Utilising the Hand Model to promote a culturally safe environment for international nursing students

Mackay, Bev; Harding, Thomas; Jurlina, Lou; Scobie, Norma; Khan, Ruelle

doi:10.1016/j.nepr.2011.12.004

Cited by 10 publications

(18 citation statements)

References 27 publications

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“…Perhaps the hardest part, these challenges must be faced in isolation from family and friends. According to Mackay et al, 9 3 themes concerning international students are prominent in the world literature: the need (a) to adopt ESL to communicate, (b) to adapt to instructional styles that may be significantly different from their native country, and (c) for social integration and connectedness.…”

Section: Adjusting To Life In the United Statesmentioning

confidence: 99%

“…6,9,10,32Y39 Acculturative stress is defined as ''stress induced by the adaptation process due to a change of cultural environment'' 39(p345) and includes cultural pressures, racism, and isolation from support systems. 35,38,39 Acculturative stress is prevalent among international students and can negatively affect the student's learning, mental health, and ability to assimilate into the new culture.…”

Section: Adjusting To Life In the United Statesmentioning

confidence: 99%

“…6,32,34,36,37 Depending on their country of origin, a strict faculty-student hierarchy present in many countries may preclude the student from asking clarifying questions or fully participating in class discussions. 6,9,10,40 For example, Doutrich 40 described the Japanese convention of nodding and saying hai (the word for ''yes'' in Japanese) during lecture presentations. Faculty in the United States would usually interpret those actions to mean that the student was ''getting it''; however, in Japan, these actions are to communicate to faculty that the student is listening to the lectureVnot that he/she understood the content.…”

Section: Communication Issuesmentioning

confidence: 99%

“…40 Even if encouraged to ask questions, international students may not question a faculty member out of a sense of respect. 9,10,33,40 In clinical practice, adapting to US nursing culture and professional values, such as respect for patient autonomy and individualism, the advocacy role of nurses in terms of power relationships, and patient expectations of nursing care, can be difficult for many international students. 32,40 These ''cultural gaps'' can negatively impact the staff's assessment and acceptance of the international students.…”

Section: Communication Issuesmentioning

confidence: 99%

“…The informal environment helps to decrease the anxiety associated with a fear of public embarrassment. 6,9,10,40,42,43 Many international students are leaders in their home countries; being chosen to study abroad may be considered an honor. 6,9,10,44 However, professional and personal identity is shaken, as well as self-esteem and self-confidence, when one transitions from recognition as an expert to novice status as a student.…”

Section: Communication Issuesmentioning

confidence: 99%

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Educational Considerations for International Clinical Nurse Specialist Students

Terada

Thompson

2012

Clinical Nurse Specialist

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Section: Adjusting To Life In the United Statesmentioning

confidence: 99%

Section: Adjusting To Life In the United Statesmentioning

confidence: 99%

Section: Communication Issuesmentioning

confidence: 99%

Section: Communication Issuesmentioning

confidence: 99%

Section: Communication Issuesmentioning

confidence: 99%

See 3 more Smart Citations

Educational Considerations for International Clinical Nurse Specialist Students

Terada

Thompson

2012

Clinical Nurse Specialist

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International Healthcare Students in Clinical Learning Environments

Mikkonen

Pitkäjärvi

Kääriäinen

2017

Professional and Practice-Based Learning

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Internationalism is becoming an increasingly prominent phenomenon in healthcare education.Growing evidence suggests that cultural and linguistic differences influence international students' learning experiences, particularly in clinical learning environments. We suggest that both students and their mentors should be provided with education in culture and communication to prepare them for professional partnerships in the clinical learning environment. Students also require a well-planned orientation and enough time to adapt to cultural and linguistic differences during their clinical placements. Creating a pedagogical atmosphere which is supportive of cultural differences can enhance students' success in clinical learning. Fostering intercultural sensitivity towards international students enables reciprocal learning to take place between mentors, clinical facilitators and students. Internationalism offers great opportunities for students to receive a richer education and become better professionals. However, educating international students well requires both careful planning of clinical education within the healthcare curriculum and training of clinical mentors to supervise international students effectively.

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New Ways and Environments for Using the CLES Framework

Mikkonen

Riklikienė

2017

The CLES-Scale: An Evaluation Tool for Healthcare Education

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Clinical Learning Environment and Supervision scale (CLES) has been used and validated in many countries (see Chapter 4). Most commonly, the validation studies have been carried out in a hospital environment and the samples have consisted of general nursing students. An interesting enquiry was raised concerning the validity and implications of the CLES framework in other fields of healthcare services and healthcare student groups including medical students. This chapter presents new ways and environments for implementing the CLES scale, with healthcare students in general, and international nursing students in particular. The examples come from healthcare and medical education. The section dealing with challenges relating to international students' clinical practicum also introduces a new scale Cultural and Linguistic Diversity scale (CALDs). This scale is developed for international nursing students and can be used together with the CLES+T scale. 9.1. Healthcare and medical students In order to ensure the quality of the clinical learning environment and supervision of healthcare students, Clinical Learning Environment and Supervision scale (CLES) has been used and validated for various professional contexts. Three examples of original studies examining the use of the CLES scale include nursing students (Bos et al. 2012) and medical students (Öhman et al. 2016) in primary healthcare in Sweden; and midwifery students in primary and specialized healthcare in Lithuania (Kontrimaite 2017). Example from Sweden-nursing students in primary healthcare The investigation examined nursing and medical students' perspectives on the clinical learning environment in primary healthcare settings in Sweden (Bos 2014, Öhman et al. 2016). Students' perceptions on primary healthcare as a learning environment were measured using the CLES+T scale on nursing students (Bos et al. 2012) and CLES scale on medical students (Öhman et al. 2016). The purpose was to identify factors that promote a constructive) clinical learning environment in primary healthcare settings. This was the first time the scale was used and validated in a new learning environment. Table 9.1 presents the newly validated CLES+T scale for nursing students for primary healthcare settings.

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Utilising the Hand Model to promote a culturally safe environment for international nursing students

Cited by 10 publications

References 27 publications

Educational Considerations for International Clinical Nurse Specialist Students

Educational Considerations for International Clinical Nurse Specialist Students

International Healthcare Students in Clinical Learning Environments

New Ways and Environments for Using the CLES Framework

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