze, Design, Develop, Implement, and Evaluate (ADDIE) model of instructional design is a gold standard framework for creating course content and guided the module development. A nurse content expert discussed the environmental impacts of climate change on health using literature, actual clinical scenarios, and the application of epidemiologic data. Topics included safeguarding workers and vulnerable populations within the context of the coronavirus disease 2019 pandemic. Students posted reflections on their understanding of module content in response to structured prompts electronically in the learning management system for review by the faculty. Faculty evaluation of responses identified the need to further develop and integrate environmental epidemiology and climate change content more fully within the doctor of nursing practice curriculum. •A doctor of nursing practice (DNP)-applied epidemiology course was revised to integrate content on climate change and its impact on population health.•The Analyze, Design, Develop, Implement, and Evaluate model of instructional design was chosen as a guide because it is the gold standard method of developing effective teaching and learning materials.•The climate change module included content to develop DNP student competencies in applying this important content in their future leadership roles.•The assessment of student reflective assignments identified areas for future module improvement by the faculty.

Academic research is being confronted with a changing landscape. The National Institutes of Health (NIH) Roadmap Initiative (2002) identified interdisciplinary collaboration as a major priority of all future research efforts. Numerous researchers have noted the increasing complexity of societal problems and the need to collaborate with colleagues across different disciplines to begin to solve these problems. Funding agencies are increasingly asking researchers to collaborate with one another. The current thinking is that this interdisciplinary model of inquiry will yield better results than more traditional models of inquiry. But little is known about the science surrounding interdisciplinary research. Empirical studies need to be done to further our understanding of how to best conduct interdisciplinary research. The current study was able to fill in gaps in the literature by providing evidence of important patterns inherent in interdisciplinary research. In addition, the study explicated a beginning model of collaboration for academic health care researchers working across disciplines to advance aging science. By becoming a participant observer in an interdisciplinary research center at a large urban university, this investigator was able to conduct a naturalistic study involving qualitative and quantitative methods to record research meetings, interview participants, compile field notes and survey members on their experiences as part of an interdisciplinary center. Using a model of team geriatric clinical collaboration developed by Heinemann & Zeiss (2002) as a framework, this investigator looked at structure, context, process and outcome domains for researchers working within an academic interdisciplinary center. Findings revealed a number of important patterns inherent in interdisciplinary research within each of those domains. As a result, a beginning model of collaboration was developed and explicated by this investigator: The Geriatric Interdisciplinary Research Team (GIRT) Model of Collaboration. The most productive research team in the study was shown to have overall high levels of functioning in the model domains. A major finding from this study was the importance of having a common research focus among team members. The study findings provide future researchers an empirical base for building and evaluating their collaborative research teams.