Learning and Helping: Benefits of International Nurse Practitioner Student Experiences

Smit, Eileen M.; Delpier, Terry; Giordana, Sheri; Tremethick, Mary Jane

doi:10.9730/ojccnh.org/v2n1a3

OJCCNH.org

2012

DOI: 10.9730/ojccnh.org/v2n1a3

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Learning and Helping: Benefits of International Nurse Practitioner Student Experiences

Eileen M. Smit¹,

Terry Delpier²,

Sheri Giordana³

et al.

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Cited by 2 publications

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

Merritt¹,

Murphy²

2019

J Nurs Educ

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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.]

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

Merritt¹,

Murphy²

2019

J Nurs Educ

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Inclusivity in Graduate Nursing Education: A Scoping Review

Li¹,

Kazmie²,

Vandervelde³

et al. 2022

J Nurs Educ

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Background: Advancing inclusivity in graduate nursing education is paramount for preparing diverse nursing leaders to mobilize change within health care and educational systems. This scoping review examined inclusivity in graduate nursing education. Method: CINAHL, Medline, and ERIC databases were searched for studies published in English since 2011. Key journals and reference lists of included studies were hand searched. Included studies focused on inclusivity in the context of graduate nursing education. Results: Data from 31 included studies are presented. Most of the studies ( n = 22) aimed to cultivate inclusivity among students, primarily through cultural competence training. A few studies enacted inclusivity through program-level strategies ( n = 4) or explored the lived experiences of diverse students ( n = 5). Conclusion: Future research and education initiatives should advance a more holistic, intersectional approach to cultivating inclusivity, as well as emphasize enacting inclusivity through strategies to transform the learning environment. [ J Nurs Educ . 2022;61(12):679–692.]

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Learning and Helping: Benefits of International Nurse Practitioner Student Experiences

Cited by 2 publications

References 11 publications

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

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

Inclusivity in Graduate Nursing Education: A Scoping Review

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