Student Benefits Following an International High-Impact Practice Experience

Christaldi, J.; DellaValle, Diane M.; House, Elizabeth; Bodzio, J.

doi:10.1016/j.jand.2020.06.161

Cited by 1 publication

(1 citation statement)

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“…[21] Deeper learning occurs while students develop greater appreciation for diversity when HIPs are implemented in curricula. [22,23] Nurses are at the forefront of practice and are expected to be change agents. After graduation and licensure, nurses are expected to function effectively as part of a collaborative team delivering care to patients.…”

Section: Introductionmentioning

confidence: 99%

Collaborative practices and Lesbian, Gay, Bisexual, Transgender, Queer or Questioning, Intersex, and Asexual and/or Ally (LGBTQIA+) care in clinical nursing education

Byfield

Ferrari-Bridgers²

2022

JNEP

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Collaborative practices are used by inter-professional healthcare teams to solve complex health problems. Nursing programs, however, rarely offer students collaborative practice experiences in their curricula due to content saturation. In this study, we demonstrate how collaborative practices can be successfully embedded into existing undergraduate clinical courses through innovative pedagogy to solve health problems. “Students Working in Interdisciplinary Groups” (SWIG) was the pedagogical practice used to facilitate a collaborative practice between nursing and communication students. The complex health problem regarded the education gap between healthcare workers and the delivery of care to patients identified as LGBTQIA+. The students’ collaboration resulted in the creation of an educational video to instruct future nurses in LGBTQIA+ delivery of care. We assessed the effectiveness of the collaborative experience and the impact of the educational video on students. The positive assessment outcomes confirm the importance of integrating collaborative practices into nursing courses to foster students’ professional development.

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Section: Introductionmentioning

confidence: 99%