Study abroad as a process of learning intercultural competence in nursing

Abstract

The aim of this research was to describe an international student exchange programme as a context of learning intercultural competence in nursing. Twelve Finnish nursing students who had participated in an exchange programme in the United Kingdom participated. The data consisted of group interviews, learning documents, background questionnaires and research diary notes, and the method of inductive content analysis was used. Study abroad as a process of learning intercultural competence consisted of three ethno-categories: transition from one culture to another, adjustment to the difference and gaining intercultural sensitivity. The exchange programme as a context of learning intercultural competence was characterized by a problematic orientation phase, a study abroad phase that involved stressful but rewarding adjustment to the intercultural differences and an inadequate re-entry debriefing phase. In order for the international experience of nursing students to have an impact on their understanding of diversity, they need assistance in each phase of the programme. Particularly, the students need intercultural tutoring and mentoring to venture into encounters with local people, including direct client contacts, during their study abroad.

The obligation of debriefing in global health education

“…Debriefing, as an aspect of support, is identified as a factor in overall student satisfaction in global health education (Grant & McKenna 2003;Button et al 2005;Webber 2005;Balandin et al 2007;Green et al 2008). Several authors emphasize the importance of debriefing after students' return home, to help them with the integration of the experience, (Koskinen & Tossavainen 2004;Reimer Kirkham et al 2009;Jenkins et al 2011) to prevent it remaining an ''unprocessed'' and ''isolated'' part of their lives (Koskinen & Tossavainen 2004, p. 118). As a process that provides both educational and psycho-emotional support, Stockhausen (2005) explains that debriefing helps in facilitating a shift in identity as students integrate experiential knowledge, and positive relationships are required for the debriefing to be effective.…”

“…Global health clinical placements bring with them significant challenges and stress for students (Koskinen &Tossavainen 2004;Ter Maten & Garcia-Maas 2009;Mill et al 2005;Green et al 2008;Sandin et al 2004). The experience of living and working in an unfamiliar setting and culture is described as both a central feature of students' learning and growth, and one of their greatest sources of anxiety.…”

“…Global health clinical education is addressed in the literature under a variety of terms, including: international and cross-cultural clinical practica or placements (Pickrell 2001;Grant & McKenna 2003;Mill et al 2005;Balandin et al 2007), international health-care or field experiences (Mackenzie 2002;Button et al 2004;Lee 2004;Sandin et al 2004;Jenkins et al 2011), study abroad (Koskinen & Tossavainen 2004;Green et al 2008), international practice education and student exchange (Duffy et al 2003;Kinsella et al 2008), international immersion, and cultural competence immersion (Rains Warner 2002;Ter Maten & Garcia-Maas 2009). Courses focused on Aboriginal health are also referenced, with ''rural'' or ''remote'' being used as descriptors for such in the Australian context (Mills et al 2005;Neill & Taylor 2002;Webster et al 2010).…”

Taking part in Nordic collaboration; nursing students' experiences and perceptions from a learning perspective: A qualitative study

“…Today, cultural competence is also developed through exchange programmes between educational institutions. Such programmes yield best results if well prepared (Greatrex-White, 2008;Koskinen and Tossavainen, 2004;Kulbok et al, 2012). Generally, exchange collaboration focuses on students and nurse educators (Sandin et al, 2009).…”

Immersive Practices: Dilemmas of Power and Privilege in Community Engagement with Students in a Rural South African Village

“…There is a growing literature on the importance of study abroad courses, cultural immersion, and service abroad, focusing on the benefits of study abroad programs, which include the development of language proficiency, global world--view, global understanding, and intercultural competence (Covert, 2014;Gates, 2014;Jackson, 2015;Koskinen & Tossavainen, 2004;Lutterman--Aguilar & Gingerich, 2002;Miller--Perrin & Thompson, 2014;Mitchell, 2015). While study abroad programs will vary, much of the literature suggests that the most effective programs, in terms of providing students with the best opportunities for knowledge acquisition and personal development, are those in which students are placed in situations where they must interact with other cultures on a consistent basis.…”