Coping: “This Is More Than a Trip—It Is a Journey”

Abstract

A 2-week community health clinical experience in Ghana, Africa, provided undergraduate nursing students a study abroad opportunity to expand their cross-cultural skills. Journal entries ( N = 512) of four cohorts were analyzed for common themes using Atlas.ti 7 in this descriptive qualitative study. No emphasis was placed on how to cope with cultural shock in Ghana, nor any attempt made to teach effective coping skills during the trips. Bochner’s ABC cultural learning response model provided the framework for grouping themes. Positive coping skills included the need for control, humor, normalizing, and reframing as well as a need for a break and relaxation. Venting, frustration, and physical ailments were coded as negative responses to culture shock. Due to these findings, student preparation for short-term study abroad should include discussions on effective coping with culture shock during orientation sessions and on-going debriefing.

Transformative Learning in an International Immersion Experience for Nursing and Other Undergraduates

“…The description of the emotionally binding relationship subtheme, in which students describe the emotional attachments they developed with Ghanaians, is similar to the deep relationship building reported in other qualitative studies of undergraduate (Cox et al, 2017) and graduate (Goodman, 2016) international nursing immersion experiences. Participants’ comparison of health care between the United States and Ghana, their descriptions of cultural sensitivity and awareness, and their descriptions of how they overcame apprehension are findings similar to other qualitative studies (Browne et al, 2015; Chaponierre & Hall, 2019).…”

Mapping the Knowledge Base in Study Abroad from the United States: A Scoping Review from 2001-2021

“…Dantas, 2007;Haines et al, 2021), STEM (e.g., Conner & Roberts, 2015;Davis & Knight, 2021), and professional training (e.g. Chaponniere & Hall, 2020;Long, 2014). STEM and professional training were frequently cross-referenced, as STEMfocused study abroad programs appeared to center intercultural competence preparation as professional development for working with diverse populations in medical (e.g., nursing) or service-oriented (e.g., counseling) fields.…”

The Role of Debriefing in a Community Health Study Abroad

“…Accordingly, students need an opportunity to express their emotions and process their experiences through dialogue with other students and faculty. Faculty can use debriefing strategies to mitigate culture shock and assist students to reconcile what they have learned with their own beliefs (Chaponniere & Hall, 2020). Furthermore, debriefing stimulates peer-to-peer learning, which is an important and impactful piece of the learning process (Cust, 2018).…”

“…While there is documentation on the purpose, usefulness, and necessity of debriefing in a study abroad program, there is a paucity of literature that describes the process used by faculty. Chaponniere and Hall (2020) recommended using daily debriefings to help students cope with culture shock. Mete (2019) described the importance of a posttrip debriefing workshop to enhance intercultural learning.…”