RESUMO
BACKGROUND: Caring for an increasingly older and multicultural patient population requires nurses and APNs who are able to integrate cultural competency in meeting the needs of their patients while decreasing health care disparities. A study-abroad immersion experience is one way to instill deep learning and cultural competency. PURPOSE: The purpose of this study was to understand the lived experience of baccalaureate nursing students and APN students working together in a study-abroad, service-learning experience. METHOD: Using Interpretive Phenomenological Analysis (IPA) (Smith & Osborn, 2003), we explored the lived experience of Baccalaureate and Advanced Practice Nursing Students in a service-learning, study-abroad experience in Belize. RESULTS: Emergent themes derived from students' journal transcripts were: (1) Allowing learning to take place; (2) Practicing nursing with limited resources (3) A different take on culture; and (4) Kinship with peers. From this theme two sub themes emerged: 1) students' connection with the people and the country, and 2) students' connection with each other. CONCLUSION: Cultural immersion prepared students to work in Belize with different patient groups, having varied perspectives related to their health. Students learned that the core values of dignity and caring require that we, as nurses, go where the patient is-not where we want the patient to be. This is tested when students are confronted with a culture not their own.
Assuntos
Competência Cultural , Currículo , Bacharelado em Enfermagem , Estudantes de Enfermagem , Humanos , Estudantes de Enfermagem/psicologia , Belize , Prática Avançada de Enfermagem , Intercâmbio Educacional Internacional , FemininoRESUMO
PURPOSE: We describe the experience of a collaborative, dialogical process on nursing pedagogy to identify the best process for creating a mutually beneficial international nursing education exchange. APPROACH: Faculty from two universities in Sucre, Bolivia and in Seattle, Washington, US engaged in planned virtual dialogues to share their nursing curricula, course content, teaching methodologies, and contextual challenges and strengths. RESULTS: From the dialogues, a thematic analysis using a modified conventional content analysis approach was completed, and four themes emerged: 1) similarities in course content, pedagogy, and curricular challenges; 2) differences in teaching competencies; 3) teaching methodologies responsive to national trends; and 4) benefits from and alternatives to the use of educational technology. Early dialogues among participants allowed them to discern areas of need and interest for future planning. IMPLICATIONS FOR INTERNATIONAL AUDIENCE: Intentional academic dialogues should be the first step to enter in an exchange program to enable participants from different hemispheres to contribute equally as partners in the formation of nurses able to respond the current global health concerns.
Assuntos
Currículo , Intercâmbio Educacional Internacional , Humanos , Washington , Bolívia , Bacharelado em Enfermagem/métodos , Pesquisa em Educação em Enfermagem , Docentes de Enfermagem/psicologia , Educação em Enfermagem/métodos , Saúde Global/educação , Comportamento Cooperativo , Cooperação Internacional , EnsinoRESUMO
Objetivo: identificar as contribuições da mobilidade acadêmica internacional, realizada na Austrália, para a formação da enfermeira no Brasil. Método: estudo exploratório com abordagem qualitativa, realizado com oito ex-intercambistas do Programa Ciência sem Fronteiras. A análise foi feita pela proposta do Discurso do Sujeito Coletivo. Resultados: a experiência ofereceu às (ex)intercambistas uma gama de oportunidades e de trocas de experiências para a formação em enfermagem. Foi apontada a rica experiência em cursar disciplinas na Austrália, comparando a metodologia Problem Based Learning com a metodologia tradicional vivenciada no Brasil e destacando seus efeitos positivos. O intercâmbio proporcionou desenvolvimento de habilidades técnico-científicas e interpessoais, vivências de sistemas comparados de saúde, além de aperfeiçoamento das competências linguísticas e de construção de compromisso ético-político-social e perspectivas profissionais futuras. Considerações finais: a mobilidade acadêmica internacional contribuiu positivamente na formação das enfermeiras brasileiras, com evidência de desenvolvimento pessoal e profissional.
Objetivo: identificar las contribuciones de la movilidad académica internacional, realizada en Australia, a la formación de enfermeras en Brasil. Método: estudio exploratorio con enfoque cualitativo, realizado con ocho ex alumnos de intercambio del programa Ciencia sin Fronteras. El análisis se realizó mediante la propuesta del Discurso del Sujeto Colectivo. Resultados: la experiencia ofreció a los estudiantes (ex)de intercambio una gama de oportunidades e intercambio de experiencias para la educación de enfermería. Se señaló la rica experiencia en el estudio de asignaturas en Australia, comparando la metodología de Aprendizaje Basado en Problemas con la metodología tradicional experimentada en Brasil y destacando sus efectos positivos. El intercambio proporcionó el desarrollo de habilidades técnico-científicas e interpersonales, experiencias de comparación de sistemas de salud, además de mejorar las habilidades lingüísticas y construir un compromiso ético-político-social y perspectivas profesionales de futuro. Consideraciones finales: la movilidad académica internacional contribuyó positivamente a la formación de enfermeras brasileñas, con evidencia de desarrollo personal y profesional.
