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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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Leyva-Moral JM, Tosun B, Gómez-Ibáñez R, Navarrete L, Yava A, Aguayo-González M, Dirgar E, Checa-Jiménez C, Bernabeu-Tamayo MD. From a learning opportunity to a conscious multidimensional change: a metasynthesis of transcultural learning experiences among nursing students. BMC Nurs 2023; 22:356. [PMID: 37798717 PMCID: PMC10552190 DOI: 10.1186/s12912-023-01521-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2023] [Accepted: 09/19/2023] [Indexed: 10/07/2023] Open
Abstract
BACKGROUND Several educational activities in nursing schools worldwide have been implemented to promote transcultural nursing and cultural competence. Despite the diversity of their experiences and outcomes, the available evidence has not been systematically reviewed and reinterpreted. This study aimed to review and reinterpret all rigorous qualitative evidence available, providing an opportunity to understand how students learn transcultural nursing and assisting faculties, researchers, managers, and practitioners in designing new interventions to improve transcultural training. METHODS A meta-synthesis was conducted to review and integrate qualitative studies of these phenomena. English, Spanish and Portuguese articles were searched in Pubmed and Scopus databases. Only peer-reviewed journals in which qualitative approaches were used were included. Quality was assessed using the CASP qualitative version checklist. The metasynthesis technique proposed by Noblit and Hare was used to analyse the data. RESULTS Twenty-nine studies were included in the analysis. Most studies used phenomenological approaches that were conducted in Australia and the United States of America, with international internships being the most popular learning method. The data revealed one central theme, "From learning opportunity to conscious multidimensional change," and six subthemes. The transcultural nursing learning experience is not a simple or linear process. Instead, it appears to be a complex process formed by the interaction between a) self-awareness, b) reflective thinking, c) Cultural Encounters, d) cultural skills, e) Cultural Desire, and f) Cultural Knowledge. CONCLUSIONS Transcultural nursing learning is a multifaceted process that arises from specific learning opportunities. This process is still to evolving. Therefore, specific educational strategies should be implemented to encourage attitudinal change and promote reflective thinking.
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Affiliation(s)
- Juan M Leyva-Moral
- Nursing Department, Faculty of Medicine, Universitat Autònoma de Barcelona, Avda. Can Domènech s/n, 08193 Bellaterra, Barcelona, Spain
| | - Betül Tosun
- Nursing Department, Faculty of Health Sciences, University of Hasan Kalyoncu, Gaziantep, Turkey
| | - Rebeca Gómez-Ibáñez
- Nursing Department, Faculty of Medicine, Universitat Autònoma de Barcelona, Avda. Can Domènech s/n, 08193 Bellaterra, Barcelona, Spain.
| | - Laura Navarrete
- Nursing Department, Faculty of Medicine, Universitat Autònoma de Barcelona, Avda. Can Domènech s/n, 08193 Bellaterra, Barcelona, Spain
- Consorci Corporació Sanitaria Parc Taulí, Barcelona, Spain
| | - Ayla Yava
- Nursing Department, Faculty of Health Sciences, University of Hasan Kalyoncu, Gaziantep, Turkey
| | - Mariela Aguayo-González
- Nursing Department, Faculty of Medicine, Universitat Autònoma de Barcelona, Avda. Can Domènech s/n, 08193 Bellaterra, Barcelona, Spain
| | - Ezgi Dirgar
- Midwifery Department, Faculty of Health Sciences, University of Gaziantep, Gaziantep, Turkey
| | - Caterina Checa-Jiménez
- Nursing Department, Faculty of Medicine, Universitat Autònoma de Barcelona, Avda. Can Domènech s/n, 08193 Bellaterra, Barcelona, Spain
| | - M Dolors Bernabeu-Tamayo
- Nursing Department, Faculty of Medicine, Universitat Autònoma de Barcelona, Avda. Can Domènech s/n, 08193 Bellaterra, Barcelona, Spain
