Supporting culturally and linguistically diverse students during clinical placement: strategies from both sides of the table

Abstract

BackgroundIncreasing proportions of Culturally and Linguistically Diverse (CALD) students within health professional courses at universities creates challenges in delivering inclusive training and education. Clinical placements are a core component of most health care degrees as they allow for applied learning opportunities. A research gap has been identified in regard to understanding challenges and strategies for CALD students in health professional placements.MethodsA key stakeholder approach was used to examine barriers and enablers experienced by CALD students in clinical placement. Semi-structured focus groups with healthcare students (n = 13) and clinical placement supervisors (n = 12) were employed. The focus groups were analysed using open coding and thematic analysis.ResultsThree main barrier areas were identified: placement planning and preparation; teaching, assessment and feedback; and cultural and language issues. Potential solutions included addressing placement planning and preparation barriers, appropriate student placement preparation, pre-placement identification of higher risk CALD students, and diversity training for supervisors. For the barrier of teaching, assessment & feedback, addressing strategies were to: adapt student caseloads, encourage regular casual supervisor-student conversations, develop supportive placement delivery modes and structures, set expectations early, model the constructive feedback process, use visual aids, and tailor the learning environment to individual student needs. The enablers for cultural & language issues were to: build language and practical approaches for communication, raise awareness of the healthcare system (how it interacts with healthcare professions and how patients access it), and initiate mentoring programs.ConclusionsThe findings suggest that teaching and learning strategies should be student-centred, aiming to promote awareness of difference and its impacts then develop appropriate responses by both student and teacher. Universities and partnering agencies, such as clinical training providers, need to provide an inclusive learning environment for students from multiple cultural backgrounds.

Mentors' competence in mentoring culturally and linguistically diverse nursing students during clinical placement

“…Several studies show that nursing students from culturally and linguistically diverse (CALD) backgrounds experience the greatest challenges during completion of their clinical placement (Edgecombe, Jennings, & Bowden, ; Mikkonen, Elo, Kuivila, Tuomikoski, & Kääriäinen, ; Mikkonen, Elo, Miettunen, Saarikoski, & Kääriäinen, ; O'Reilly & Milner, ). Nursing students should all receive equal opportunities in education regardless of their backgrounds.…”

“…In the context of this study, having a CALD background means that the student has a native language, cultural background or heritage differing from that of the country where they study. O'Reilly and Milner () found that both mentors and students experienced that the students' cultural and linguistic background had an impact on clinical placements. Mentors and students reported that culture differences have an impact on learning and teaching styles with, for instance difficulties in feedback, self‐directed learning and reflective practices (O'Reilly & Milner, ).…”

“…O'Reilly and Milner () found that both mentors and students experienced that the students' cultural and linguistic background had an impact on clinical placements. Mentors and students reported that culture differences have an impact on learning and teaching styles with, for instance difficulties in feedback, self‐directed learning and reflective practices (O'Reilly & Milner, ). In addition, several challenges exist when language barriers hinder communication between the mentor and student.…”

Development and testing of the CALDs and CLES+T scales for international nursing students’ clinical learning environments

“…This internationalization is reflected in the growing numbers of students coming to developed countries to study and train in the healthcare professions (Pitkäjärvi et al . , O'Reilly & Milner ). The greatest challenges encountered by international students participating in healthcare education degree programmes relate to learning experiences during students’ clinical placements (Mattila et al .…”

International students in professional placements: supervision strategies for positive learning experiences

“…). However, as there are also challenges for educators and IS to manage their learning in placements (Harrison and Ip , O'Reilly and Milner ), identifying strategies to facilitate positive experiences may also foster opportunities to realize these potential learning benefits.…”