Educational Considerations for International Clinical Nurse Specialist Students

Terada, M; Thompson, Christopher

doi:10.1097/nur.0b013e318267c2ec

Cited by 6 publications

(14 citation statements)

References 28 publications

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“…On the other hand, the challenges of students participating in internationalization include: having to quickly adapt to a new culture; engaging in challenging academic settings; using a foreign language (in some cases); and being away from their families and country of origin. Students need to be prepared to make significant emotional and financial investments (28) . There are also barriers related to health insurance, travel insurance, security, cultural immersion in unfamiliar environments, ethical issues and emotional responses to difficult situations (1) .…”

Section: Discussionmentioning

confidence: 99%

Dupla titulação em enfermagem: potencialidades e desafios de uma experiência de internacionalização acadêmica discente

Nora

Schaefer

Schveitzer

et al. 2018

Rev. esc. enferm. USP

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Objective To share the experience of a Double Nursing degree promoted between the Nursing School of the Universidade de São Paulo and the Health Sciences Institute of the Universidade Católica Portuguesa, reflecting on the potentialities and challenges of this opportunity for graduate students. Method This is an experience report presented in chronological order and of a descriptive nature. The double degree in Nursing was accomplished over a period of 6 months in a different institution from the institution of origin. Results Among the activities developed during the Double Degree are: participating in examining boards, congresses, seminars, courses, meetings, lectures, colloquium, classes, research groups and technical visits to health services. A table presents and describes the main benefits of the experience experienced by the authors. Conclusion When well-planned and well-developed, a double degree can promote personal, cultural and professional development of the students, favoring internationalization and contributing to the qualification of graduate programs.

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Section: Discussionmentioning

confidence: 99%

Dupla titulação em enfermagem: potencialidades e desafios de uma experiência de internacionalização acadêmica discente

Nora

Schaefer

Schveitzer

et al. 2018

Rev. esc. enferm. USP

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“…1,2 Using Culturally Sensitive Teaching Strategies: Classroom and Online Course Strategies As noted in the previous columns, going to a foreign country to advance one's education presents not only great opportunities but also a huge risk for many international students. 1,2 The major goal for these students is to return to their native countries with the advanced knowledge and skills to expertly care for their patients, teach their nursing students, and contribute to the nursing profession as a whole.…”

Section: Creating a Culturally Sensitive Classroommentioning

confidence: 97%

“…Some of the strategies outlined in the table are based on the literature cited in the previous columns. 1,2 For faculty, creating a positive learning environment begins with cultural awareness and respectVlearning your students' names and how to pronounce them properly will go a long way to building a trusting relationship. 5 Taking the time to learn about your international students'…”

Section: Creating a Culturally Sensitive Classroommentioning

confidence: 99%

Improving the Educational Experience for International Clinical Nurse Specialist Students, Part III

Thompson¹

2013

Clinical Nurse Specialist

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T his column completes the current series, 1,2 addressing ways to improve the educational experience for international clinical nurse specialist (CNS) students. As noted in the earlier columns, acculturative stress is defined as stress caused by the process of adaptation that accompanies ''a change of cultural environment.'' 3(p345) Acculturative stressors are multifactorial and common among students living and studying in a foreign country. 3 Understanding the cultural norms and cultural values specific to the students in your institution can help faculty teach in a more culturally sensitive manner to promote an optimal learning environment for students from other nations.Part 1 of this series 1 discussed the challenges that international students need to overcome when applying to and attending nursing programs in the United States. Last month's column 2 explored cultural differences in communication from a conceptual and theoretical perspective and identified organizational strategies to improve the student experience at the school and campus level. This month's column will present classroom and clinical strategies that faculty, and hospital educators, can use to decrease acculturative stress and assist international students to adjust to learning in a different cultural environment. The Evidence Base for Teaching International StudentsThere are many research studies regarding the educational needs and challenges of international students published in the education, psychology, and cultural anthropology literature. 4,5 The evidence base for research on effective strategies for international nursing students is growing, spans over 30 years, and provides quantitative and qualitative evidence for methods to optimize the learning environment. Most of the research-based studies addressed communication issues and language acquisition strategies and the benefits of a supportive learning environment. 4,5 However, both Scheele et al 4 and Choi 5 noted that further research using rigorous research designs to measure the outcomes of instructional methods specific to international students was needed as much of the evidence is anecdotal, although acknowledged to be ''empirically grounded. '' 4(p248) Because of the inability to generalize case reports and anecdotal evidence, Scheele et al 4 cautioned that ''situational or contextual factors may varyI[and therefore] indiscriminant application of these strategies without critical evaluation and scrutiny is likely to result in undesirable or even disastrous results. '' 4(p248) A brief overview of the Scheele et al 4 and Choi 5 reviews is presented.The purpose of the literature review by Scheele et al 4 was to synthesize the research base of educational strategies specific to students from Asian countries or Englishas-second-language (ESL) students from Asian households. These authors conducted a search of multiple databases (CINAHL, LexisNexis, Expanded Academic ASAP plus, Medline, Cochrane Database of Systematic Review, and