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Ulvund I, Dadi GB, Sundal H. Nurses benefit from international clinical placement as nurse students: A qualitative study. NURSE EDUCATION TODAY 2023; 121:105663. [PMID: 36481523 DOI: 10.1016/j.nedt.2022.105663] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/08/2022] [Revised: 11/10/2022] [Accepted: 11/21/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND A goal of studying abroad is increased cultural knowledge as well as strengthening the participants' disposition for active participation in society and in future careers. Empirical studies have shown a positive impact on nursing students', but little is known about the effects of international clinical placement on professional nursing. The aim was to investigate nurses' experiences after participating in international clinical placement as students, and how the stay influences their future career as professional nurses. DESIGN Qualitative design, and a hermeneutic phenomenological approach. METHODS Individual semi-structured interviews were conducted with a sample of eight nurses who had participated in an international clinical placement as nursing students and worked for at least two years as nurses. The participants were students at one University College in Norway. The data analysis method was inspired by Max van Manen's thematic analysis. RESULTS The international clinical placement promoted personal and professional development of importance to professional nursing practice. The informants benefited from increased global and cultural awareness and noted that mastering the emotional challenges during the placement strengthen their ability to manage demanding situations in nursing work. The students evaluated guided reflection before, during and after the stay to contributing to learning outcome. CONCLUSION The potential for increased global and cultural competence and personal and professional development is high in international clinical placements. If the opportunity is taken, the participants' future careers can be affected in a way that benefits patients and colleagues. We recommend that educators and supervisors of students on international clinical placements should facilitate guided reflection to the participating students.
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Affiliation(s)
- Ingeborg Ulvund
- Faculty of Health Sciences and Social Care, Molde University College, specialized University in Logistics, Molde University College, P.O. Box 2110, NO-6402 Molde, Norway.
| | - Gezahegn Bekele Dadi
- School of Nursing, Hawassa University-College of Medicine & Health Science, School of Nursing, P.O. Box 1560, Hawassa, Ethiopia.
| | - Hildegunn Sundal
- Faculty of Health Sciences and Social Care, Molde University College, specialized University in Logistics, Molde University College, P.O. Box 2110, NO-6402 Molde, Norway.
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Barker ME, Crowfoot G, King J. Empathy development and volunteering for undergraduate healthcare students: A scoping review. NURSE EDUCATION TODAY 2022; 116:105441. [PMID: 35751985 DOI: 10.1016/j.nedt.2022.105441] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/04/2022] [Revised: 05/19/2022] [Accepted: 06/08/2022] [Indexed: 06/15/2023]
Abstract
OBJECTIVES Empathy in healthcare benefits patients and healthcare providers. However, empathy decline is a recent trend within healthcare education. There is a paucity of literature that investigates the impact of volunteering on the empathy levels of undergraduate healthcare students. This scoping review explores the literature regarding empathy and volunteering for healthcare students. DESIGN The Joanna Briggs Institute methodology for scoping reviews guided this study. DATA SOURCES The electronic databases MEDLINE, CINAHL, ProQuest, JBI, Cochrane, PubMed, PsychInfo, and PsychNurses were searched from January 2001 to August 2021. The original search was developed in MEDLINE and then adapted to the other databases. REVIEW METHODS This scoping review used the Joanna Briggs Institute scoping review methodology. The search retrieved a total of 310 articles. Following deduplication, 271 articles were reviewed by title and abstract. Thirty articles were reviewed in full text with twelve articles meeting the criteria for inclusion. Included studies were assessed using the Mixed Methods Appraisal Tool (MMAT). RESULTS Five qualitative, four quantitative and three mixed method studies were included. A variety of volunteering interventions for undergraduate healthcare students were identified from countries including the United States of America, Singapore, Australia, and Brazil. Thematic analysis identified that volunteer undergraduate healthcare students practiced and developed empathy, and experienced professional and personal development. CONCLUSIONS Volunteering interventions were primarily in a service-learning modality within community health and palliative healthcare settings. Inconsistencies exist in empathy definitions and empirical empathy measurement. There is a need for more research that explores empathy development through volunteer activities in acute care settings.