Objective: to identify the contributions of international academic mobility, carried out in Australia, to the training of nurses in Brazil. Method: exploratory study with qualitative approach, conducted with eight former exchange students of the Science Without Borders program. The analysis was made by the proposal of the Collective Subject Discourse. Results: the experience offered (ex)exchange students a range of opportunities and exchange of experiences for nursing education. The rich experience in studying subjects in Australia was pointed out, comparing the Problem Based Learning methodology with the traditional methodology experienced in Brazil and highlighting its positive effects. The exchange provided the development of technical-scientific and interpersonal skills, experiences of comparing health systems, in addition to improving language skills and building an ethical-political-social commitment and future professional perspectives. Final considerations: international academic mobility contributed positively to the training of Brazilian nurses, with evidence of personal and professional development.
Assuntos
Humanos , Feminino , Adulto , Educação em Enfermagem , Capacitação de Recursos Humanos em Saúde , Intercâmbio Educacional Internacional , Austrália , Programas Governamentais/educaçãoRESUMO
BACKGROUND: Studies have demonstrated multiple benefits of international service-learning experiences in nursing education. These benefits include personal and professional growth, increased cultural sensitivity, and increased self-efficacy. PURPOSE: The purpose of this project was to describe the experiences of nursing students engaged in an international service-learning experience in Haiti. METHOD: A descriptive qualitative outcomes evaluation project was utilized to understand student perceptions of this experience. Nine respondents were interviewed about their experiences that took place as part of a nursing capstone course offered at a private liberal arts university in the Midwest. Interview transcripts were analyzed by the authors for common themes. RESULTS: The six themes identified included: a desire for an international experience to better understand healthcare in a developing country; culture shock; context of poverty; excitement and a sense of "helping" amidst the chaos; feelings of increased confidence, independence, and competence; and personal and professional growth. Responses indicated students felt more confident in caring for individuals from other cultures as well as in basic nursing skills and interprofessional communication after this experience. Participants' narratives also indicated intent to serve vulnerable populations in the future. CONCLUSIONS: The nursing students perceived increased sociocultural understanding and self-efficacy following a 10-day international service-learning experience.
Assuntos
Bacharelado em Enfermagem , Intercâmbio Educacional Internacional , Estudantes de Enfermagem , Haiti , Humanos , AprendizagemRESUMO
OBJECTIVES: to report my experiences as a researcher during the course of advanced post-doctoral training abroad. METHODS: theoretical and methodological option for Max van Manen's phenomenology of practice. The activities were developed in the Health Sciences Research Unit: Nursing, in Portugal, Université Catholique de Louvain, in Belgium, and in Escuela de Enfermería y Fisioterapia de la Universidad de Castilla-La Mancha, in Spain. RESULTS: participating in a multicenter international research project enabled the acquisition of new scientific knowledge, personal and cultural gains. From a broader perspective, the international graduate and undergraduate nursing networks were strengthened through the mobility of researchers, and overcoming of the "status quo" by the formation of a critical mass environment indispensable for scientific advancement. FINAL CONSIDERATIONS: sharing the experience that you appropriate is about the power of grasping possibilities of a practical experience, in the context of the world, and going through it, motivated by the desire to make internationalization feasible.
Assuntos
Bacharelado em Enfermagem , Intercâmbio Educacional Internacional , Estudantes de Enfermagem , Humanos , Aprendizagem , Projetos de PesquisaRESUMO
Objetivo: Compreender o processo de adaptação e as repercussões da internacionalização para graduandos e egressos do curso de Enfermagem que vivenciaram a mobilidade acadêmica internacional. Método: Estudo qualitativo, realizado por meio de entrevistas semiestruturadas, com oito ex-intercambistas do programa brasileiro Ciência sem Fronteiras, de cursos de enfermagem de Instituições de Educação Superior de diferentes localidades brasileiras. As entrevistas foram realizadas via videoconferência, as quais foram gravadas para posterior transcrição. Os dados foram analisados pela técnica do Discurso do Sujeito Coletivo. Resultados: Emergiram cinco discursos: adaptação na Austrália; apoio ao estudante; estilos de vida e comportamento; diversidade cultural e comparação do sistema de saúde e da enfermagem entre Brasil e Austrália. As diferentes culturas possibilitaram a reflexão sobre o contexto multi e interculturais vivenciados, reforçando seus potenciais para a formação profissional e humana. Conclusão: A experiência com o intercâmbio representou um marco transformador, com impactos na vida pessoal e na formação profissional.(AU)
Objective: To understand the adaptation process and repercussions of internationalization for undergraduate and graduate nursing students who experienced the international academic mobility. Method: This is a qualitative study based on semistructured interviews with eight students who joined the Science without Borders Brazilian Program from Higher Education Institutions from different locations in Brazil. The students were interviewed via videoconference, which were recorded for later transcription. The data were analyzed by means of the Collective Subject Discourse. Results: From the data analysis, five discourses emerged: Adaptation in Australia; Student support; Lifestyles and behavior; Cultural diversity; and Comparison of the health system and nursing between Brazil and Australia. The different cultures made it possible for students to reflect on the multicultural and intercultural contexts experienced, reinforcing their potential for professional and human training. Conclusion: The experience with an exchange program represented a milestone with positive impacts both in personal life and in professional training.(AU)
