By Dr. Schola Matovu | Nursing Professor | Nurse Scientist | Director of Global Learning and Engagement
Why This Matters Now
Global health is at an inflection point.
We are navigating a world shaped by overlapping crises—pandemics, climate change, political instability, and widening health inequities. In this moment of uncertainty, the question is no longer whether challenges exist, but how we respond to them. Do we retreat in the face of complexity, or do we rise to meet it?
My experience at the Consortium of Universities for Global Health (CUGH) 2026 Conference reinforced a powerful truth: the future of global health depends on our ability to build opportunity in the midst of chaos. But it also made something else equally clear—we cannot build that future without fundamentally rethinking how we educate the next generation of nurses.
Context – What I Observed
Throughout CUGH 2026, a consistent thread emerged—urgency balanced with optimism. Across plenaries, panels, and conversations, there was a shared recognition that while global health faces unprecedented challenges, it also holds unprecedented potential.
The sessions were rich with innovation and practical insight. They highlighted how science continues to evolve to meet both longstanding and emerging health challenges. From historic achievements like the elimination of polio in many regions to advancements in malaria treatment and vaccine access, global health has demonstrated resilience and adaptability.
One standout moment was the plenary session, “Science & Storytelling: An Essential Partnership for a Better World.” presented by Neil deGrasse Tyson, astrophysicist, author, and science communicator—and Oscar-nominated filmmaker Scott Hamilton Kennedy and filmmaker Scott Hamilton Kennedy. Together, they emphasized the importance of defending scientific truth while also communicating it in ways that build trust, understanding, and connection. It was a powerful reminder that evidence alone is not enough—how we tell the story of science shapes its impact.
It underscored a critical reality: science alone is not enough. How we communicate science—how we tell its story—shapes public trust, understanding, and action. Storytelling is a public service.
Another theme echoed throughout the conference: collaboration is essential. Aligning programs with national priorities, advancing innovations, and expanding access to care all require sustained, cross-sector partnerships.
Among the most powerful discussions were those focused on building resilient health systems—particularly the session on elevating the nursing workforce as a global asset. It highlighted a striking paradox: nurses are the largest segment of the global health workforce, yet they remain underrepresented in leadership, financing, and governance.
Insight – Power, Education, and the Missing Link
CUGH 2026 did more than highlight challenges—it exposed a deeper structural issue: a gap between the role nurses play and the way they are prepared to lead.
Much of the conversation centered on power—who has it, who doesn’t, and how it shapes global health outcomes. The framing of sex, money, and power by Dr. Patricia Davidson brought necessary attention to systemic inequities that continue to limit the influence of nurses.
But alongside these discussions, important questions emerged for me:
How can we expect nurses to lead in global health systems if we are not educating them within a global framework from the start?
How can we meaningfully develop nurse leaders in systems that structurally & culturally undervalue their authority—and what practical strategies actually shift that power dynamic?
This is where the concept of global learning becomes critical.
In simple terms, global learning is an approach to education that helps nurses understand health and healthcare within a wider, interconnected world. It is built on three key elements:
- Global awareness: Understanding how health is shaped by broader forces such as poverty, climate change, migration, policy, and health systems across different countries and contexts.
- Global perspectives: Being able to see health issues through different cultural, social, and economic lenses—not just from one “local” or familiar viewpoint.
- Global engagement: Actively participating in addressing health challenges beyond one’s immediate setting, through collaboration, advocacy, research, or shared learning across borders.
Traditional nursing education has largely been rooted in clinical care at the individual level—often within local or national contexts. While this foundation is essential, it is no longer sufficient.
Today’s nurses must be equipped to:
- Understand health within global, social, and political contexts
- Navigate complex health systems across different regions and populations
- Engage in policy, leadership, and governance
- Address health inequities shaped by structural and social determinants
- Communicate effectively across cultures and disciplines
- Develop strong leadership capabilities and skills that empower them to recognize and challenge limiting beliefs about their professional identity—moving beyond narratives such as “I’m just a nurse” toward a confident, expansive understanding of their role as leaders, decision-makers, and system shapers in global health
Without this broader lens, we risk preparing nurses for a version of healthcare that no longer exists.
The conversations at CUGH reinforced that leadership is not an optional add-on—it is a core competency. Yet leadership, policy engagement, and systems thinking are often missing from nursing curricula.
If we want to elevate nursing as a global force, we must start by transforming how nurses are educated.
Implications – Why This Matters for Global Health
The implications of this shift are profound.
First, integrating a global learning framework into nursing education is essential for building resilient health systems. Nurses who understand the interconnected nature of global health are better equipped to respond to crises, adapt to change, and lead across settings.
Second, it directly addresses the leadership gap highlighted throughout CUGH. Increasing the number of Chief Nursing Officers and strengthening nursing representation at decision-making tables will not happen without a pipeline of nurses who are trained—and empowered—to lead.
Third, it reframes the role of nursing itself.
The discussions at CUGH called for moving beyond a model where nurses are seen primarily as caregivers, toward one where they are recognized as leaders, strategists, and change agents. A global learning framework supports this shift by expanding how nurses see their own potential and impact.
It also challenges limiting narratives within the profession. The idea that stepping beyond bedside care—into leadership or academia—is “crossing over to the dark side” of nursing must be replaced. Instead, we need a broader understanding: advancing into leadership, policy, and systems roles is not a departure from nursing, but a natural and necessary evolution of nursing practice.
Finally, centering education at the community level—where health truly begins—ensures that future nurses are grounded in the realities of the populations they serve, while also understanding the global forces that shape those realities.
Call to Action – Educating for the Future We Need
CUGH 2026 was not just a reflection of where global health stands—it was a signal of where it must go.
If we are serious about building opportunity in the midst of chaos, we must start with education.
We must:
- Integrate global health competencies into nursing curricula
- Prioritize leadership and policy training alongside clinical skills
- Create opportunities for interdisciplinary and cross-cultural learning
- Empower nursing students to see themselves as leaders from day one
For educators, this is a call to innovate.
For institutions, it is a call to invest.
For students and professionals, it is a call to expand how we define our roles.
The future of global health will depend on a workforce that is not only skilled, but also globally minded, equity-driven, and prepared to lead.
CUGH 2026 made one thing clear: the challenges ahead are complex—but so is our capacity to meet them.
The question now is whether we are willing to prepare the next generation accordingly.
I invite you to join this conversation:
How are we integrating global learning into nursing education?
What changes are needed to better prepare nurses for leadership?
And how can we work together to build a more equitable and effective global health future?
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