How do we facilitate international clinical placements for nursing students: A cross-sectional exploration of the structure, aims and objectives of placements

Browne, Caroline; Fetherston, Catherine

doi:10.1016/j.nedt.2018.03.023

Cited by 30 publications

(16 citation statements)

References 23 publications

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“…Kokko asserts that for the development process required to gain true cultural competence, longer exchanges are necessary. This is supported by other researchers whose analysis of the length of exchanges ranged from eight days to 21 days total (Browne and Fetherston 2018). This five-week study exceeded these shorter exchanges considerably yet host country staff rightly felt it was still an insufficient length of time for the students to understand the rich complex culture and therefore limited their ability to experience a profound cultural shift.…”

Section: Host Countries' Perceptions "Canadian Students Have Heart"supporting

confidence: 53%

"Poverty is our Biggest Enemy": Canadian Nursing Students’ International Learning Experiences (ILEs)

Ashwood-Smith¹,

Newton²,

Gibbs³

2019

AJHMS

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International Learning Experiences (ILEs) have been a cornerstone of global health education for nursing programs throughout the world. Camosun College's Nursing Department (Victoria, BC, Canada) has conducted numerous ILEs in many developed and developing countries for over a decade with only anecdotal evidence to support these rich yet challenging international placements. Thus, the principle objectives of this research aimed to explore the impact of study abroad placements on students' global health knowledge acquisition, and personal and professional growth, in addition to understanding the important perspectives of the host countries. The methodology combined qualitative and quantitative components and employed a global health framework. The data collection tools included focus group discussions, global health themed critical reflections, a survey, and a structured questionnaire. An interpretive description approach guided the analysis. The results revealed the complexity of the students' personal and professional journey as they incorporated global health concepts into their novice practice. Furthermore, health promotion was a critical dimension of the data illuminating student's enhanced knowledge levels of principles of upstream thinking and effective health education strategies. Cultural competence as a key learning outcome fostered complex ethical discussions supporting the concept of cultural comportment. It is hoped that these research findings, coupled with recommendations for best practice, will help inform the debate on the merits and challenges of ILEs, ensuring that vital concepts of global health knowledge and cultural competence are deeply embedded into future international nursing placements.

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Section: Host Countries' Perceptions "Canadian Students Have Heart"supporting

confidence: 53%

"Poverty is our Biggest Enemy": Canadian Nursing Students’ International Learning Experiences (ILEs)

Ashwood-Smith¹,

Newton²,

Gibbs³

2019

AJHMS

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“…Other studies ( 10 - 12 ) consider promising the curricular proposal that works the competences from the early insertion of the student in the scenarios of practices. This process facilitates the integration of teaching-service-community by mediating the student’s contact with the unique and plural challenges of the profession.…”

Section: Introductionmentioning

confidence: 99%

Profile of nursing graduates: competencies and professional insertion

Barbosa

Luiz

Friedrich

et al. 2019

Rev. Latino-Am. Enfermagem

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Objective:evaluate the profile of the graduates of Nursing a public college from the perception of skills developed during graduation and the process of professional insertion.Method:quantitative, exploratory and descriptive study. The sample was composed of 216 graduates. The data was collected by a validated questionnaire and sent to a population of 470 egresses via electronic mail. For the analysis of the data, frequencies, mean and standard deviation were applied and, for the correlation, the chi-square test.Results:the majority of the participants were female (88%) and the mean age was 29.62 years. The majority (65%) had an employment relationship, 14% worked in a single institution and 48% started working six months after graduation. Regarding the form of work, 56% work in care, with an average of 4.5 minimum wages and a weekly workload between 37 and 44 hours. The majority reported competence acquisition to practice the profession, assisting the patient in his integrality with ethics and applying technical and scientific concepts in care.Conclusion:the study made it possible to describe the singularities of nurses’ education, their insertion in the world of work and the impact on the educational institution, as well as the presentation of specific competences from the perspective of the graduates themselves.

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“…International experiences can also provide students with skill development in foreign languages (Garone & Van de Craen, 2017;Read, 2011) and achieve clinical competencies with different cultural groups and varying clinical areas. International experiences can be transformative for students and educators alike, helping them to grow their global citizenship (Browne & Fetherston, 2018) and attempting to raise quality standards to meet the global demand in nursing and health care. Last, students might better appreciate the realities of where they live and work on return home (Pereira et al, 2018).…”

Section: The Growth Of Internationalization In Nursingmentioning

confidence: 99%

“…We have found that working across borders to design and develop international experiences for students is often a complex, labor-intensive, and sometimes expensive venture, and these matters are supported by the international literature. International exchanges require significant commitment from the educational institutions, as well as the personal and professional commitment of educators who need to be involved in learning about international experiences themselves and facilitating such experiences for students (Browne & Fetherston, 2018). A major problem is that, to date, institutions have minimally supported faculty development related to teaching that supports intercultural development (Williams & Lee, 2015).…”

Section: Facilitating International Experiences: Practical Strategiesmentioning

confidence: 99%

Giving undergraduate nursing students international experiences: Issues and strategies

Turale

Kunaviktikul

Mesukko

2020

Nursing & Health Sciences

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Educational institutions began international student placements or exchanges in earnest in the 1990s, with varying degrees of success. Although nursing education in a number of countries has embraced giving undergraduate students the opportunity of international experiences, this is still not the norm in many countries, nor within all nursing schools within a country. In our rapidly globalizing world, it is critical that students are given opportunities internationally to be better prepared for practice, to achieve a global mindset, and to take their place as future global citizens through international experiences. Evidence from the literature shows positive effects on nurses having had international experiences to broaden their horizons, examine other cultures, grow their cultural competence, share and gain knowledge with others, and build their capacity for future practice in an increasingly globalized world. Our focus here is on providing students with short‐term undergraduate exchanges or placements in international settings, and encouragement for nursing institutions to develop international partnerships that are sustainable. Some implications for nurse educators and other staff involved in international exchanges are also considered.

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How do we facilitate international clinical placements for nursing students: A cross-sectional exploration of the structure, aims and objectives of placements

Abstract: International clinical placements in the Asia region appear to vary greatly from one education institution to the next with no clear consensus from either this study's findings or the literature on which structure, support and assessments lead to greater student learning.

Cited by 30 publications

References 23 publications

"Poverty is our Biggest Enemy": Canadian Nursing Students’ International Learning Experiences (ILEs)

"Poverty is our Biggest Enemy": Canadian Nursing Students’ International Learning Experiences (ILEs)

Profile of nursing graduates: competencies and professional insertion

Giving undergraduate nursing students international experiences: Issues and strategies

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