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“…Nursing is one of the many disciplines with an increasing number of foreign-born students. There are several benefits to the globalization of nursing education, including strengthening the healthcare workforce capacity (front-line workers, administrators, policy-makers, academics as well as researchers), increasing the linguistic and cultural diversity of nursing professionals, and the sharing of new ideas across countries toward the improvement of nursing practice [ 8 , 9 ]. Increasing the level of education among nurses also improves health outcomes, enhances gender equality and contributes to economic growth, especially in low-and-middle-income countries [ 10 , 11 ].…”

Section: Introductionmentioning

confidence: 99%

Challenges, coping responses and supportive interventions for international and migrant students in academic nursing programs in major host countries: a scoping review with a gender lens

2021

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Background International and migrant students face specific challenges which may impact their mental health, well-being and academic outcomes, and these may be gendered experiences. The purpose of this scoping review was to map the literature on the challenges, coping responses and supportive interventions for international and migrant students in academic nursing programs in major host countries, with a gender lens. Methods We searched 10 databases to identify literature reporting on the challenges, coping responses and/or supportive interventions for international and migrant nursing students in college or university programs in Canada, the United-States, Australia, New Zealand or a European country. We included peer-reviewed research (any design), discussion papers and literature reviews. English, French and Spanish publications were considered and no time restrictions were applied. Drawing from existing frameworks, we critically assessed each paper and extracted information with a gender lens. Results One hundred fourteen publications were included. Overall the literature mostly focused on international students, and among migrants, migration history/status and length of time in country were not considered with regards to challenges, coping or interventions. Females and males, respectively, were included in 69 and 59% of studies with student participants, while those students who identify as other genders/sexual orientations were not named or identified in any of the research. Several papers suggest that foreign-born nursing students face challenges associated with different cultural roles, norms and expectations for men and women. Other challenges included perceived discrimination due to wearing a hijab and being a ‘foreign-born male nurse’, and in general nursing being viewed as a feminine, low-status profession. Only two strategies, accessing support from family and other student mothers, used by women to cope with challenges, were identified. Supportive interventions considering gender were limited; these included matching students with support services' personnel by sex, involving male family members in admission and orientation processes, and using patient simulation as a method to prepare students for care-provision of patients of the opposite-sex. Conclusion Future work in nursing higher education, especially regarding supportive interventions, needs to address the intersections of gender, gender identity/sexual orientation and foreign-born status, and also consider the complexity of migrant students’ contexts.

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Educational Considerations for International Clinical Nurse Specialist Students

Cited by 6 publications

References 28 publications

Dupla titulação em enfermagem: potencialidades e desafios de uma experiência de internacionalização acadêmica discente

Dupla titulação em enfermagem: potencialidades e desafios de uma experiência de internacionalização acadêmica discente

Improving the Educational Experience for International Clinical Nurse Specialist Students, Part III

Challenges, coping responses and supportive interventions for international and migrant students in academic nursing programs in major host countries: a scoping review with a gender lens

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