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Fruhstorfer BH, Jenkins SP, Davies DA, Griffiths F. International short-term placements in health professions education-A meta-narrative review. MEDICAL EDUCATION 2024; 58:797-811. [PMID: 38102955 DOI: 10.1111/medu.15294] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/12/2023] [Revised: 10/31/2023] [Accepted: 11/21/2023] [Indexed: 12/17/2023]
Abstract
INTRODUCTION In order to be prepared for professional practice in a globalised world, health professions students need to be equipped with a new set of knowledge, skills and attitudes. Experiential learning gained during an international placement has been considered as a powerful strategy for facilitating the acquisition of global health competencies. The aim of this review was to synthesise the diverse body of empirical research examining the process and outcomes of international short-term placements in health professions education. METHODS A systematic review was conducted using a meta-narrative methodology. Six electronic databases were searched between September 2016 and June 2022: Medline, Embase, CINAHL, PsycINFO, Education Research Complete and Web of Knowledge. Studies were included if they reported on international placements undertaken by undergraduate health professions students in socio-economically contrasting settings. Included studies were first considered within their research tradition before comparing and contrasting findings between different research traditions. RESULTS This review included 243 papers from 12 research traditions, which were distinguished by health profession and paradigmatic approach. Empirical findings were considered in four broad themes: learner, educational intervention, institutional context and wider context. Most studies provided evidence on the learner, with findings indicating a positive impact of international placements on personal and professional development. The development of cultural competency has been more focus in research in nursing and allied health than in medicine. Whereas earlier research has focussed on the experience and outcomes for the learner, more recent studies have become more concerned with relationships between various stakeholder groups. Only few studies have looked at strategies to enhance the educational process. CONCLUSION The consideration of empirical work from different perspectives provides novel understandings of what research has achieved and what needs further investigation. Future studies should pay more attention to the complex nature of the educational process in international placements.
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Affiliation(s)
| | | | - David A Davies
- Warwick Medical School, University of Warwick, Coventry, UK
| | - Frances Griffiths
- Warwick Medical School, University of Warwick, Coventry, UK
- Centre for Health Policy, University of Witwatersrand, Johannesburg, South Africa
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Aldén-Joyce T, Mattson J, Scheers-Andersson E, Kidayi P, Rogathi J, Cadstedt J, Björling G. Tanzanian Nursing Students' Experiences of Student Exchange in Sweden-A Qualitative Case Study. SAGE Open Nurs 2023; 9:23779608231160923. [PMID: 36895707 PMCID: PMC9989424 DOI: 10.1177/23779608231160923] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2022] [Revised: 02/10/2023] [Accepted: 02/13/2023] [Indexed: 03/06/2023] Open
Abstract
Introduction Needs within healthcare are changing and nurses require new skills and knowledge in global nursing. Student exchange programs in global contexts provide an opportunity to develop the necessary skills. Objective The aim of this study was to describe Tanzanian nursing students' experiences of student exchange in Sweden. Methods A qualitative design was used for this empirical study. Semistructured interviews were conducted with six Tanzanian nursing students who had participated in student exchange in Sweden. The participants were recruited by purposeful sampling. Inductive reasoning and qualitative content analysis were applied. Results Four main themes were formed; new roles, experience a new culture, establish new competencies, and global work ambitions. The findings revealed that the students experienced new approaches in Sweden, giving them new competencies and understanding. Furthermore, they increased their global perspectives on nursing and interest in working with global health issues, but they also experienced challenges in the new environment. Conclusion The present study showed that Tanzanian nursing students benefitted from their student exchange, both personally, as well as for their future careers as nurses. More research is needed in examining nursing students from low-income countries participating in student exchange in high-income countries.
