Pre-departure preparation and co-curricular activities for Students' intercultural exchange: A mixed-methods study

Nursing educators' experiences of cultural competence in the nursing education program: A qualitative descriptive study

BACKGROUND

To meet the population's increasing diversity and the health system's needs, it is necessary to prepare nursing schools to produce culturally qualified students.

PURPOSE

This study aimed to extract the experiences of nursing educators about the cultural competence of nursing students.

METHOD

In this qualitative descriptive study, data were collected through in-depth, semi-structured interviews with 15 nursing educators affiliated with three medical sciences universities in southeastern Iran. Purposive data sampling and analysis were performed using Graneheim and Lundman's conventional content analysis methods.

RESULTS

One main theme, 5 categories, and 18 subcategories were extracted. The main theme was "cultural equality, the essence of care and education". Categories included "Toward culturally-based caring and education", "Charter of cultural rights", "The need for cultural competence facilitators", "Cultural exposure", and "Modifying the curriculum policies".

CONCLUSION

This study shows that nursing educators strive to take into account students' cultural competence, even though cultural competence is not explicitly integrated into nursing curricula. The acquisition of cultural competence requires multifaceted changes in education, in clinical centers, and in the creation of cultural infrastructure.

Fostering integration among students with different backgrounds using an orthotic community service program

BACKGROUND

In this globalization era, institutions are developing strategies including international service-learning pedagogies to integrate global perspectives and dimensions into the learning and teaching processes to develop students' capacity in intercultural competence.

OBJECTIVE

This study aimed to assess the students' intercultural learning outcome through provision of orthotic community service to the less-privileged children.

METHODS

A Hong Kong-based university collaborated with 2 American universities to conduct an orthotic community service program for the children with cerebral palsy in mainland China. In the process of service delivery, the students with different backgrounds worked closely and students' professional knowledge, intercultural understanding, and communication skills were evaluated. A mixed-method approach was adopted to investigate on how this international program could facilitate meaningful interactions in clinical practices. Preprogram and postprogram surveys and focus group interviews were conducted. Statistical analyses were performed on the quantitative data, while interview data were analyzed thematically.

RESULTS

A comparison of preprogram and postprogram surveys showed that the students perceived this community service program important for enhancement of their capabilities to communicate with people from other cultures (n = 39, p < 0.05). It also showed an increase in local students' willingness to work with people from other cultures. Some themes related to intercultural competences were identified from the interview: "intercultural awareness, understanding, and communication" as well as openness to work/socialize with people from other cultures."

CONCLUSIONS

This study demonstrated that an international community service program could initiate positive changes in students' intercultural communication capability and interest to work with culturally different people.

The impact of cultural immersion international learning experiences on cultural competence of nursing students: A critical integrative review

BACKGROUND

Cultural immersion international learning experiences (CIILEs) are commonly offered in undergraduate nursing education programs worldwide, often with the goal to enhance students' cultural competence.

PURPOSE

The purpose of this integrative review was to explore the most recent existing literature concerning the impact of CIILEs on nursing students' cultural competence and to cast a critical eye on the findings.

METHOD

We searched the CINAHL database for articles published from 2015 to 2019 and found 30 that met inclusion criteria.

RESULTS

The majority of the studies were descriptive or qualitative designs and reported positive overall student cultural competence outcomes.

CONCLUSION

The findings support the use of CIILEs with a critical eye for potential negative consequences. The authors recommend further longitudinal, observational studies to identify factors that facilitate substantial long-term positive outcomes.

Preparation of undergraduate health and care students from the United Kingdom for an international learning experience in Japan: A phenomenological study

BACKGROUND

Globalisation, economic migration and people seeking refugee status require cultural competence skills and knowledge to be embedded in undergraduate health and care programmes. International learning experiences can support the development of cultural competence skills. Students require preparation before undertaking international learning experiences to support adjustment to cultural differences. Inadequate preparation could have a negative impact on their ability to learn. Therefore, investigating concerns undergraduate health and care student experience prior to an international learning experience has the potential to enhance the preparation received.

OBJECTIVES

To investigate the experiences of undergraduate health and care students from the United Kingdom prior to participating in an international cultural visit to Japan.

DESIGN

A qualitative study using Interpretative phenomenological analysis.

METHODS

The lived experience of 7 undergraduate health and care students were explored using reflective semi structured surveys.

FINDINGS

The findings suggest that prior to the visit, undergraduate health and care students experienced a range of fears and anxieties. These were themed under the heading of "Barriers to Learning" and further sub themes of "Being a Stranger", "Cultural Differences and "Communication".

CONCLUSION

Preparation for undergraduate health and care students undertaking international learning activities is required to enable them to adapt to the culture they are visiting as well as the culture of the group they are travelling with. Recommendations are made for preparing undergraduate health and students for this.

Pre-exchange training - Developing ethical and cultural competencies in medical students

Background: The International Federation of Medical Students' Associations (IFMSA) organizes over 15,000 international medical exchanges per year in over 100 countries. In the past, there was no standardized Pre-Departure Training (PDT) for participants. A PDT is important to protect patient safety and prepare students for their exchange.Objective: To determine whether a two-hour case-based Pre-Departure Training can increase self-reported level of comfort on competencies in basic medical ethics, cultural competence, research ethics, and recognizing the limits of one's level of skill in medical students.Methods: In 2017, the PDT was implemented in nine countries for medical students prior to their IFMSA exchange. Participants self-evaluated their competencies in an online questionnaire before and after the PDT.Results: 234 students from 32 countries completed the pre-PDT evaluation and 104 completed both evaluations. Participants demonstrated statistically significant improvements in self-reported competencies in 16 out of 18 items including voicing lack of skill to a supervisor (p < 0.001) and recognizing personal cultural biases (p < 0.001).Conclusions: A case-based PDT can improve participants' self-reported comfort in treating patients from different cultural backgrounds and help maintain high ethical standards abroad. The PDT was implemented at large within IFMSA in 2018.