Health care delivery through a different lens: The lived experience of culture shock while participating in an international educational program

Studying abroad: Exploring factors influencing nursing students’ decisions to apply for clinical placements in international settings

“…A summary of other benefits of study abroad cited in the literature include a broader understanding of the social determinants of health and their impact on health care delivery systems (Egenes, 2012;Kent-Wilkinson et al, 2010;Kokko, 2011); first-hand experiences of issues or factors that influence health and social inequities (Kulbok et al, 2012;Smith and Curry, 2011); increased awareness of global health issues and the development of global citizenship (Mill et al, 2010;Kulbok et al, 2012); increased cultural awareness and the development of cultural competence/safety (Aseno et al, 2013;Bentley and Ellison, 2007;Kelleher, 2013;Kokko, 2011;Ruddock and Turner, 2007;Smith-Miller et al, 2010); professional and personal growth (Kelleher, 2013;Kollar and Ailinger, 2002;Zorn et al, 1995); increased cognitive development (Kelleher, 2013); and long term positive impact on nursing practice (Kollar and Ailinger, 2002;Smith and Curry, 2011;Zorn, 1996).…”

What characterizes Norwegian nursing students’ reflective journals during clinical placement in an African country?

“…Students who have a clinical placement in a developing country often experience strong emotions (e.g., fear, shock, frustration, powerlessness and sympathy) and engage in an ongoing comparison between the conditions in their host and home countries (Egenes, 2012;Sandin & Grahn, 2004). Their time abroad also contributes to personal and professional development (Green, Johansson, Rosser, Tengnah, & Segrott, 2008;Kelleher, 2013) and an increased interest in global health policy and a desire to ''do something'' for those who suffer (Callister & Cox, 2006;GreatrexWhite, 2008).…”

Occupational (im)mobility in the global care economy: the case of foreign-trained nurses in the Canadian context

“…Interviews with the cohort indicated long wait times to complete the various examinations, confusion on the part of the CNO regarding their eligibility to apply for registration according to the individual's visa status, more restrictive and confusing testing requirements, and demands for enrollment in bridging courses that were heavily oversubscribed. Those who secured recognition had to manage their multiple visa status as well as possess the patience, fortitude and financial capital to progress through the credential and qualification maze (Egenes, 2012).…”