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Affiliation(s)
- Tara Aldén-Joyce
- Department of Health Sciences, The Swedish Red Cross University, Huddinge, Sweden
| | - Janet Mattson
- Department of Health Sciences, Kristianstad University, Kristianstad, Sweden.,Department of Neurobiology Care Sciences and Society, Karolinska Institutet, Stockholm, Sweden
| | | | - Paulo Kidayi
- Faculty of Nursing, Kilimanjaro Christian Medical University College, Moshi, Tanzania
| | - Jane Rogathi
- Faculty of Nursing, Kilimanjaro Christian Medical University College, Moshi, Tanzania
| | - Jenny Cadstedt
- Department of Health Sciences, The Swedish Red Cross University, Huddinge, Sweden
| | - Gunilla Björling
- Department of Neurobiology Care Sciences and Society, Karolinska Institutet, Stockholm, Sweden.,Faculty of Nursing, Kilimanjaro Christian Medical University College, Moshi, Tanzania.,Department of Nursing, Jönköping University, School of Health and Welfare, Jönköping, Sweden
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Wan EYF, Li Z, Sun KS, Chan KHY, Cheng WHG, Chen JY, Chin WY, Lam TP, Tipoe GL, Wong GTC, Chan SSC, Lam CLK. Identifying and articulating the student experience in the Intercalated Enrichment Year. BMC MEDICAL EDUCATION 2022; 22:246. [PMID: 35379229 PMCID: PMC8981939 DOI: 10.1186/s12909-022-03303-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/16/2021] [Accepted: 03/22/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Benefits of intercalation during an undergraduate medical degree are well-recognized. The University of Hong Kong implemented a compulsory Enrichment Year (EY) in its Bachelor of Medicine and Bachelor of Surgery degree programme (MBBS) in 2016. In their third year of study, students could work on an area of interest in any of three programme categories (i) intercalation/ university exchange (IC); (ii) research (RA); (iii) service/ humanitarian work (SH). This study aimed to explore the barriers, enablers, and overall student learning experiences from the first cohort of EY students in order to inform future development of the EY. METHODS An exploratory sequential mixed-method study in 2019-20. Twenty students were purposively selected to attend three semi-structured focus group interviews. Conventional thematic analysis was employed and results assisted the design of a cross-sectional questionnaire. Sixty-three students completed the questionnaire. ANOVA or chi-square test was used to compare the difference in student's characteristics, barriers, enablers and perspectives on EY between programme categories. Adjusting student's characteristics, logistic regressions were conducted to identify the effect of programme categories on the EY experience. RESULTS Most students (95% in the questionnaire) agreed that EY was worthwhile and more rewarding than expected. EY was positively regarded for enhancing personal growth and interpersonal relationships. The main barriers were financial difficulties, scholarship issues and insufficient information beforehand. A few students had practical (i.e. accommodation, cultural adaptation) problems. Potential enablers included better financial support, more efficient information exchange and fewer assignments and preparation tasks. Similar barriers were encountered by students across all three categories of EY activities. CONCLUSIONS Personal growth was the most important benefit of the EY. Barriers were consistent with those identified in the literature except for cultural adaptation, which could be related to Hong Kong's unique historical context. Financial limitation was the most concerning barrier, as it could result in unequal access to educational opportunities. Better and timely access to scholarships and other funding sources need to be considered. TRIAL REGISTRATION Ethics approval was obtained from the local Institutional Review Board of The University of Hong Kong/Hospital Authority Hong Kong West Cluster (UW 19-585 ).
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Affiliation(s)
- Eric Yuk Fai Wan
- Department of Family Medicine and Primary Care, School of Clinical Medicine, Li Ka Shing Faculty of Medicine, The University of Hong Kong, 3/F Ap Lei Chau Clinic, 161 Main Street, Ap Lei Chau, Hong Kong SAR, China.
- Department of Pharmacology and Pharmacy, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China.
| | - Zhihao Li
- Department of Family Medicine and Primary Care, School of Clinical Medicine, Li Ka Shing Faculty of Medicine, The University of Hong Kong, 3/F Ap Lei Chau Clinic, 161 Main Street, Ap Lei Chau, Hong Kong SAR, China
| | - Kai Sing Sun
- The Jockey Club School of Public Health and Primary Care, The Chinese University of Hong Kong, Hong Kong SAR, China
| | - Karina Hiu Yen Chan
- Department of Family Medicine and Primary Care, School of Clinical Medicine, Li Ka Shing Faculty of Medicine, The University of Hong Kong, 3/F Ap Lei Chau Clinic, 161 Main Street, Ap Lei Chau, Hong Kong SAR, China
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China
| | - Will Ho Gi Cheng
- Department of Family Medicine and Primary Care, School of Clinical Medicine, Li Ka Shing Faculty of Medicine, The University of Hong Kong, 3/F Ap Lei Chau Clinic, 161 Main Street, Ap Lei Chau, Hong Kong SAR, China
| | - Julie Yun Chen