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Affiliation(s)
- Mary-Ellen Barker
- Central Coast Local Health District, Gosford, NSW 2250, Australia; School of Nursing and Midwifery, College of Health, Medicine and Wellbeing, University of Newcastle, Newcastle, NSW 2300, Australia.
| | - Gary Crowfoot
- School of Nursing and Midwifery, College of Health, Medicine and Wellbeing, University of Newcastle, Newcastle, NSW 2300, Australia.
| | - Jennie King
- Central Coast Local Health District, Gosford, NSW 2250, Australia; School of Nursing and Midwifery, College of Health, Medicine and Wellbeing, University of Newcastle, Newcastle, NSW 2300, Australia.
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Johnston J, McKenna L, Malik G, Reisenhofer S. Reported outcomes of nursing or midwifery students participating in international educational programs in their pre-registration education: A narrative systematic review. NURSE EDUCATION TODAY 2022; 111:105320. [PMID: 35276538 DOI: 10.1016/j.nedt.2022.105320] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/29/2021] [Revised: 01/11/2022] [Accepted: 03/01/2022] [Indexed: 06/14/2023]
Abstract
OBJECTIVE To identify outcomes of nursing or midwifery students participating in international educational programs in their pre-registration education. DESIGN A systematic review of the literature was conducted in keeping with JBI methods. DATA SOURCES A range of databases were searched, including Medline, Embase, ERIC, CINAHL, ProQuest Central and DOAJ. Studies published in English from 2010 to 2020 were considered. STUDY ELIGIBILITY CRITERIA The review included qualitative and quantitative primary peer-reviewed research studies involving nursing or midwifery students who participated in international educational programs in their pre-registration education. REVIEW METHODS Thematic analysis informed by Braun and Clarke was used to identify key outcomes emerging. RESULTS 56 studies were included. The results highlight similarities in outcomes for students who had undertaken international educational programs in three thematic areas: Cultural learning, Personal growth, and Professional development. Short-term outcomes are well documented, however there is a lack of research investigating long-term outcomes. CONCLUSIONS Further research is required to investigate long-term outcomes of international educational programs and means for measuring the effects on students' future professional practice. In addition, further research is needed to explore the perspectives of, and impact on, others including host communities and universities, and other stakeholders.
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Affiliation(s)
- Jacqueline Johnston
- School of Nursing & Midwifery, La Trobe University, Melbourne, Victoria, Australia.
| | - Lisa McKenna
- School of Nursing & Midwifery, La Trobe University, Melbourne, Victoria, Australia.
| | - Gulzar Malik
- School of Nursing & Midwifery, La Trobe University, Melbourne, Victoria, Australia.
| | - Sonia Reisenhofer
- College of Science Health & Engineering, La Trobe University, Melbourne, Victoria, Australia.
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Peel R, Missen K, Florentine S. Reflections on an international nursing placement experience in Nepal: A thematic analysis. NURSE EDUCATION TODAY 2021; 106:105050. [PMID: 34273603 DOI: 10.1016/j.nedt.2021.105050] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/01/2021] [Revised: 05/31/2021] [Accepted: 06/29/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Increasing patient diversity, as a result of growing global interaction, has necessitated that nursing academics better prepare nursing students to provide culturally appropriate and respectful care to their patients, particularly in culturally diverse countries such as Australia. One approach to improve cultural awareness of nursing students is a cultural immersion placement, and this paper describes such an experience which has been embraced by undergraduate participants. Purpose of this paper was to describe experiences, cultural awareness and challenges encountered by final year undergraduate nursing students undertaking a 22-day cultural immersion placement in Nepal. The researchers accompanied one group of students per year on this trip, which was repeated for three consecutive years. Describing and reflecting on the lived experience of nursing students engaged in this cultural immersion placement has helped to discern how this experience affects the cultural awareness of undergraduate nursing students and helps to decrease the challenges for similar placements in the future. DESIGN AND METHODS To gain insight into the way this initiative impacted on the development of the participant's cultural competence, a qualitative descriptive design was chosen. Semi-structured interviews were carried out over three consecutive years with final year undergraduate nursing students upon their return from Nepal over three consecutive years. Data analysis followed standard suggestions for a systematic, unbiased approach to dealing with the condensed text, and was analysed using thematic analysis. RESULTS The findings suggested that this experience, albeit of limited duration, provided a significant contribution to students' understanding of cross-cultural awareness in the context of providing health care. CONCLUSIONS There was a strong implication from the outcomes that this cultural immersion placement should be permanently integrated into the undergraduate nursing course. There was, however, indication that there is room for added reflection and advantages to be made from the experience.
