Learning experiences and identity development of Japanese nursing students through study abroad: a qualitative analysis

Abstract

Objectives: This study aimed to qualitatively analyze the experiences and perceptions of students at a nursing college in Japan who studied abroad in Asia and North America, thereby identifying the full range of benefits of study abroad programs for Japanese nursing students. Methods: We conducted a qualitative analysis of the reflection papers and free-response questionnaire items completed by 50 Japanese undergraduate nursing students who participated in 9 study abroad programs in Asia and North America. Content analysis of the data proceeded from typological and deductive to data-driven and inductive, recursively and collaboratively. Results: The results reveal perceived benefits in the areas of English language proficiency and motivation; knowledge of nursing practices, healthcare systems, and global health; cultural awareness and sensitivity; and various types of identity development (second-language motivation and identity, national/ethnic identity, professional identity, identity as a global citizen, and personal growth). It was also shown that students' perceptions of what they learned or gained varied according to the specific characteristics of each study abroad program. Conclusions: Study abroad experiences are often critical turning points that enhance nursing students' identity formation in the context of multiple and overlapping communities of practice. They also enhance core elements of the educational mission of a nursing college, particularly relating to liberal arts and internationalization. These findings can inform the development of assessment tools to be used in conjunction with study abroad programs at nursing colleges.

The Psychological Well-Being of Newly-Arrived Indonesian Students in Taiwan

“…Beberapa penelitian menggambarkan kehidupan akademik dan sosial di universitas luar negeri yang menantang bagi mahasiswa karena mereka harus beradaptasi dengan beragam hal, termasuk mampu mengelola stres saat memulai perkuliahan (Huffman, Inoue, Asahara, Oguro, Okubo, Umeda & Shimoda, 2020;Yilmaz, Sahin, & Nazli, 2020). Batram (2008) menyarankan perlunya dukungan bagi mahasiswa baru internasional berupa kebutuhan sosial budaya dan kebutuhan akademik.…”

Desenvolvimento da competência cultural na formação dos estudantes de enfermagem

“…Realizando a síntese dos estudos selecionados, com o objetivo de identificar e mapear as estratégias de desenvolvimento da competência cultural que contribuem para a formação dos estudantes de Enfermagem, encontramos 7 artigos, a saber: três artigos dos Estados Unidos da América (EUA1, EUA2, EUA3) [16][17] , um artigo do Japão (JP1) 19 , dois artigos de Taiwan (TW1, TW2) 20,21 e um da Turquia (TR1) 22 , publicados entre 2012 e 2020. Para facilitar a apresentação, os estudos serão identificados pelas suas respectivas siglas.…”

Engagement in Continuing Subject Knowledge Development: A Year After Short-Term International Courses

“…Faculty members typically design SICs with local experts, collaboratively organizing lectures, activities, and site visits. The students in these courses enjoy firsthand international experiences, such as gaining knowledge of destination sites and global awareness (Huffman et al, 2020; Kurt et al, 2013; Ruth et al, 2019), which they seldom attain on campus (Twombly et al, 2012; Weaver & Tucker, 2010). Students also develop their self-confidence, relationships with peers and teachers, and potential prospects of academic and career pathways (Cubillos & Ilvento, 2012; Engle & Engle, 2003; Huffman et al, 2020; Ingraham & Peterson, 2003; Ruth et al, 2019; Weaver & Tucker, 2010).…”

“…The students in these courses enjoy firsthand international experiences, such as gaining knowledge of destination sites and global awareness (Huffman et al, 2020; Kurt et al, 2013; Ruth et al, 2019), which they seldom attain on campus (Twombly et al, 2012; Weaver & Tucker, 2010). Students also develop their self-confidence, relationships with peers and teachers, and potential prospects of academic and career pathways (Cubillos & Ilvento, 2012; Engle & Engle, 2003; Huffman et al, 2020; Ingraham & Peterson, 2003; Ruth et al, 2019; Weaver & Tucker, 2010). Challenging situations enhance belief in their self-efficacy in terms of their language learning, cultural competence, and professional problem-solving (Cubillos & Ilvento, 2012; Nguyen et al, 2018; Simmons et al, 2019).…”

“…Challenging situations enhance belief in their self-efficacy in terms of their language learning, cultural competence, and professional problem-solving (Cubillos & Ilvento, 2012; Nguyen et al, 2018; Simmons et al, 2019). Students may also attain a positive self-concept and clearer self-understanding (Huffman et al, 2020; Moorhead et al, 2014).…”