ABSTRACT
This chapter argues that consideration of principles for practice and education are critical and clinical and theory should be integrated. Practice-informed education is the optimal way to approach facilitation of learning and practice development in different contexts and cultures to bring about change that is consistent with the best possible outcomes for the population served. Curriculum design and delivery should be responsive to local offshore policies, practices and procedures as well as cultural values. An experiential approach to the enrolment of 10 registered nurses in master’s-level studies ensured that curriculum development was a central feature of all their own postgraduate student experiences. Globally developing and sustaining a more integrated approach to both education and practice is an important strategy to manage the care required to manage people with long-term and complex health conditions. The American Psychological Association multicultural guidelines assert that cultural competence involves more than cultural knowledge.