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Affiliation(s)
- Rebecca Peel
- School of Health, Federation University Berwick Campus, 100 Clyde Rd, Berwick, Victoria 3806, Australia.
| | - Karen Missen
- School of Health, Federation University Gippsland Campus, Northways Rd, Churchill, Victoria 3842, Australia
| | - Singarayer Florentine
- Environmental Management, School of Science, Psychology and Sport, Federation University, Mt Helen Campus, University Drive, Mt Helen, Victoria 3350, Australia
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Learning Outcomes Attributed to Prelicensure Clinical Education in Nursing: A Systematic Review of Qualitative Research. Nurse Educ 2021; 47:26-30. [PMID: 34608061 DOI: 10.1097/nne.0000000000001097] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
BACKGROUND Educators agree that clinical experiences are vital to the development of a graduate nurse; however, there is little research on student learning outcomes related to these experiences. PURPOSE The purpose of this systematic review was to examine qualitative studies of student learning in traditional clinical models. METHODS A systematic review was conducted following the Joanna Briggs Institute and Preferred Reporting Items for Systematic Reviews and Meta-Analyses criteria. Nine electronic databases were searched using 43 search terms. Full-text review was completed on 109 articles, with 26 undergoing critical appraisal. RESULTS Only 6 qualitative studies reported learning outcomes attributed to clinical education models, focusing on experiences in foreign clinical placements, nurse-run clinics, the night shift, transition to professional identity, practicing as a clinical dyad, and development of caring skills. CONCLUSIONS The results of the systematic review of qualitative research that studied outcomes of prelicensure clinical education were insufficient to provide recommendations for traditional clinical education that are supported by evidence.
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Wang C, Hou XY, Khawaja NG, Dunne MP, Shakespeare-Finch J. Improvement in the Cognitive Aspects of Cultural Competence after Short-Term Overseas Study Programs. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18137102. [PMID: 34281035 PMCID: PMC8297341 DOI: 10.3390/ijerph18137102] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/26/2021] [Revised: 06/28/2021] [Accepted: 06/29/2021] [Indexed: 11/16/2022]
Abstract
Universities are providing short-term overseas study programs for healthcare students to increase their cultural competence (i.e., capacity to work effectively in cross-cultural situations). However, there is limited empirical research evaluating the effects of these programs using well-controlled research designs. In the present research study, undergraduate healthcare students in an Australian university were selected as participants. Group 1 (n = 32) participated in a short-term overseas study program in Asia (i.e., China, Vietnam, Singapore, and Taiwan), whereas Group 2 (n = 46) stayed in Australia to continue their university education as usual. All participants completed a self-developed demographic questionnaire, Cultural Intelligence Scale, and Multicultural Personality Questionnaire. Cultural competence was surveyed pre- and post-short-term overseas programs. After controlling for prior overseas experiences and the open-mindedness trait, an ANCOVA indicated that Group 1 had a significantly higher scores than Group 2 in cultural knowledge (p < 0.05), but not in cultural awareness, attitude, or skills. It is suggested that short-term overseas study programs may increase healthcare students’ cultural knowledge, a component of competence, and that more needs to be accomplished to improve other areas of cultural competence.
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Affiliation(s)
- Chen Wang
- Center for Brain, Mind and Education, Shaoxing University, Shaoxing 312000, China
- School of Teacher Education, Shaoxing University, Shaoxing 312000, China
- Faculty of Health, School of Psychology and Counseling, Queensland University of Technology, Brisbane 4059, Australia; (N.G.K.); (J.S.-F.)
