Investigating Malaysian Nurses' perspectives of intercultural teaching in transnational higher education learning environments

Arunasalam, Nirmala; Burton, Rob

doi:10.1016/j.nedt.2018.07.011

Cited by 10 publications

(7 citation statements)

References 29 publications

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“…In fact, the need for academic and cultural support of diverse students is widely acknowledged [54]. According to Arunasalam and Burton [57] and Mackay et al [54], diverse students face three main challenges: difficulties with language if the local language is not their mother tongue, differences in education style, and social integration and connectedness. Nursing educators have an essential role to play in helping to create a positive learning environment for culturally diverse learners [58].…”

Section: Discussionmentioning

confidence: 99%

Nursing Lecturers’ Perception and Experience of Teaching Cultural Competence: A European Qualitative Study

Antón-Solanas

Huércanos-Esparza

Hamam-Alcober

et al. 2021

IJERPH

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Cultural competence is an essential component in providing effective and culturally responsive healthcare services, reducing health inequalities, challenging racism in health care and improving patient safety, satisfaction and health outcomes. It is thus reasonable that undergraduate nursing students can develop cultural competency through education and training. The aim of this paper was to investigate nursing lecturers’ perception and experience of teaching cultural competence in four undergraduate nursing programs. A phenomenological approach was selected to illicit nursing lecturers’ perception of culture and experience of teaching cultural competence. Semi-structured personal interviews were held with a sample of 24 lecturers from four European universities. The anonymized transcripts were analyzed qualitatively following Braun and Clark’s phases for thematic analysis. Six themes and fifteen subthemes emerged from thematic analysis of the transcripts. Cultural competence was not explicitly integrated in the nursing curricula. Instead, the lecturers used mainly examples and case studies to illustrate the theory. The integration of cultural content in the modules was unplanned and not based on a specific model. Nursing programs should be examined to establish how cultural content is integrated in the curricula; clear guidelines and standards for a systematic integration of cultural content in the nursing curriculum should be developed.

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Section: Discussionmentioning

confidence: 99%

Nursing Lecturers’ Perception and Experience of Teaching Cultural Competence: A European Qualitative Study

Antón-Solanas

Huércanos-Esparza

Hamam-Alcober

et al. 2021

IJERPH

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“…Support is an essential component of the stamina to complete BN study (Kalman et al, 2009;Osterman et al, 2009;Winokur et al, 2016;Arunasalam & Burton, 2018). RNs in this study were sustained through the ups and downs of the program first by their families who provided encouragement and practical support such as child minding.…”

Section: J O U R N a L P R E -P R O O Fmentioning

confidence: 98%

“…Maintaining work-life balance is a struggle. Strains occur when RNs find themselves unprepared for the program workload, with outdated academic skills, unfamiliar with technology, with fears of failing (Duffy et al, 2014;Kenny, Kidd, Nankerris, & Connell, 2011;Megginson, 2008) and experiencing cultural dissonance with the higher education institution (Arunasalam & Burton, 2018). Managing time and taking time away from family and friends to study are difficult (Kalman et al, 2009;Megginson, 2008).…”

Section: Introductionmentioning

confidence: 99%

The experiences of diploma registered nurses returning to undergraduate study in Qatar: A descriptive qualitative study

Macdonald

Benjamin

Wolsey

et al. 2020

Nurse Education Today

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Link to publication on Research at Birmingham portal General rightsUnless a licence is specified above, all rights (including copyright and moral rights) in this document are retained by the authors and/or the copyright holders. The express permission of the copyright holder must be obtained for any use of this material other than for purposes permitted by law.• Users may freely distribute the URL that is used to identify this publication.• Users may download and/or print one copy of the publication from the University of Birmingham research portal for the purpose of private study or non-commercial research.• User may use extracts from the document in line with the concept of 'fair dealing' under the Copyright, Designs and Patents Act 1988 (?) • Users may not further distribute the material nor use it for the purposes of commercial gain.Where a licence is displayed above, please note the terms and conditions of the licence govern your use of this document.When citing, please reference the published version. Take down policyWhile the University of Birmingham exercises care and attention in making items available there are rare occasions when an item has been uploaded in error or has been deemed to be commercially or otherwise sensitive.

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“…For example, domestic students have mixed with international students in a classroom setting, where among others, they reported that they bene ted in developing awareness, connecting, and sharing cultural knowledge (O'Brien, Tuohy et al 2019). In other institutions, academic mobility involves having faculty from abroad to teach students in their home country, which has both positive and negative impacts on both students and faculty (Arunasalam and Burton, 2018;Huang et al, 2019). Some institutions embrace international exchange programs for students and faculty, which in uences their literature and functional value in terms of having a contextual value of studying abroad (Gallarza et al, 2017) and promoting cultural self-awareness and professional development (Hepple et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Malawian Higher Education: towards a more internationalized system.

Banda

Jin

Munthali³

et al. 2021

Preprint

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Aim: This study investigated the intentions, opportunities, and barriers to engaging in a meaningful internationalization of higher education in Malawi. Methods: This was cross-sectional research that was done between June and October 2021. Using a purposive (judgmental) sampling, we recruited 212 respondents from various institutions of higher education in Malawi. Multilinear regression analysis was used to analyze the factors with the P-value set at 0.05 level of statistical significance. Results: The results indicated that the majority of the respondents were males (63.7%) who fell into 30 years age bracket. Further, the results from the multilinear regression analysis indicate that Institutional collaboration (ß=0.326, p=0.000, CI=0.27—0.383), clear Policy on Mobility (ß=0.146, p=0.0.004, CI=0.047-0.246), experience (ß=0.083, p=0.117, CI=-0.021-0.186), academic rank (ß=0.114, p=0.000, CI=0.069-0.159) were positively statistically significant variables, whereas on the other hand, Occupation (ß=-0.131, p=0.002, CI=-0.213-0.49), academic qualification (ß=-0.106, p=0.013, CI=-0.19-0.023 and mobilityImportance (ß=-0.116, p=0.022, CI=-0.215-0.017) were negatively significant variables respectively. Conclusion and Recommendations: institutions need to invest in international and inter-institutional collaboration, clarify policy direction regarding academic mobility, keep track and linkages with mobile faculty, create a conducive social and formal institutional culture that attracts back mobile faculty, and reduce staff turnover.

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Investigating Malaysian Nurses' perspectives of intercultural teaching in transnational higher education learning environments

Cited by 10 publications

References 29 publications

Nursing Lecturers’ Perception and Experience of Teaching Cultural Competence: A European Qualitative Study

Nursing Lecturers’ Perception and Experience of Teaching Cultural Competence: A European Qualitative Study

The experiences of diploma registered nurses returning to undergraduate study in Qatar: A descriptive qualitative study

Malawian Higher Education: towards a more internationalized system.

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