Reflections From Dutch Advanced Nursing Practice Students on Psychiatric Mental Healthcare in the United States

Maas, Lillian Garcia; Ezeobele, Ifeoma E

doi:10.1016/j.apnu.2014.08.008

Cited by 4 publications

(6 citation statements)

References 9 publications

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“…This comparative approach is different than Weick (1995)'s suggested sensemaking framework. However, several studies of public health and nursing study abroad programs mention how participants used a comparative approach for making sense of new cultures (Anders, 2001;Charles et al, 2014;Maas & Ezeobele, 2014;Foronda & Belknap, 2012;Ruddock & Turner, 2007;Sandin et al, 2004). Participants' approaches to comparison varied across these studies.…”

Section: Discussionmentioning

confidence: 99%

“…Later, from the 1980s to the 1990s, there was an extensive focus on developing culturally competent healthcare professionals, and many models and frameworks were developed. In 2000-2014, ample literature was produced about study abroad experiences of health professionals, nurses, pharmacists, and medical doctors (Edmonds, 2012;Gilboy & Bill, 2011;Kokko, 2011;Kulbok et al, 2012;Larson & Allen, 2006;Maas & Ezeobele, 2014;McComb et al, 2019;Scott et al 2019).…”

Section: Literature Review Study Abroad Programs In Public Health And...mentioning

confidence: 99%

“…Since this study is specifically focused on learning and the sensemaking process, we noticed only a few studies which explained participants' learning processes and how students were able to develop cultural awareness after participating in short term study abroad programs (Charles et al, 2014;Foronda & Belknap, 2012;Maas & Ezeobele, 2014;Ruddock & Turner, 2007). For example, Charles et al (2014) mention that Australian students' sensemaking process was centered in their "self" since they focused their attention on their comfort and drastic changes in environment which they found frustrating.…”

Section: Sensemaking Process In Study Abroad Programsmentioning

confidence: 99%

“…This attitude also helped them adapt to the new culture, develop cultural sensitivity, and experience personal growth. Maas and Ezeobele's (2014) study observed that Dutch students compared different aspects of the U.S. medical system, as well as the behaviors and attitudes of nurses. Dutch nurses spoke highly of American peers.…”

Section: Sensemaking Process In Study Abroad Programsmentioning

confidence: 99%

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Developing Intercultural Competency in Public Health Study Abroad Program

Bano

Xia²,

Dirkx³

2022

JCIHE

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In this study, we explored the notions of cultural learning from non-western perspectives by focusing on the experiences of Chinese undergraduate students from the field of Public Health in the United States of America. We used Weick’s (1995) Sensemaking theory to understand how Chinese undergraduate students made sense of their experiences of learning about other cultures in both personal and professional spaces. We applied a qualitative research design and used interviews, a focus group, and reflection papers for data collection. We found that Chinese undergraduate students focused on social behaviors and attitudes. They used comparison as a tool to make sense of new experiences. Their sensemaking process shifted from simple to complex concepts, and guided learning helped them understand complex social issues related to public health in the U.S. They did not consider learning related to public health knowledge, English language, or life skills as cultural learning.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Review Study Abroad Programs In Public Health And...mentioning

confidence: 99%

Section: Sensemaking Process In Study Abroad Programsmentioning

confidence: 99%

Section: Sensemaking Process In Study Abroad Programsmentioning

confidence: 99%

See 2 more Smart Citations

Developing Intercultural Competency in Public Health Study Abroad Program

Bano

Xia²,

Dirkx³

2022

JCIHE

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“…[5] Advanced nursing practice students in the Netherlands who specialized in psychiatric healthcare were able to broaden their global vision after participating in a one-week intensive exchange in the US. [6] The valuable experience reported by paediatric nurses was having the opportunity to appreciate the children's rights stance promoted in other developing countries. [7] Another study reinforced the positive value of international learning from its finding that nursing students who participated in a study abroad experience showed greater self-awareness and self-confidence than their counterparts who had not participated in the programme.…”

Section: Introductionmentioning

confidence: 99%

Do student demographics and country location affect the international learning experience of nursing students?

Chow

Fung

2018

JNEP

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Objective: Nursing students who participate in overseas placements are considered to have excellent opportunities to broaden their horizons and promote their personal and professional development. This study examines and compares nursing students’ learning outcomes from their international experience in various countries.Methods: This is a cross-sectional descriptive study. The study was conducted in a university that arranges overseas clinical placements for nursing students in pre-registration programmes. The participants were students in different years of study from a variety of nursing programmes. A questionnaire developed by the researchers, the International Education Survey was used to collect data.Results: One hundred and forty-five valid questionnaires were collected. The students spent their summer overseas placement in a variety of countries, including the United Kingdom, United States, Japan, and mainland China. On a macro level, students benefitted from the experiences. For international perspective, the students who visited Japan gave the highest rating of 5.30 (SD = 0.51), while the score for China was among the lowest at 5.02 (SD = 0.51). For personal development, the mean score was 4.58 (SD = 0.84) for students who visited China, while the highest mean score was 5.16 (SD = 0.54) for students who visited the US. For intellectual development, the lowest mean score was 4.45 (SD = 0.97) for students who visited China, while those who visited the US gave the highest rating of 5.14 (SD = 0.62). There was a significant difference in the scores for personal development between students who travelled to different countries, at p < .05. A chi-square test showed a significant association in international perspective between junior and senior students.Conclusions: Demographics and country location influenced the students’ overseas learning experience. Nurse educators are encouraged to use a reflective approach to help students to identity what they have gained from their placement, to maximize the value of their overseas experiences.

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