- Correspondence:
| | - Xiang-Yu Hou
- School of Health and Wellbeing, University of Southern Queensland, Brisbane 4059, Australia;
| | - Nigar G. Khawaja
- Faculty of Health, School of Psychology and Counseling, Queensland University of Technology, Brisbane 4059, Australia; (N.G.K.); (J.S.-F.)
| | - Michael P. Dunne
- Institute for Community Health Research, Hue University, Hue 47000, Vietnam;
- Australian Centre for Health Law Research, Faculty of Business and Law, Queensland University of Technology, Brisbane 4059, Australia
| | - Jane Shakespeare-Finch
- Faculty of Health, School of Psychology and Counseling, Queensland University of Technology, Brisbane 4059, Australia; (N.G.K.); (J.S.-F.)
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Lee YH, Lin SC, Wang PY, Lin MH. Objective structural clinical examination for evaluating learning efficacy of Cultural Competence Cultivation Programme for nurses. BMC Nurs 2020; 19:114. [PMID: 33292191 PMCID: PMC7709429 DOI: 10.1186/s12912-020-00500-3] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2020] [Accepted: 11/10/2020] [Indexed: 11/17/2022] Open
Abstract
BACKGROUND Culture serves as an adhesive to bind the lives of people. There are no objective, useful tools to assess cultural competence and practice. In this study, we evaluated whether the cultural competence of nurses was strengthened through the Cultural Competence Cultivation Programme. METHODS A quasi-experimental research design was used to evaluate nurses working at a medical centre in Taiwan. They were randomly allocated into an experimental group (n = 47), which received the Cultural Competence Cultivation Programme, or a control group (n = 50), which did not receive the educational programme. After the intervention, learning efficacy of the participants was assessed using an Objective Structured Clinical Examination (OSCE). The research data were statistically analysed on SPSS. RESULTS The average score of the experimental group was significantly higher in the 'communication ability and skill' category. Furthermore, OSCE scores and Standardised Patient Survey assessment and total scores were significantly and positively correlated. CONCLUSION The findings of this study can serve as a reference for designing future clinical education programmes.
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Affiliation(s)
- Yu-Hsia Lee
- Department of Nursing, Mackay Memorial Hospital, Taipei, Taiwan, Republic of China
| | - Shu-Chuan Lin
- Department of Nursing, Mackay Memorial Hospital, Taipei, Taiwan, Republic of China
| | - Pao-Yu Wang
- Department of Nursing, Mackay Junior College of Medicine, Nursing and Management, Taipei, Taiwan, Republic of China
| | - Mei-Hsiang Lin
- School of Nursing, National Taipei University of Nursing and Health Sciences, Taipei, Taiwan, Republic of China.
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Gower S, Duggan R, Dantas JAR, Boldy D. One Year On: Cultural Competence of Australian Nursing Students Following International Service-Learning. J Nurs Educ 2019; 58:17-26. [PMID: 30673088 DOI: 10.3928/01484834-20190103-04] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2018] [Accepted: 05/22/2018] [Indexed: 11/20/2022]
Abstract
BACKGROUND The effective delivery of health care to the growing multicultural population within Australia is a challenge for the nursing profession. A breakdown in cross-cultural communication and understanding, which stems from the tendency of nurses to project their own culturally specific values and behaviors onto patients and colleagues from other countries, can contribute significantly to non-compliance in migrant populations and conflict in collegial relationships. METHOD The Inventory for Assessing the Process of Cultural Competence-Revised was administered to Australian undergraduate nursing students immediately before, immediately after, and 12 months after returning from international clinical placement. Data were analyzed using descriptive and inferential functions of SPSS. RESULTS Overall cultural competence increased immediately following the placement and was sustained over time. However, there were significant differences among the five constructs measured. CONCLUSION International clinical placements enhance cultural competence but targeted activities need to be undertaken pre-placement to develop specific aspects, in particular cultural desire. [J Nurs Educ. 2019;58(1):17-26.].