Objetivo: Comprender el proceso de adaptación y las repercusiones de la internacionalización en la formación profesional de enfermeros, a partir de la percepción de los estudiantes de pregrado y egreso de la carrera de Enfermería que han experimentado la movilidad académica internacional. Método: Estudio cualitativo, realizado a través de entrevistas semiestructuradas, con ocho ex alumnos de intercambio del programa Brasileño Ciencia sin Fronteras de cursos de enfermería en Instituciones de Educación Superior de diferentes lugares de Brasil. Las entrevistas se realizaron mediante videoconferencia, las cuales fueron grabadas para su posterior transcripción. Los datos se analizaron mediante la técnica del Discurso del sujeto Colectivo. Resultados: Del análisis de datos surgieron cinco discursos: adaptación en Australia; apoyo estudiantil; estilos de vida y comportamiento; diversidad cultural; y comparación del sistema de salud y enfermería entre Brasil y Australia. Se hizo evidente que la adaptación de los entrevistados en Australia se vio obstaculizada por el idioma. La poca participación del programa Ciencia sin Fronteras se identificó durante el proceso de adaptación de los estudiantes de intercambio en el país de destino. Las percepciones mostraron que hubo comparaciones entre diferentes culturas durante el período de intercambio, lo que permitió reflexionar sobre el contexto multicultural vivido, reforzando su potencial de formación profesional y humana. Conclusión: La experiencia con el intercambio representó un hito transformador, con impactos positivos en la vida personal y la formación profesional como enfermero.(AU)
Assuntos
Humanos , Enfermagem , Internacionalidade , Educação em Enfermagem , Bacharelado em Enfermagem , Intercâmbio Educacional InternacionalRESUMO
Objetivo: descrever a vivência de estudantes de enfermagem em um programa de dupla diplomação entre a Universidade Federal de Santa Catarina - Brasil e a Escola Superior de Enfermagem de Coimbra - Portugal. Método: Relato de experiência de duas acadêmicas de enfermagem do Estado de Santa Catarina, Brasil durante estágio curricular em Coimbra, Portugal. Resultados: O relato é composto pela vivência acadêmica nos diferentes campos de estágio como: clínica médico-cirúrgica, pediatria, saúde da mulher e obstetrícia, atenção à saúde do idoso e atenção básica em saúde. Conclusões: As experiências profissionais e pessoais vividas em Portugal mostraram-se fundamentais para a formação de profissionais confiantes e resilientes, receptivas às diversidades culturais e interessadas pela busca da excelência em enfermagem. (AU)
Objective: To describe the experience of students from Santa Catarina in the dual diploma program in the Undergraduate Nursing Course carried out by agreement between the Federal University of Santa Catarina - Brazil and the Higher Nursing School of Coimbra - Portugal. Methods: Experience report of two nursing students from the State of Santa Catarina, Brazil in the context of Coimbra, Portugal. Results: The report consists of academic experience in different internship fields, such as: medical-surgical clinic, pediatrics, women's health and obstetrics, health care for the elderly and primary health care. Conclusion: The professional and personal experiences lived during this year in Portugal proved to be fundamental to create confident and resilient professionals, receptive to cultural diversity and interested in the pursuit of excellence in nursing. (AU)
Objetivo: Describir la experiencia de los estudiantes de Santa Catarina en el programa de doble diploma en el Curso de Pregrado de Enfermería realizado por acuerdo entre la Universidad Federal de Santa Catarina - Brasil y la Escuela Superior de Enfermería de Coimbra - Portugal. Métodos: Informe de dos estudiantes de enfermería del estado de Santa Catarina, Brasil en el contexto de Coimbra, Portugal. Resultados: El informe consta de la experiencia académica en diferentes campos de prácticas, tales como: clínica médico-quirúrgica, pediatría, salud de la mujer y obstetricia, atención de la salud del anciano y atención primaria de salud. Conclusión: Las experiencias profesionales y personales vividas durante este año en Portugal demostraron ser fundamentales para crear profesionales seguros y resistentes, receptivos a la diversidad cultural e interesados en la búsqueda de la excelencia en enfermería. (AU)
Assuntos
Enfermagem , Educação , Programas de Graduação em Enfermagem , Intercâmbio Educacional InternacionalRESUMO
Associate's Degree in Nursing (ADN) programs rarely offer international service learning experiences. A project involving an ADN program in a southwestern U.S. border city and a care facility in a nearby city in Mexico was initiated to address cultural competence. The purpose of this study was to assess the impact of an international service learning experience on ADN students' cultural competence as measured by pre- and post-scores on the student version of the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Student Version (IAPCC-SV). Twenty third-semester ADN students participated in a 1-day cross-border international experience. Descriptive statistics provided summaries about the participants and their IAPCC-SV scores. Results indicated a positive effect between participating in an international service learning experience and increased levels of cultural competence. Increasing ADN students' cultural competence through international service learning may help reduce health care disparities among different cultures, promote care that enhances communication between nurses and patients, and build upon therapeutic relationships. International service learning provides ADN students the opportunity to incorporate classroom learning into their care of populations living within diverse communities.