Global Host Partner Perspectives: Utilizing a Conceptual Model to Strengthen Collaboration with Host Partners for International Nursing Student Placements

Underwood, Margot; Gleeson, Judith; Konnert, Candace; Wong, Katherine; Valerio, Bautista

doi:10.1111/phn.12258

Cited by 22 publications

(39 citation statements)

References 22 publications

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“…Global literature reveals a dearth of data exploring the host country's perceptions of these ILEs (DeLong 2015, Underwood et al 2016). Furthermore, students' knowledge acquisition on core global health concepts have rarely been studied in detail, although past findings support the notion that ILEs can have a positive influence on students' cognitive development (Button et al 2005, Zorn et al 1995, Frisch 1990).…”

Section: Literature Reviewmentioning

confidence: 99%

"Poverty is our Biggest Enemy": Canadian Nursing Students’ International Learning Experiences (ILEs)

Ashwood-Smith¹,

Newton²,

Gibbs³

2019

AJHMS

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International Learning Experiences (ILEs) have been a cornerstone of global health education for nursing programs throughout the world. Camosun College's Nursing Department (Victoria, BC, Canada) has conducted numerous ILEs in many developed and developing countries for over a decade with only anecdotal evidence to support these rich yet challenging international placements. Thus, the principle objectives of this research aimed to explore the impact of study abroad placements on students' global health knowledge acquisition, and personal and professional growth, in addition to understanding the important perspectives of the host countries. The methodology combined qualitative and quantitative components and employed a global health framework. The data collection tools included focus group discussions, global health themed critical reflections, a survey, and a structured questionnaire. An interpretive description approach guided the analysis. The results revealed the complexity of the students' personal and professional journey as they incorporated global health concepts into their novice practice. Furthermore, health promotion was a critical dimension of the data illuminating student's enhanced knowledge levels of principles of upstream thinking and effective health education strategies. Cultural competence as a key learning outcome fostered complex ethical discussions supporting the concept of cultural comportment. It is hoped that these research findings, coupled with recommendations for best practice, will help inform the debate on the merits and challenges of ILEs, ensuring that vital concepts of global health knowledge and cultural competence are deeply embedded into future international nursing placements.

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Section: Literature Reviewmentioning

confidence: 99%

"Poverty is our Biggest Enemy": Canadian Nursing Students’ International Learning Experiences (ILEs)

Ashwood-Smith¹,

Newton²,

Gibbs³

2019

AJHMS

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“…For instance, Rathburn and Lexier are currently engaged in a research study that involves interviewing students about their understanding of service‐learning (Rathburn, Lexier, and Vespa, ), Underwood and Gleeson are exploring host partner perspectives regarding collaboration and partnership (Underwood et al. ), and Dean is engaged in a collaborative self‐study with her students and field school's host partner, exploring all partners’ experiences of reciprocity during the India field school (Dean et al. 2016).…”

Section: Conclusion and Looking Forwardmentioning

confidence: 99%

Building Bridges from the Decoding Interview to Teaching Practice

Pettit

Rathburn

Calvert³

et al. 2017

New Drctns for Teach & Learn

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This chapter describes a multidisciplinary faculty self-study about reciprocity in service-learning.The study began with each co-author participating in a Decoding interview. We describe how Decoding combined with collaborative self-study had a positive impact on our teaching practice. The experience of this group of students and their professors, two co-authors of this chapter, is all too common and not an isolated incident. This is not surprising given that it has been argued that "service learning pedagogy requires and fosters learning-often transformational, paradigm-shifting learning-on the part of everyone involved, including faculty" (Clayton, Bringle & Hatcher 2013, 245). Indeed, given that service-learning necessitates faculty giving up control and working reciprocally with partners, sometimes much more than bridges need to be shifted and changed. Recognizing this, and due to our commitment to developing our teaching practice, we, the authors of this article, set out to investigate our own thinking with regard to reciprocity through a collaborative self-study, which included the use of a Decoding interview (Pace & Middendorf 2004). Building Bridges from the Decoding Interview to Teaching PracticeOur initial research examined how the Decoding interview followed by our self-study process generated learning about reciprocity specifically (Miller-Young, Dean, Rathburn, Pettit, Underwood, Gleeson, Lexier, Calvert, and Clayton 2015). In this chapter we report how Decoding had an impact on four areas of our teaching practice: 1) our identity and role as teachers, especially in an experiential learning setting; 2) the discovery of similarities and differences we shared with colleagues from diverse disciplines; 3) new strategies for forging meaningful and truly reciprocal relationships with partners in global service-learning field schools; and finally, 4) our design, delivery and assessment in field schools. Background and Methodology

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“…Findings from the study corroborated the model's constructs, but were limited to the host perspective and did not address resources or sustainability. The study (Underwood et al., ) did affirm the utility of a conceptual model when planning or evaluating a study abroad experience, but a comprehensive conceptual model developed from the perspectives of all nurse partners, LMRC and HRC nurses, may offer greater depth and equity to the partnership.…”

Section: Introductionmentioning

confidence: 97%

“…The only study to date implementing the Leffers and Mitchell () model for partnership and sustainability provided a host partner perspective of engagement and factors promoting effective collaboration in a community health experience based in the Dominican Republic (Underwood, Gleeson, Komnert, Wong, & Valerio, ). Findings from the study corroborated the model's constructs, but were limited to the host perspective and did not address resources or sustainability.…”

Section: Introductionmentioning

confidence: 99%

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Revising a conceptual model of partnership and sustainability in global health

Upvall

Leffers

2018

Public Health Nursing

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Global Host Partner Perspectives: Utilizing a Conceptual Model to Strengthen Collaboration with Host Partners for International Nursing Student Placements

Abstract: Future research and implications at the individual, community, and policy levels are discussed.

Cited by 22 publications

References 22 publications

"Poverty is our Biggest Enemy": Canadian Nursing Students’ International Learning Experiences (ILEs)

"Poverty is our Biggest Enemy": Canadian Nursing Students’ International Learning Experiences (ILEs)

Building Bridges from the Decoding Interview to Teaching Practice

Revising a conceptual model of partnership and sustainability in global health

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