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Grudt SK, Hadders H. Contested discourses and culture sensitivity: Norwegian nursing students' experience of clinical placement in Nicaragua. Nurs Open 2017; 5:84-93. [PMID: 29344399 PMCID: PMC5762710 DOI: 10.1002/nop2.114] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2017] [Accepted: 11/06/2017] [Indexed: 11/10/2022] Open
Abstract
Aim The purpose of this study was to gain understanding of Norwegian students' practical experience of “culture sensitivity.” Design Using focus‐group interviews and individual written assignments, we draw on a Foucauldian‐inspired approach to analyse nursing students' narratives about their clinical placement in Nicaragua. Method Seven third‐year bachelor nursing students enrolled in a clinical placement programme on the Caribbean coast in Nicaragua and participated in focus‐group interviews. Interviews were conducted prior to their departure to Nicaragua and after their return to Norway. Other sources of data included learning objectives for clinical placement, written individual assignments with students' reflections about their experiences and achievement of learning objectives. Results Students expressed gradually increased awareness about the nursing discourses and power relations shaping clinical encounters throughout their learning trajectory in clinical placement. They became more aware of the politics of nursing practices through their experiences of clashes between different nursing discourses.
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Affiliation(s)
- Solveig Kirsti Grudt
- Faculty of Medicine and Health Sciences Department of Public Health and Nursing Norwegian University of Science and Technology Trondheim Norway
| | - Hans Hadders
- Faculty of Medicine and Health Sciences Department of Public Health and Nursing Norwegian University of Science and Technology Trondheim Norway
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Coatsworth K, Hurley J, Miller-Rosser K. A phenomenological study of student nurses volunteering in Nepal: Have their experiences altered their understanding of nursing? Collegian 2017. [DOI: 10.1016/j.colegn.2016.07.003] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Ulvund I, Mordal E. The impact of short term clinical placement in a developing country on nursing students: A qualitative descriptive study. NURSE EDUCATION TODAY 2017; 55:96-100. [PMID: 28570945 DOI: 10.1016/j.nedt.2017.05.013] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2016] [Revised: 04/20/2017] [Accepted: 05/15/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Offering nursing students' international clinical placement during the educational program is one response to meet the need of cultural competence among nurses. This paper provides insight into the impact of clinical placement, in a developing country, on third year nursing students. In the study we investigated how short term international clinical placement impacted Norwegian nursing students' development of cultural competency. DESIGN AND METHODS In this study we utilised a qualitative descriptive design and used individual interviews with eighteen Norwegian nursing students who had all participated in an international clinical placement. The data were analysed using the principles of systematic text condensation. RESULTS In spite the international clinical placement only was four weeks, the findings suggested that real life experience culturally awakened the students and forced an ongoing process developing cultural competence. However, it is important to give students time to reflection. CONCLUSIONS Although increased cultural awareness and a growing cultural competence was identified by the students undertaking international clinical placement, further research is required. It is important to investigate the best methods to support the students' reflection such that the experiences lead to learning.
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Affiliation(s)
- Ingeborg Ulvund
- Molde University College, Specialized University in Logistics, Bj. Bjørnsonsvei 100B, 6410 Molde, Norway.
| | - Elin Mordal
- Molde University College, Specialized University in Logistics, Bj. Bjørnsonsvei 100B, 6410 Molde, Norway.
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Gower S, Duggan R, Dantas JAR, Boldy D. Something has shifted: Nursing students’ global perspective following international clinical placements. J Adv Nurs 2017; 73:2395-2406. [DOI: 10.1111/jan.13320] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/28/2017] [Indexed: 11/28/2022]
Affiliation(s)
- Shelley Gower
- School of Nursing, Midwifery and Paramedicine; Curtin University; Perth WA Australia
| | - Ravani Duggan
- School of Nursing, Midwifery and Paramedicine; Curtin University; Perth WA Australia
| | - Jaya A R Dantas
- International Health Programme; School of Nursing, Midwifery and Paramedicine; Curtin University; Perth WA Australia
| | - Duncan Boldy
- School of Nursing, Midwifery and Paramedicine; Curtin University; Perth WA Australia
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Cruz JP, Estacio JC, Bagtang CE, Colet PC. Predictors of cultural competence among nursing students in the Philippines: A cross-sectional study. NURSE EDUCATION TODAY 2016; 46:121-126. [PMID: 27636832 DOI: 10.1016/j.nedt.2016.09.001] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2016] [Revised: 08/16/2016] [Accepted: 09/05/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND With the continued emigration of Filipino nurses and increasing globalization, there is a need for globally competent nurses. Thus, the development of cultural competence among nursing students is critical in their preparation to assume their future responsibilities in the profession. OBJECTIVES This study investigated the predictors of cultural competence among nursing students in the Philippines. DESIGN This is a descriptive, cross-section study. PARTICIPANTS AND SETTING This study included 332 Bachelor of Science in nursing students in three nursing schools situated in the northern Philippines. METHODS The Cultural Capacity Scale was used to gather data from the respondents. The demographic characteristics and cultural background of the students were entered in a regression analysis to predict their cultural competence. FINDINGS The respondents manifested appreciably good cultural competence with a mean score of 68.98±11.73. The ability to understand the beliefs of various cultural groups received the highest mean of 3.65±0.86, while the ability to identify the care needs of patients with diverse cultural backgrounds received the lowest (mean, 3.31±0.74). Living in an environment with culturally diverse people, prior diversity training, being in the latter years of the nursing program, and with experience of caring for patients from diverse cultures and special population groups, were identified as predictors, accounting for 68.1% of the variance of cultural competence. CONCLUSIONS Nursing education should devise strategies to ensure future culturally competent Filipino nurses. Considering the fact that most of the Filipino nurses will potentially work overseas, they should be well prepared to provide competent care that is culturally sensitive.
