What characterizes Norwegian nursing students’ reflective journals during clinical placement in an African country?

Hovland, Olav Johannes; Johannessen, Berit

doi:10.1016/j.ijans.2015.03.003

Cited by 14 publications

(16 citation statements)

References 25 publications

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“…Nursing student exchange offers students an important opportunity to recognize their own ethnocentrism (31) and various studies on nursing students from HIC traveling to LIC show that the students tend to adopt an ethnocentric view (7,8). In the present study, however, the students did not show any signs of ethnocentrism, as they were open to the new culture and the differences they encountered.…”

Section: Global Perspectivescontrasting

confidence: 67%

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Global Nursing - A Qualitative Case Study of Tanzanian Nursing Students' Experiences of Student Exchange in Sweden

Alden-Joyce¹,

Scheers-Andersson²,

Rogathi³

et al. 2020

Preprint

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Background: Due to globalization and a shift in population demographics, needs within healthcare are changing and nurses require new skills and knowledge. Nursing education needs to facilitate these new demands and student exchange programmes provide an opportunity to develop necessary skills.Aim: The aim of this study was to explore Tanzanian nursing students' experiences of student exchange in Sweden. Method: A qualitative design was used for this empirical study. Semi-structured interviews were conducted with six Tanzanian nursing students who had participated in student exchange in Sweden. The participants were recruited by purposeful sampling. Inductive reasoning and qualitative content analysis were applied.Results: The findings revealed that the students experienced new approaches in Sweden, allowing them to develop skills and competences. Furthermore, they increased their global perspectives on nursing and interest in working with global health issues. However, they also experienced challenges in the new environment.Conclusion: The present study showed that the Tanzanian nursing students benefitted from their student exchange, both personally, as well as for their future careers as nurses. More research is needed examining nursing students from low-income countries participating in student exchange in high-income countries.

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Section: Global Perspectivescontrasting

confidence: 67%

“…A description, that is often portrayed regarding students who travel from High Income Countries (HIC) to Low Income Countries (LIC), is their experience of a culture shock (7). The researchers describe Norwegian nursing students who carried out exchange programmes in hospitals in Botswana, South Africa and Tanzania.…”

Section: Ethnocentrismmentioning

confidence: 99%

Global Nursing - A Qualitative Case Study of Tanzanian Nursing Students' Experiences of Student Exchange in Sweden

Alden-Joyce¹,

Scheers-Andersson²,

Rogathi³

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…Analyses of 350 reflection notes written by 197 Norwegian nursing students during a three-month clinical placement in Africa revealed a low level of cultural understanding among the students (12,13). Several studies indicate that students exhibit a paternalistic or ethnocentric attitude in their encounters with people from a different culture, and that the student exchange poses ethical challenges (10,14,15).…”

Section: Discussionmentioning

confidence: 99%

Sykepleierstudenter utvikler kulturell kompetanse på utveksling i Tanzania

Hovland¹,

Johannessen²

2018

Sykepleien

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Background: Globalisation has led to increased migration, and nursing students need cultural competence in order to meet the health challenges that can arise in a multicultural society. Student exchanges are an effective learning method for developing cultural competence because the students encounter people in a different cultural context over time. Objective: To gain an insight into nursing students' personal experiences with developing cultural competence during a student exchange in Tanzania. Method: We conducted focus group interviews with nursing students taking part in a three-month exchange in Tanzania.

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“…[2,12,14,15] A few courses have been described as taking the form of internationalization at home, international health care or field experiences, international cross-cultural clinical practice, student exchange or international cultural competence immersion. [14,16] Generally, it was found that these learning experiences developed students' cultural sensitivity, professional competence, their preparedness to care for a diverse population, their relationship building and solidarity. [14,[17][18][19][20] However, some of these studies claimed that international practice would enhance existential growth, but an understanding of global issues and global awareness is difficult to influence through a brief stay in different cultural contexts.…”

Section: Introduction 11 Social Awareness As a Part Of The Global Numentioning

confidence: 99%

“…[14,[17][18][19][20] However, some of these studies claimed that international practice would enhance existential growth, but an understanding of global issues and global awareness is difficult to influence through a brief stay in different cultural contexts. [16,21]…”

Section: Introduction 11 Social Awareness As a Part Of The Global Numentioning

confidence: 99%

Addressing a global nursing perspective in an undergraduate nursing program: Student learning in clinical education

Nisell

2018

JNEP

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Objective: Although many educational student activities addressing global awareness are highlighted in the literature, the global nursing approach and how it is applied by students in clinical education is not widely described. After the implementation of a new global nursing curriculum, nursing students educated at The Swedish Red Cross University College are now engaged in counteracting inequalities in health. This paper aims to describe how nursing students apply the global nursing perspective during their clinical education.Methods: The study is based on students’ written individual reflective reports. The procedure for data analysis was inspired by a thematic and interpretive data synthesis. The four stages in Kolb’s learning cycle was used as a framework.Results: Four themes were identified: 1) Experiencing frailty, suffering and vulnerability; 2) Advocating quality of life and priorities in health; 3) Conceptualizing autonomy, involvement and participation; 4) Making a difference and acting with respect and an open mind.Conclusions: Consequently, students at the The Swedish Red Cross University College are confident in applying global nursing perspective in care actions. Nursing educators have a mutual responsibility to facilitate students’ knowledge transfers in global competencies and strategies to reduce the impact on the environment and on humans.

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What characterizes Norwegian nursing students’ reflective journals during clinical placement in an African country?

Cited by 14 publications

References 25 publications

Global Nursing - A Qualitative Case Study of Tanzanian Nursing Students' Experiences of Student Exchange in Sweden

Global Nursing - A Qualitative Case Study of Tanzanian Nursing Students' Experiences of Student Exchange in Sweden

Sykepleierstudenter utvikler kulturell kompetanse på utveksling i Tanzania

Addressing a global nursing perspective in an undergraduate nursing program: Student learning in clinical education

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