Abstract
ABSTRACT
Aim
To examine and compare global nursing education content, institutional support, and workload‐related factors among nurse educators in Japan and China. “Global nursing education” refers to educational interventions that enable nursing students to develop the knowledge, skills, practical experience, and cultural competence needed to provide high‐quality care across diverse cultural, social, and healthcare contexts.
Methods
A cross‐sectional international comparative study was conducted using an online survey between October and December 2023. Nurse educators from 587 universities in Japan and China were invited to participate. Data from 445 educators with experience in global nursing education were analyzed. Hierarchical linear regression analyses were performed to examine factors associated with workload in each country.
Results
Educators in Japan delivered a broader range of global nursing education content, whereas Chinese universities provided greater institutional support for educators. Educators in Japan reported higher workloads; however, these differences were largely explained by non‐native language use and proficiency, intercultural sensitivity, and institutional support. In Japan, higher intercultural sensitivity, broader global nursing content coverage, and greater perceived institutional support were associated with lower workload, with notable regional variations. In China, more frequent use of non‐native languages and employment in western regions were associated with lower workload.
Conclusion
Determinants of workload in global nursing education differed across national contexts. Institutional support, intercultural sensitivity, and non‐native language‐related factors were associated with workload, although the specific patterns varied by country. These findings highlight the importance of considering national and regional contexts when supporting nurse educators involved in global nursing education.