Developing global citizenship online: An authentic alternative to overseas clinical placement

Strickland, Karen; Adamson, Elizabeth; McInally, Wendy; Tiittanen, Hannele; Metcalfe, Sharon Elizabeth

doi:10.1016/j.nedt.2012.11.016

Cited by 21 publications

(13 citation statements)

References 16 publications

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“…It has been suggested that anxiety could be reduced and students would benefit from greater formal preparation and connectedness [20]. Strickland and associates [21] connected student groups in the UK, Finland and the USA as part of an international learning experience using a Wiki where students learned about and discussed their differing healthcare systems. This model offers an alternative approach to an international experience where students can build relationships prior to travel.…”

Section: Discussionmentioning

confidence: 99%

Culture, courage and compassion: exploring the experience of student nurses on placement abroad

Adamson

2018

J of Compassionate Health Care

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Background: Nursing is emotional work and learning how to manage their emotions is a valuable part of nurse education. As the workforce becomes increasingly mobile nurses will care for people from diverse cultures and backgrounds. The development of cultural competence and a global mind-set is therefore a valuable asset and engagement in study abroad through overseas clinical placement can help to facilitate this. This study set out to explore the experience of student nurses involved in an exchange programme between Scotland and Western Australia. A particular focus was on the emotional aspects of the experience, responding to challenges and provision of care in a different healthcare setting. Methods: A descriptive qualitative strategy of enquiry was used and semi structured interviews undertaken with a sample of 10 student nurses using emotional touch points. The interviews were recorded, transcribed verbatim and subjected to thematic analysis using NVIVO 11. Results: Five main themes were identified. Making it happen, connections, feeling vulnerable, culture and assertiveness and affirmation. Conclusions: This study makes a unique contribution to the nursing student experience of overseas placement as it focuses on the emotional elements. The study shows that the experience of care delivery in an overseas placement has many benefits but also challenges. Management of emotion is required and transition to a different healthcare system can be stressful. Cultural differences were more marked than anticipated but when students responded by questioning, respectful assertiveness and provision of compassionate care there were clear rewards. These manifested as a sense that caring is a privilege and affirmation of career choice.

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Section: Discussionmentioning

confidence: 99%

Culture, courage and compassion: exploring the experience of student nurses on placement abroad

Adamson

2018

J of Compassionate Health Care

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“…The internationalization and globalization of education have been brought up through the increasing demand for appropriate education to achieve better understanding, analyzing and responding to the unpredictable and changing situations and crossing the geographical borders among the nations to establish an international community for better social, occupational and emotional life; therefore, higher education institutions need a different approach to respond to these educational demands qualitatively and quantitatively; they value the participation of international students (Vajargah & Khoshnoodifar, 2013, p. 147) One of the key drivers for the development of this module was to provide access to an authentic international learning experience for students who did not have the opportunity to experience overseas clinical placements due to the many social and financial pressures they face […] The majority of students appreciated the opportunity to engage directly with international peers without having to travel as a distinct advantage of this module (Strickland, Adamson, McInally, Tiittanen, andMetcalfe, 2013, p. 1163) Students on an online distance learning programme benefit from learning alongside international students through learning about the experiences of health professionals and health systems in other countries and though appreciation of other perspectives and the importance of the context of public health issues. Strategic use of a wide range of learning tools and technologies that increase collaborative working such as wiki's, blogs and discussion boards enhances the benefits of internationalisation (Gemmell, Harrison, Clegg, & Reed, 2015, p. 145) The third type of narrative highlights the pedagogical value of intercultural exchanges, and of learning about other "cultures" through interacting with international students.…”

Section: Specific Others As Pedagogical Resources (N=8)mentioning

confidence: 99%

“…This type of narrative, therefore, positions international students as pedagogical resources whose presence in online HE serves to make learning environments and curricula 'internationalised'. The following student interview, excerpted from Strickland et al (2013), sets up such a vantage point, whereby international students are seen as having instrumental or economic value for providing internationalised learning:…”

Section: Specific Others As Pedagogical Resources (N=8)mentioning

confidence: 99%

“…One such initiative is described in the following way: International partnerships for this module were developed from existing networks. Partners from Western Carolina University (USA) and Lahti University of Applied Sciences (Finland) were involved in negotiating the learning activities to ensure a comparable learning experience for all students […] Students collaborated through the wiki for an 8 week period during this trimester with a total of 22 students from the three participating institutions: 8 from USA, 7 from UK and 7 from Finland (Strickland, et al, 2013(Strickland, et al, , p. 1161 In some respects, such value-laden narratives resemble the imperative narratives of our first theme in that they establish a sense of urgency in the internationalisation of online teaching practices. However, unlike those imperative narratives, which fail to specify international students beyond simple numbers, narratives of the present type are constructed out of empirical studies involving specifiable international students (the "8 from USA, 7 from UK and 7 from Finland" in the above example).…”

Section: Specific Others As Pedagogical Resources (N=8)mentioning

confidence: 99%

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Four narratives about online international students: a critical literature review

Lee

Bligh

2019

Distance Education

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In the current higher education context, where there is a growing economic imperative for universities to recruit more international students, offering online programmes is seen as an effective international recruitment strategy. However, supporting online international students studying at a distance is not a simple task for both universities and tutors. The problem mainly stems from a lack of theoretical understanding of the actual ways, in which online international students experience and engage with online learning. The present article, therefore, aims to address a gap in our current understanding of online international students, by systematically, yet critically reviewing relevant academic narratives about who online international students are. Our review reveals four types of narratives presented in the published academic literature, describing and discussing online international students in particular ways such as: i) unspecified others with a rapid increase in their numbers; ii) specific others with deficits; iii) specific others as pedagogical resources; and iv) active participants in international learning communities. We discuss both the merits and the drawbacks of each type of narratives for online educators seeking pedagogical suggestions about supporting online international students in their real-life teaching contexts.

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“…The class design was supported by the Binghamton University's Center for Learning and Teaching (CLT) and followed the collaborative online international learning model (Rubin & Guth, 2015;Strickland, Adamson, McInally, Tiittanen, & Metcalfe, 2013). It was scheduled for three hours utilizing CISCO WebEx technology to allow everyone in both classrooms to see and hear each other, as well as to share files in different formats.…”

Section: Introductionmentioning

confidence: 99%

Illustrating challenges and practicing competencies for global technology-assisted collaboration: lessons from a real-time north-south teaching collaboration

Capobianco¹,

Rubaii²,

Castro³

2016

New Directions in Telecollaborative Research and Practice: Selected Papers From the Second Conference on Telecollaboration in H

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I n this paper, we outline the structure, goals, and lessons from our international teaching and learning collaboration in the spring 2015 semester. We took two public affairs courses with students in a U.S. and a Colombian university and combined them into a single hybrid course with the use of technology. The main goals of the course were to expose students to issues regarding governance in the twentyfirst century in a technological, globalized and diverse world, and to recognize and work on their own competencies to be successful public affairs practitioners in such a world. We document four lessons learned from the experience which can help to improve practice and assist others who wish to engage in a virtual teaching and learning collaboration. We encourage other professors to engage in this type of technology-facilitated international exchange if they incorporate these lessons and can align desired competencies and learning objectives.

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Developing global citizenship online: An authentic alternative to overseas clinical placement

Cited by 21 publications

References 16 publications

Culture, courage and compassion: exploring the experience of student nurses on placement abroad

Culture, courage and compassion: exploring the experience of student nurses on placement abroad

Four narratives about online international students: a critical literature review

Illustrating challenges and practicing competencies for global technology-assisted collaboration: lessons from a real-time north-south teaching collaboration

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