Fieldwork placement outcomes for international higher education students: A systematic literature review

Abstract

Fieldwork experiences can be particularly challenging for international, higher education students, as they face language and cultural difficulties, which can affect their academic progress and their fieldwork interactions with supervisors and clients. This review synthesised findings from 27 studies referring to higher education courses that employed fieldwork placements. The aims were to examine the effectiveness of placement support programs and to collate strategies that international students and/or placement supervisors felt might improve placement outcomes. Results identified a large number of activities that could be used to improve placement outcomes. However, due to the lack of comparison or observational data, it is recommended that future studies be better controlled and include longitudinal studies to better identify the effective aspects of support programs. In this way, program and policy-making will be better informed.

Challenges, coping responses and supportive interventions for international and migrant students in academic nursing programs in major host countries: a scoping review with a gender lens

“… Literature review Australia International students Migrants 6 articles (other literature related to other student groups who face barriers in nursing education was also included) Databases (CINAHL, PubMed, Academic Search Complete, Medline, Education Search Complete, Health Source: Nursing/Academic Edition, Science Direct, Scopus, Google Scholar) and reference lists of potentially relevant studies Bachelor Clinical 105 Kraenzle Schneider (2019) [ 148 ] To discuss the challenges of international doctoral nursing students and recommend strategies to support them. Literature review United States International students 17 articles Databases (CINAHL, Medline, PsychInfo, PubMed, Scopus) and ‘other search methods’ Graduate (Doctorate) 106 Lee (2019) [ 149 ] To examine the effectiveness of programs to improve (clinical) placement outcomes of international students and to collate recommendations made by international students and/or placement supervisors that they felt might improve placement outcomes. Systematic review Australia International students 10 articles (other literature related to other disciplines was also included) Databases (PsychInfo, CINAHL Plus, ProQuest Central, ERIC, Informit A+ Education, Informit MAIS) and reference lists of included articles Bachelor Graduate (Masters) Clinical 107 Malecha (2012) [ 17 ] To identify and summarize what have been reported as stressors to foreign-born nursing students living and studying in the United States.…”

“…Equally noted was the importance of promoting diversity and fostering a sense of belonging [ 17 , 37 , 108 , 127 , 145 , 146 , 148 , 151 – 154 ]. It was also recommended that educators and preceptors receive training to ensure that they are aware of the challenges that many foreign-born students encounter and to provide them strategies and tools for teaching a multi-lingual and culturally diverse student population [ 17 , 18 , 33 , 34 , 37 , 50 , 60 , 63 – 65 , 68 , 71 , 73 – 85 , 87 – 89 , 91 – 96 , 103 , 106 – 108 , 111 – 113 , 115 , 117 , 120 , 121 , 123 , 125 – 128 , 131 , 138 , 139 , 141 , 143 , 145 – 147 , 149 – 154 ]. It was also suggested that instructors have smaller classes, clinical groups and student-supervisory ratios, and more time allotted to devote to foreign-born students [ 20 , 50 , 51 , 64 , 65 , 74 , 79 , 104 , 108 , 112 , 120 , 121 , 127 , 129 , …”

“…According to the literature it may also be beneficial if students have more time to complete their degree, or if the program is adapted to better suit their needs (e.g., an additional session or qualifying year to take pre-requisites, a transition semester with courses modified to allow students to acclimate to their new environment, and/or extra clinical training) [ 37 , 60 , 71 , 79 , 102 – 104 , 108 , 126 , 133 , 138 , 139 , 148 , 151 , 153 ]. Screening students at the point of admission may also ensure that those who need supplementary support are identified immediately and referred without delay [ 34 , 37 , 73 , 74 , 79 , 92 – 94 , 108 , 110 , 113 , 119 , 125 , 126 , 131 , 135 , 138 , 139 , 143 , 148 , 149 , 151 , 152 ]. It was also suggested that offering a range of services and resources throughout the academic trajectory could aid students in overcoming a variety of challenges.…”

“…Equally emphasized was the importance to provide content and an opportunity to learn more about the host country’s healthcare system and approach to nursing practice [ 37 , 63 , 65 , 74 , 80 , 82 , 87 , 92 , 95 , 115 , 129 , 136 , 138 , 140 , 143 , 152 ]. For doctoral students, offering leadership training and opportunities to network and develop their research identity and skills (e.g., conferences, student seminars, research groups, research activities like publishing, committees, joining professional organizations), were also deemed essential [ 65 , 80 , 146 , 148 , 149 ]. Lastly, to increase foreign-born students’ confidence and feelings of inclusion, it was recommended that instructors foster peer to peer learning and positive interactions between students, show interest in foreign-born students (know their name, relate to them on a personal and emotional level) and be encouraging and respectful [ 9 , 17 , 20 , 33 , 34 , 37 , 51 – 53 , 55 , 65 , 69 – 71 , 73 – 75 , 79 – 84 , 87 – 91 , 93 – 97 , 100 , 103 , 106 , 107 , 112 , 113 , 115 , 117 , 120 – 125 , 127 , 128 , 130 – 132 , 136 , 138 …”

Challenges, coping responses and supportive interventions for international and migrant students in academic nursing programs in major host countries: A scoping review with a gender lens

“…Maintaining their culture and values, but also accepting and being open to differences, were identi ed as coping mechanisms to deal with cultural barriers, while positive thinking and celebrating successes, were highlighted as ways that students boost their sense of self-worth and reduce stress (20,34,45,53,60,62,68,69,74,78,80,82,85,96,112,116,134,(144)(145)(146). Numerous papers also reported that students use various strategies (e.g., asking for clari cations, using non-verbal communication, doing additional reading), and actively develop their skills, in order to gain con dence and overcome language and academic barriers (18,20,50 There were several interventions that were described or suggested in the literature as being potentially helpful to foreign-born students (reported in (20,39,40,53,54,63,68,93,97,101,109,110,116,118,128,138,(141)(142)(143)145).…”