Outcomes of Swedish Nursing Students’ Field Experiences in a Hospital in Tanzania

Abstract

This study describes the experiences of a group of nursing students from Sweden in a hospital in Tanzania. Students were interviewed on their return after the trip. Although students experienced considerable upheaval and frustration working in a different context, they learned valuable lessons as to how nursing can be conducted in conditions entirely different from those familiar to them. They attempted to understand the value and behavioral divergences they encountered, yet values of their home culture remained their frame of reference. This project reflected the importance of working through students' experience if knowledge and understanding of self and others are to be enhanced or developed.

Taking part in Nordic collaboration; nursing students' experiences and perceptions from a learning perspective: A qualitative study

“…Thinking and talking about values and beliefs increases self-confidence and self-awareness (Lee, 2004;Sandin et al, 2009) and can enhance professional development. In the present study, students reported increased awareness of differences in healthcare practice and RNs' roles.…”

“…In the present study, students reported increased awareness of differences in healthcare practice and RNs' roles. Meeting individuals from different countries is a powerful way to learn about different cultures and understand different ways of living (Button et al, 2005;Sandin et al, 2009). The students described those meetings and challenges as a "personal inner journey".…”

“…Such programmes yield best results if well prepared (Greatrex-White, 2008;Koskinen and Tossavainen, 2004;Kulbok et al, 2012). Generally, exchange collaboration focuses on students and nurse educators (Sandin et al, 2009). Participation in an exchange programme aims to engage students in learning and interaction within a multicultural environment (Cowan, 2007), which often is demanding for them (Kokko, 2011).…”

The obligation of debriefing in global health education

“…A commonly cited purpose of global health education programs is to provide students with an experiential opportunity for cultivating cultural sensitivity or competence (Duffy 2001 Duffy et al 2003;Mill et al 2005;Green et al 2008;Sandin et al 2004;Jenkins et al 2011). Cultural safety has been specifically proposed as a guiding concept for clinical education.…”

“…Global health clinical education is addressed in the literature under a variety of terms, including: international and cross-cultural clinical practica or placements (Pickrell 2001;Grant & McKenna 2003;Mill et al 2005;Balandin et al 2007), international health-care or field experiences (Mackenzie 2002;Button et al 2004;Lee 2004;Sandin et al 2004;Jenkins et al 2011), study abroad (Koskinen & Tossavainen 2004;Green et al 2008), international practice education and student exchange (Duffy et al 2003;Kinsella et al 2008), international immersion, and cultural competence immersion (Rains Warner 2002;Ter Maten & Garcia-Maas 2009). Courses focused on Aboriginal health are also referenced, with ''rural'' or ''remote'' being used as descriptors for such in the Australian context (Mills et al 2005;Neill & Taylor 2002;Webster et al 2010).…”