International Service-Learning for Nurse Practitioner Students: Enhancing Clinical Practice Skills and Cultural Competence

Abstract

Background: The purpose of this project was to determine whether an international service-learning nurse-led clinic was a beneficial experience for nurse practitioner (NP) students in improving diagnostic and cultural confidence, skills acquisition, and cultural competence during a clinical practicum. Method: The sample consisted of 10 Doctor of Nursing Practice (DNP) students in various NP tracks during an international service-learning experience in Guatemala. A Likert survey was used for student evaluation of experience. An analytic grading rubric measured clinical and cultural performance. Results: Practice competency scores were high overall ( M = 3.36; SD = 0.664). All students increased their confidence in diagnostic abilities ( M = 4.89; SD = 0.422) and in caring for a culturally diverse population ( M = 4.89; SD = 0.333). Conclusion: An international service-learning nurse-led clinic used to complement clinical practice hours as a beneficial experience in assisting NP students in developing diagnostic and cultural confidence. [ J Nurs Educ. 2019;58(9):548–551.]

Academic service-learning nursing partnerships in the Americas: a scoping review

“…Forty-six studies were conducted in the USA, two in Brazil [ 29 , 30 ], one was a joint study between the USA and Haiti [ 31 ], another one between Canada and Colombia [ 32 ], and one study was conducted by USA investigators in Guatemala [ 33 ]. No English language studies were identified from other LAC countries.…”

“…A total of six articles focused on preparing nurses of the future through partnerships with colleges of nursing, non-governmental organizations, a local catholic services agency, and an international service-learning nurse-led clinic [ 31 , 33 , 38 , 58 , 61 , 66 ]. Processes involved global service learning, a train-the-trainer approach, provision of primary care by students and faculty, and student volunteer involvement in health promotion and needs assessment [ 31 , 33 , 38 ]. Through a global health immersion course that included an international nurse-led clinic, doctoral nursing students improved not only their clinical diagnostic skills, but also their cultural competence [ 33 ].…”

“…Processes involved global service learning, a train-the-trainer approach, provision of primary care by students and faculty, and student volunteer involvement in health promotion and needs assessment [ 31 , 33 , 38 ]. Through a global health immersion course that included an international nurse-led clinic, doctoral nursing students improved not only their clinical diagnostic skills, but also their cultural competence [ 33 ]. A study by Eustace et al [ 38 ] applied the train-the-trainer approach using reflections and student peer evaluation to support development of global health competencies.…”

“…Recipients of VA services have access to an array of essential services comparable to universal health coverage. In comparison, articles from Brazil [ 29 , 30 ], Haiti [ 31 ], Guatemala [ 33 ], Canada and Colombia [ 32 ] focused on the engagement of nursing faculty and students with culturally diverse, underserved populations and the acquisition of cultural competence skills gained while performing community diagnostics, home visits, and health education.…”

Long-Term Impact of International Service Learning: Cultural Competence Revisited

“…Bringle, Hatcher, and Jones (2011) defined ISL as a structured academic experience in a different country that typically includes a discipline-specific service activity and cross-cultural interaction, as well as participant reflection on the experience (as cited in Lawson & Olson, 2017). Ford, Neilan, and Moscou (2017) described multiple benefits of ISL in Guatemala among nursing students. Following the ISL experience, students gained a broader perspective of medical, social, and cultural values as well as increased sensitivity to cultural similarities and differences.…”