TY - JOUR
T1 - Influence of short-term study abroad experiences on community health baccalaureate students
AU - Philips, Lynelle
AU - Bloom, Tina
AU - Gainey, Tammie
AU - Chiocca, Ellen
N1 - Funding Information:
The value of studying abroad (also known as overseas study, international study, or international education; Kelleher, 2013) has been well-established for undergraduate students in many disciplines (e.g., business and fine arts; Bakalis & Joiner, 2004; Cisneros-Donahue, Krentle, Reinig & Sabol, 2012; Douglas & Jones-Rikkers, 2001; Kitsantas, 2004; Rexeisen & Al-Khatib, 2009). Indeed, the educational value of studying abroad is so compelling that a 2005 commission funded by the U.S. State Department recommended a national goal of one million undergraduate students studying abroad by 2020 (Commission on the Abraham Lincoln Study Abroad Fellowship Program, 2005). Although health professions students comprised only 6.3% of U.S. students studying abroad in 2014 to 2015 (Institute of International Education, 2016), the overall proportion of these students has been increasing, and the body of literature regarding the benefits of studying abroad specific to nursing students is growing (Kelleher, 2013). Research has generally supported that study abroad for nursing students results in gains in cultural competency (Browne, Fetherston, & Medigovich, 2015; Kelleher 2013). Other, somewhat less frequently identified benefits of studying abroad for prospective nurses involve increased personal and professional growth (Greatrex-White, 2008; Green, Johansson, Rosser, Tengnah, & Segrott, 2008; Ruddock & Turner, 2007; Sealy & Hathorn, 2014). However, this body of evidence is somewhat weakened by limitations related to research design, with little pre–postmeasurement or rigorous data analysis (Browne et al., 2015; Kelleher, 2013). Most of these studies involve qualitative review of student narratives during and posttravel (with no data collected prior to travel) and capture themes based on students’ unsolicited reflections or prompts (Bohman & Borglin, 2014; Carpenter & Garcia, 2012; Edmonds, 2010; Egenes, 2012; Greatrex-White, Ruddock, & Turner, 2007; Koskinen & Tossavainen, 2004; Maltby & Abrams, 2009). Other studies use mixed-method approaches or interviews posttravel (DeDee, 2013; Gilliland, Attridge, At-tridge, Maize, & McNeill, 2016; Keogh & Russell-Roberts, 2009; Long, 2014; Seright, 2007; St. Clair & McKenry, 1999). A general lack of consensus also exists regarding the optimal length of study abroad experiences (Read, 2011). Definitions of
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PY - 2017/9
Y1 - 2017/9
N2 - Background: Very short study abroad programs may be most feasible in undergraduate nursing programs, but little research describes their value for prospective nurses. The narratives of senior baccalaureate nursing students (N = 62) who traveled for 2 weeks to Cape Coast, Ghana, between semesters for a faculty-led community health clinical experience were analyzed. Method: Students responded to pre- and posttrav-el semi-structured, open-ended prompts regarding expectations and perceptions of culture, health, and happiness. Data were analyzed using a qualitative descriptive approach. Results: Four themes emerged related to perceptions of culture, relationships with community, definitions of health and happiness, and adaptability and innovation. African American stu-dents’ (n = 3) responses highlighted unique themes regarding personal identity. Conclusion: Student perceptions of culture demonstrated progression through previously described stages of cultural competence. Relatively novel themes regarding community relationships, perceptions of health and happiness, and adaptability suggest additional value of this short-term study abroad experience for nursing students.
AB - Background: Very short study abroad programs may be most feasible in undergraduate nursing programs, but little research describes their value for prospective nurses. The narratives of senior baccalaureate nursing students (N = 62) who traveled for 2 weeks to Cape Coast, Ghana, between semesters for a faculty-led community health clinical experience were analyzed. Method: Students responded to pre- and posttrav-el semi-structured, open-ended prompts regarding expectations and perceptions of culture, health, and happiness. Data were analyzed using a qualitative descriptive approach. Results: Four themes emerged related to perceptions of culture, relationships with community, definitions of health and happiness, and adaptability and innovation. African American stu-dents’ (n = 3) responses highlighted unique themes regarding personal identity. Conclusion: Student perceptions of culture demonstrated progression through previously described stages of cultural competence. Relatively novel themes regarding community relationships, perceptions of health and happiness, and adaptability suggest additional value of this short-term study abroad experience for nursing students.
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U2 - 10.3928/01484834-20170817-03
DO - 10.3928/01484834-20170817-03
M3 - Article
C2 - 28876438
AN - SCOPUS:85029054637
SN - 0148-4834
VL - 56
SP - 528
EP - 533
JO - Journal of Nursing Education
JF - Journal of Nursing Education
IS - 9
ER -