- Department of Family Medicine and Primary Care, School of Clinical Medicine, Li Ka Shing Faculty of Medicine, The University of Hong Kong, 3/F Ap Lei Chau Clinic, 161 Main Street, Ap Lei Chau, Hong Kong SAR, China
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China
| | - Weng Yee Chin
- Department of Family Medicine and Primary Care, School of Clinical Medicine, Li Ka Shing Faculty of Medicine, The University of Hong Kong, 3/F Ap Lei Chau Clinic, 161 Main Street, Ap Lei Chau, Hong Kong SAR, China
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China
| | - Tai Pong Lam
- Department of Family Medicine and Primary Care, School of Clinical Medicine, Li Ka Shing Faculty of Medicine, The University of Hong Kong, 3/F Ap Lei Chau Clinic, 161 Main Street, Ap Lei Chau, Hong Kong SAR, China
| | - George Lim Tipoe
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China
- School of Biomedical Sciences, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China
| | - Gordon Tin Chun Wong
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China
- Department of Anaesthesiology, School of Clinical Medicine, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China
| | - Sarah So Ching Chan
- Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China
| | - Cindy Lo Kuen Lam
- Department of Family Medicine and Primary Care, School of Clinical Medicine, Li Ka Shing Faculty of Medicine, The University of Hong Kong, 3/F Ap Lei Chau Clinic, 161 Main Street, Ap Lei Chau, Hong Kong SAR, China
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Jansen MB, Lund DW, Baume K, Lillyman S, Rooney K, Nielsen DS. International clinical placement - Experiences of nursing students' cultural, personal and professional development; a qualitative study. Nurse Educ Pract 2021; 51:102987. [PMID: 33610023 DOI: 10.1016/j.nepr.2021.102987] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2020] [Revised: 01/17/2021] [Accepted: 01/19/2021] [Indexed: 11/25/2022]
Abstract
The purpose was to capture the experiences of cultural, personal and professional development during International Clinical Placement (ICP) among nursing students from three European countries. The paper presents findings based on the analysis of 23 reflections written by students immediately after returning from their ICP. The design builds on a qualitative study using a phenomenological approach and meaning condensation inspired by Kirsti Malterud. The analysis revealed four themes: Communication and barriers to be overcome, Culture as a serious business, Personal and professional achievements and Challenges and the importance of preceptorship. The ICP impacted on the participants' personal as well as professional way of understanding themselves as students and future nurses. A profound difference was seen between the achieved learning outcomes of participants completing an ICP in a high- or low-income country, respectively. Language barriers, the local culture and different nursing cultures were often challenging and pushed participants out of their comfort zone. All participants developed their cultural understanding in accordance with the Papadopoulos, Tilki and Taylor Model for Developing Cultural Competence. Findings indicate that educational institutions should establish well-planned exchange opportunities that adopt a two-way reciprocal (Erasmus) exchange programmes and be aware of the value of an appointed preceptor in the host country.
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Affiliation(s)
- M B Jansen
- UCL University College, Department of Nursing, Odense, Niels Bohrs Allé 1, 5230, Odense, Denmark.
| | - D W Lund
- UCL University College, Department of Nursing, Odense, Niels Bohrs Allé 1, 5230, Odense, Denmark.
| | - K Baume
- Department of Nursing, Three Counties School of Nursing & Midwifery, St John's Campus, University of Worcester, Henwick Grove, Worcester, WR2 6AJ, Great Britain, UK.
| | - S Lillyman
- Department of Nursing, Three Counties School of Nursing & Midwifery, St John's Campus, University of Worcester, Henwick Grove, Worcester, WR2 6AJ, Great Britain, UK.
| | - K Rooney
- Department of Nursing, Midwifery & Health Studies, Dundalk Institute of Technology, Dundalk, Co. Louth, A91 K584, Ireland.
| | - D S Nielsen
- UCL University College, Department of Nursing, Odense, Niels Bohrs Allé 1, 5230, Odense, Denmark; University of Southern Denmark Centre for Global Health, University of Southern Denmark, Campusvej 55, 5230, Odense, Denmark; Migrant Health Clinic, Odense University Hospital, Soenderboulevard, 5000, Odense, Denmark.
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Maginnis C, Anderson J. A discussion of nursing students’ experiences of culture shock during an international clinical placement and the clinical facilitators’ role. Contemp Nurse 2017; 53:348-354. [DOI: 10.1080/10376178.2017.1353397] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Cathy Maginnis
- School of Nursing, Midwifery and Indigenous Health, Charles Sturt University, Dubbo Campus, Locked Bag 49, Dubbo, NSW 2830, Australia
| | - Judith Anderson
- School of Nursing, Midwifery and Indigenous Health, Charles Sturt University, Bathurst Campus, Panorama Ave, Bathurst, NSW 2795, Australia
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