Exchange programmes and student mobility: Meeting student’s expectations or an expensive holiday?

Taking part in Nordic collaboration; nursing students' experiences and perceptions from a learning perspective: A qualitative study

“…The students described this experience in terms of what it felt like not really understanding the language and compared the experience to the situation for many patients in health care. Similar findings have been reported by Green et al (2008) and Keogh and Russel-Roberts (2009). Exchange students in those studies found ways to bypass language difficulties as the students in the present study did.…”

vChanging Student Nurses Values, Attitudes, and Behaviours: A Meta Ethnography of Enrichment Activities

“…The activity is based around a new cultural encounter: The activities that created the most significant modification in affective domain development, resulting in the internalisation of learning, and are considered by Epstein to be permanent, were those that introduced the nursing students to a new patient, personal, or professional culture via an international placement or an inter-professional training programme [32][33][34][35][36][37][38]. Nursing students recognised that the cultural experience not only had changed how they practised as a nurse, but how they identified themselves as nurses.…”

“…[33] 'I simply found it meaningful, because you get a new horizon…' '...one understands the healthcare system in Germany better, [you] can look at it critically and compare. ' [34] Affective domain development at the identification stage was found not only in IPL [39,40], but also simulation activities that explored cultural emotive topics such as dealing with death and dying [41][42][43] and auditory hallucinations [44]. Similarly blended learning used to connect students on an international placement with those remaining on home soil [45] or across placements [46] created the same outcome.…”

“…Affective domain development at the internalisation stage occurred when students were totally immersed in the activity [11,[32][33][34]36,37] or the activity was repeated frequently over 6 weeks [38]. Benefits of the length of the programme on the professional identity of student's demonstrated self-reflection had occurred and that new values and attitudes had developed as a consequence [35].…”

“…The restructuring of the participants' values and beliefs through premise reflection was evident in the articles where internalisation had occurred, statements relate to the opening of hearts and minds, becoming self-aware, seeing the learning, and the bridging of theory to practice [11,[32][33][34][35][36][37][38]. Therefore one can elucidate both cognitive and affective domain development occurred.…”