Maximising intercultural learning opportunities: learning with, from and about students from different cultures

The effects of video-based simulation in Collaborative Learning in a Student-led Global Classroom (CLSGC) program on non-technical skills among undergraduate nursing students in three regions: A mixed-methods study

BACKGROUND

Global nursing shortages and increasing cultural diversity in healthcare necessitate the development of culturally sensitive nurses. Intercultural learning and exchange programs have been shown to enhance nursing students' intercultural knowledge, cultural awareness, and sensitivity. However, non-technical skills such as communication, leadership, and teamwork are less emphasized in existing programs, despite their importance in facilitating adaptation to clinical contexts and ensuring patient safety across different ethnic groups.

OBJECTIVE

This study aims to evaluate the effectiveness of a Collaborative Learning in a Student-led Global Classroom (CLSGC) program that employs video-based learning and student-led debriefings to enhance non-technical skills, and to explore the experiences of undergraduate nursing student participants from three different regions.

METHODS

Seventy-eight nursing students from the Hong Kong Polytechnic University, Malmo University, and La Trobe University participated in the program. The program included three webinars on teamwork, communication skills, and leadership, facilitated through student-led discussions and video simulations. Data were collected using the Team Strategies and Tools to Enhance Performance and Patient Safety Teamwork Attitudes Questionnaire, and qualitative methods including focus groups and reflective journals. A paired t-test and manifest content analysis were used to analyze the quantitative and qualitative data, respectively.

RESULTS

The quantitative results indicated significant improvements in the students' attitudes towards teamwork, communication, and leadership. The qualitative data shed light on the students' learning experiences, highlighting the value of cultural exchanges in exploring the importance of non-technical skills in practice, and the effectiveness of the program structure.

CONCLUSIONS

The CLSGC program effectively improved nursing students' non-technical skills and enriched their clinical practice. Integrating simulation-based learning and student-led debriefing sessions to enhance nursing students' knowledge and attitudes towards teamwork, communication, and leadership is recommended in nursing education. Continuous exposure to simulation should be part of nursing education to reinforce the significance of non-technical skills in practice.

Enhancing nursing students' cultural awareness through Community of Inquiry-guided online 'Internationalization at Home' strategies-An intervention study

AIM

Internationalization at Home (IaH) strategies play an important role in nursing curricula to enhance nursing students' cultural awareness in the globalized world. The Community of Inquiry (CoI) is a theoretical framework for the optimal design of online learning environments to support critical inquiry and discourse among students and teachers. To optimise nursing students' online cultural awareness learning experiences, it was timely to develop online IaH strategies based on a sound theoretical model. This study aimed to examine the effectiveness of CoI-guided online IaH strategies on enhancing the cultural awareness of nursing undergraduates who enrolled in a community nursing course.

DESIGN

This was an interventional pre-test post-test study.

METHOD

One hundred and six nursing undergraduates who enrolled in the course participated in the study. The online IaH strategies were developed focusing on the interactions of teaching presence, cognitive presence and social presence of CoI framework and they were integrated into the course. A previously validated Cultural Awareness Scale was adopted for pre-post evaluation. Higher scores indicate greater cultural awareness.

RESULTS

The results showed that there was a significantly higher total score of cultural awareness of participating students at post-online IaH strategies. To be effective, aligning CoI-guided online IaH strategies with course content, pedagogy and assessment was shown to be significant. The inclusion of technological elements in related strategies was also critical to engage student learning. The positive change on the total score of cultural awareness suggested the effectiveness of the deployed strategies. In this ever-changing educational landscape, it may provide insights to educators regarding considering online IaH strategies with theoretical underpinning for curriculum planning and design.

Fostering an ethos of cultural humility development in nurturing inclusiveness and effective intercultural team working

AIM

To discuss the importance of fostering an ethos of cultural humility development in cultivating inclusiveness and effective intercultural team working.

BACKGROUND

Widening cultural and ethnic diversity of the health care workforce enriches the working environment and encourages a broader perspective on health care services and delivery. However, the intricacies of learning to work effectively within intercultural health care teams and adapting to new ways of working are often under estimated and thus overlooked.

EVALUATION

In adopting a framework for cultural humility development (Hughees et al., 2020, 10.1016/j.profnurs.2019.06.005), this paper proposes some practical suggestions for nurturing intrapersonal, interpersonal and system level cultural humility simultaneously.

KEY ISSUES

Fostering an ethos of cultural humility development within the workplace can support inclusiveness and better intercultural team working relationships. Nurses need support in developing awareness of their own cultural beliefs, whilst examining perceptions of cultural difference.

CONCLUSION

Examining cultural factors that influence intercultural working relationships will help in identifying structures, supports and approaches required for integration and inclusiveness.

IMPLICATIONS FOR NURSING MANAGEMENT

Nurturing ways of supporting interpersonal, intrapersonal and systems levels cultural humility development inspires the self-awareness, openness and respect for cultural difference required. Developing culturally responsive leadership styles and prioritizing their own cultural humility development is critical.