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Affiliation(s)
- Jonas Preposi Cruz
- Nursing Department, College of Applied Medical Sciences, Shaqra University, Saudi Arabia.
| | - Joel C Estacio
- Midwifery Department, Institute of Community Health and Allied Medical Sciences, Don Mariano Marcos Memorial State University South Luzon Campus, La Union, Philippines
| | - Cristeta E Bagtang
- College of Nursing and Allied Health Programs, Union Christian College, La Union, Philippines
| | - Paolo C Colet
- Nursing Department, College of Applied Medical Sciences, Shaqra University, Saudi Arabia
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16
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Repo H, Vahlberg T, Salminen L, Papadopoulos I, Leino-Kilpi H. The Cultural Competence of Graduating Nursing Students. J Transcult Nurs 2016; 28:98-107. [DOI: 10.1177/1043659616632046] [Citation(s) in RCA: 73] [Impact Index Per Article: 9.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Purpose: Cultural competence is an essential component in nursing. The purpose of this study was to evaluate the level of cultural competence of graduating nursing students, to identify associated background factors to cultural competence, and furthermore to establish whether teaching multicultural nursing was implemented in nursing education. Design: A structured Cultural Competence Assessment Tool was used in a correlational design with a sample of 295 nursing students in southern Finland. Findings and Conclusions: The level of cultural competence was moderate, and the majority of students had studied multicultural nursing. Minority background ( p = .001), frequency of interacting with different cultures ( p = .002), linguistic skills ( p = .002), and exchange studies ( p = .024) were positively associated to higher cultural competence. Implications for Practice: To improve cultural competence in students, nursing education should provide continuous opportunities for students to interact with different cultures, develop linguistic skills, and provide possibilities for internationalization both at home and abroad.
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Affiliation(s)
| | | | | | | | - Helena Leino-Kilpi
- University of Turku, Turku, Finland
- Turku University Hospital, Turku, Finland
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17
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Browne CA, Fetherston CM, Medigovich K. International clinical placements for Australian undergraduate nursing students: A systematic thematic synthesis of the literature. NURSE EDUCATION TODAY 2015; 35:1028-1036. [PMID: 26059923 DOI: 10.1016/j.nedt.2015.05.012] [Citation(s) in RCA: 34] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/12/2015] [Revised: 05/06/2015] [Accepted: 05/15/2015] [Indexed: 06/04/2023]
Abstract
OBJECTIVES International clinical placements provide undergraduate nursing students with the opportunity to experience or practice nursing care in diverse countries, settings, and cultures. This systematic review aims to ascertain the current knowledge on international clinical placements offered by undergraduate nursing programs in Australia. It seeks to explore three questions: (1) How have previous experiences of nursing students' international clinical placements been described? (2) How have participants and stakeholders determined if the placement has been successful? And (3) What benefits or challenges have been identified by stakeholders as a result of participating in international clinical placements? DESIGN A systematic thematic synthesis was undertaken. DATA SOURCES A search of electronic databases including CINAHL, Proquest Central, Scopus, PubMed, and Health Collection was undertaken between September and October 2014. REVIEW METHODS Key terms including 'international clinical placement', 'study abroad', 'international exchange', 'nursing', and 'Australia' were used to identify articles that appeared in peer-reviewed English language journals and that explored international clinical placements offered to undergraduate nursing students by Australian universities. RESULTS Eight studies were identified that meet the inclusion criteria, and through thematic analysis, five key themes were identified including developing cultural awareness and competence, providing a global perspective on health care, translation of theory to practice, growing personally through reflection, and overcoming apprehension to successfully meet the challenge. A comparison search of literature from Canada and the United Kingdom revealed that similar themes occurred internationally. CONCLUSIONS Although personal successes were identified by students undertaking international clinical placement, further research is required to identify all stakeholder experiences including those of the educators, the educational institutions, and travel providers supporting these placements and the communities where the placements take place.
