The effect of student participation in international study

DeDee, Lynda S; Stewart, Stephanie

doi:10.1016/s8755-7223(03)00086-3

Cited by 50 publications

(48 citation statements)

References 8 publications

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“…Many quantitative study findings have demonstrated the effectiveness of study abroad programs to increase students' cultural competence (Carpenter & Garcia, 2012;DeDee & Stewart, 2003;Downing, Kowal & Paradies, 2011). However, newer and more progressive study abroad programs might be necessary to stay ahead of the fluid changes in global health and in diversity.…”

Section: Introductionmentioning

confidence: 99%

Experiential Learning: An Undergraduate Nursing Study Abroad Program to Costa Rica

Roller¹,

Ballestas²

2015

OJCCNH.org

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Section: Introductionmentioning

confidence: 99%

Experiential Learning: An Undergraduate Nursing Study Abroad Program to Costa Rica

Roller¹,

Ballestas²

2015

OJCCNH.org

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“…Dans de nombreuses universités en général et dans deux universités québécoises en particulier, c'est dans cette perspective, que de plus en plus d'universités rendent accessibles aux étudiantes du baccalauréat en sciences infirmières des stages en immersion culturelle. Il est reconnu que les stages pour les futures infirmières, dans un contexte d'immersion culturelle, laissent, en général, des traces indélébiles et ont un impact positif sur la croissance personnelle et professionnelle des étudiantes (DeDee et Stewart, 2003;Haloburdo et Thomson, 1998;Kollar et Ailinger, 2002;Lee, 2004;Parker, 1999;St. Clair et McKenry, 1999;Thompson, Boore et Deeny, 2000;Ryan et Twibell, 2002;Walsh, 2003;Walsh et DeJoseph, 2003;Wood et Atkins, 2006).…”

Section: Problématiqueunclassified

Appropriation des facteurs sociaux liés à une culture lors d’un stage en immersion culturelle

Saint-Pierre

2010

rum

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RésuméAfin de développer la compétence culturelle chez les futures infirmières, plusieurs programmes offrent des stages crédités en immersion dans une autre culture. Outre l’atteinte d’objectifs liés à leurs programmes, qu’en est-il vraiment de l’appropriation de la culture d’accueil que procure une telle expérience? Afin d’en connaître un peu plus, une étude descriptive exploratoire a dégagé la récurrence des propos liés à sept facteurs sociaux de la théorie de la diversité et de l’universalité du soin culturel de Leininger dans les journaux de bord de six étudiantes ayant participé à un stage d’un mois en immersion culturelle. Cette analyse fait ressortir que les réflexions relatées dans les journaux de bord ne font que de très peu de place aux facteurs sociaux des technologies et de la politique, considérés pourtant comme importants pour la santé et les soins de santé. Afin de rendre compte de ces résultats, nous faisons appel au concept de désir culturel comme préalable au développement de la compétence culturelle.

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“…Suzuki) The notion of international placements is receiving increased attention, as the globalization of healthcare and all of its resources are taking front and centre stage of our collective consciousness. Research into the development of cultural competency has been ongoing for decades, thus providing convincing support for its inclusion into nursing education curricula (Bassi, 2011;Bradbury-Jones, Sambrook, & Irvine, 2011;Cooke, 1998;Crigger, Brannigan, & Baird, 2006;DeDee & Stewart, 2003;DeLeon Siantz, & Meleis, 2007;Frisch, 1990;Garner, Metcalfe, & Hallyburton, 2009;Grant & McKenna, 2003;Inglis, Rolls, & Kristy, 1998;Kim, Woith, Otten, & McElmurry, 2006;Kleiman, 2006;Koehn, 2006;Kollar & Ailinger, 2002;Lee, 2004;Levy, 2009;St. Clair & McKenry, 1999;Thompson, Boore, & Deeny, 2000;Walsh & DeJoseph, 2003).…”

Section: Introductionmentioning

confidence: 99%

Nursing students’ international placement experience: an arts-informed Narrative Inquiry

Schwind

Zanchetta

Aksenchuk

et al. 2013

Reflective Practice

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Research shows that high cultural competence is most often acquired through both the theoretical education and the practical experiences within the international contexts. The purpose of this project evaluation was to learn from four undergraduate nursing students, who spent three-months in a Brazilian community, how they experienced their international placement. Students' emotive responses to their international placement were elicited using the creative Narrative Reflective Process, which is informed by the Narrative Inquiry qualitative framework. This process included stories, memory box, metaphor and drawing, and creative writing. The generated creative data were reflected upon by the participants and key narrative threads teased out. The overarching findings speak to the transcultural exchange that took place: students went to teach the local population of Brazil about the social determinants of health from the Canadian perspective, while in turn learning life lessons from their hosts that enriched their personal and professional ways of being.

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The effect of student participation in international study

Cited by 50 publications

References 8 publications

Experiential Learning: An Undergraduate Nursing Study Abroad Program to Costa Rica

Experiential Learning: An Undergraduate Nursing Study Abroad Program to Costa Rica

Appropriation des facteurs sociaux liés à une culture lors d’un stage en immersion culturelle

Nursing students’ international placement experience: an arts-informed Narrative Inquiry

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