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Affiliation(s)
| | - Catherine M Fetherston
- School of Health Professions, Murdoch University, PO Box 1937,Mandurah, WA 6210, Australia.
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18
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Jørgensen W, Hadders H. The significance of communities of practice: Norwegian nursing students' experience of clinical placement in Bangladesh. Nurs Open 2015; 2:36-46. [PMID: 27708799 PMCID: PMC5047308 DOI: 10.1002/nop2.15] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2014] [Accepted: 02/25/2015] [Indexed: 11/23/2022] Open
Abstract
AIM The purpose of this study was to gain understanding of Norwegian students' experience of learning in clinical placement in Bangladesh without formal one-to-one supervision, by a personal mentor in the ward. DESIGN Using focus group interviews with bachelor nursing students we explored the significance of 'communities of practice' in nursing practicum abroad, socialization and knowledge transfer. METHOD Seven third year bachelor nursing students enrolled in a clinical placement programme in Bangladesh participated in focus group interviews prior to their departure to Bangladesh, during their stay in Bangladesh and after their return to Norway. RESULTS The Students' marginality and 'peripheral participation' triggered insight and reflection. The challenging but advantageous position of the peripheral students was heightened further due to the lack of one-to-one supervision in the clinic. Their previous experience with problem based learning and group learning was an asset that made them more resilient and helped them to cope.
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Affiliation(s)
- Wanja Jørgensen
- Faculty of NursingSør‐Trøndelag University CollegeTrondheim7004Norway
| | - Hans Hadders
- Faculty of NursingSør‐Trøndelag University CollegeTrondheim7004Norway
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19
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Hwang SY, Kim JS, Ahn H, Kang SJ. Development and Effect of a Global Health Capacity Building Program for Nursing Students. ACTA ACUST UNITED AC 2015. [DOI: 10.12799/jkachn.2015.26.3.209] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Affiliation(s)
| | - Jin Sun Kim
- Department of Nursing, Chosun University, Gwangju, Korea
| | - Hyunmi Ahn
- Department of Nursing, Korean Bible University, Seoul, Korea
| | - Sun Joo Kang
- School of Nursing, Cheju Halla University, Jeju, Korea
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20
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Bohman DM, Borglin G. Student exchange for nursing students: Does it raise cultural awareness'? A descriptive, qualitative study. Nurse Educ Pract 2014; 14:259-64. [DOI: 10.1016/j.nepr.2013.11.006] [Citation(s) in RCA: 36] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2013] [Revised: 09/10/2013] [Accepted: 11/27/2013] [Indexed: 11/28/2022]
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21
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Tuckett A, Crompton P. Qualitative understanding of an international learning experience: What Australian undergraduate nurses and midwives said about a Cambodia placement? Int J Nurs Pract 2013; 20:135-141. [DOI: 10.1111/ijn.12142] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Affiliation(s)
- Anthony Tuckett
- University of Queensland and Blue Care Research and Practice Development Centre, School of Nursing and Midwifery; The University of Queensland; Brisbane Queensland Australia
| | - Peta Crompton
- School of Nursing and Midwifery; The University of Queensland; Brisbane Queensland Australia
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