| 1. |
- Argenbright, Christine, et al.
(författare)
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Embracing diversity : measuring the impact of an international immersion learning experience on nursing students' cultural beliefs and values
- 2022
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Ingår i: International Journal of Nursing Education Scholarship. - : Walter de Gruyter. - 1548-923X .- 2194-5772. ; 19:1
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVES: An international Nursing Leadership Collaborative covened in Japan to hold a patient safety and quality workshop for nursing students from six countries. The purpose was to measure students' self reported beliefs reflecting sensitivity and openness to cultural diversity before and after the international experience.METHODS: A pre-post-test design was used and the Beliefs, Events, and Values Inventory was administered to international undergraduate and graduate nursing students.RESULTS: The group aggregate data analysis indicate that prior to the start of the workshop, the group presented itself as quite introspective and after the workshop the group reported being more sophisticated in making causal explanations about why the world works in the way it does.CONCLUSIONS: Nursing students experienced an expanded awareness of their beliefs and values that reflect a greater degree of intercultural sensitivity for acceptance of inclusivity and diversity after the experience.
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| 2. |
- Argenbright, Christine, et al.
(författare)
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Making a Difference : Changing Nursing Students’ Global Beliefs
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Background: In August of 2017, the Nursing Leadership Collaborative of the International Network of Universities (INU), convened in Hiroshima, Japan to hold a patient safety and quality of care workshop for nursing students from six INU universities located in Japan, Spain, Sweden, South Africa, United Kingdom and the United States. The workshop, held during Peace Week, had as its purpose to develop a model of international collaboration and education to impact quality and safety education in nursing. In addition to examining the impact of the experience on student learning, the leaders wished to determine to what degree students’ beliefs and values changed due to participation in the nursing collaborative workshop. The purpose of this research was to measure students’ self-reported beliefs that reflect global competency and openness to cultural diversity. Methods: IRB approval was obtained and a pre-post-test mixed method design was used with the convenience sample of 21 English speaking international undergraduate and graduate nursing students. The workshop lasted 9 days and included a curriculum based on the Quality and Safety Education for Nurses (QSEN) Competencies. Experiential clinical activities focused on how patient safety is improved in Japan. Cultural activities were integrated and primarily focused on the Peace Week events which included the Peace Day ceremony to memorialize the dropping of the atomic bomb on Hiroshima. The Beliefs, Events, and Values Inventory (BEVI), a mixed methods measure, was administered and used to asses relevant processes and constructs including (but not limited to); openness; receptivity to different cultures; stereotyping; self and emotional awareness; and strategies for making sense of why people do what they do. (Shealy, 2017). This study examines Time 1 (prior to participation in the program) and Time 2 (immediately after the completion of the program). Students also completed daily reflections in response to prompts provided by faculty. Qualitative data analysis was completed using NVivo software. Results: Results from the group aggregate data analysis indicate that prior to the start of the program (Time 1) this group presents itself as quite introspective (Self-awareness = 75thpercentile); midway between confident and inquisitive in terms of understanding who others are, how world works, and their experience of life (Basic Determinism = 41st percentile); quite open to and interested in cultural beliefs and practices that are different from one’s own (Sociocultural Openness = 74th percentile); open to non-traditional gender roles (Gender Traditionalism = 20th percentile); do not have strong religious convictions (Religious Traditionalism = 26th percentile); and express a high degree of concern about ecological issues and the natural world (Ecological Resonance = 59th percentile). Following the completion of the program (Time 2), the group as a whole reported being more sophisticated in making causal explanations about why the world works in the way it does (Basic Determinism = 30th percentile); increased openness to and interest in cultural beliefs and practices that are different from one’s own (Sociocultural Openness = 80th percentile); increased openness to non-traditional gender roles (Gender Traditionalism = 13th percentile); further decrease in strong religious convictions (Religious Traditionalism = 20th percentile); and increased degree of concern about ecological issues and the natural world (Ecological Resonance = 71stpercentile). Statements from qualitative data analysis reflect greater understanding and empathy for others’ perspectives and experiences and increased openness. Conclusion: Nursing students experienced changes in their beliefs and values that reflect a greater degree of global competency after the short term international workshop experience with other nursing students.
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| 3. |
- Bengtsson, Mariette, et al.
(författare)
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Göra skillnad : förändra sjuksköterskestudenters kliniska och globala kompetens
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Bakgrund: I augusti 2017 genomförde Nursing Leadership Collaborative of the International Network of Universities (INU) en workshop i Hiroshima, Japan med temat Patient Safety and Quality Care. Workshoppen som varade i nio dagar avsåg att utveckla en modell för internationellt samarbete och utbildning i syfte att stärka patientsäkerhet och kvalitetsförbättringsfrågor utifrån ett globalt perspektiv. Utbildningen baserades på ett koncept utarbetat inom ramen för The Quality and Safety Education for Nurses (QSEN) som utgick från sjuksköterskans kärnkompetenser. Undervisningen i form av teori, praktik och studiebesök, varvades med kulturella aktiviteter som bland annat inkluderade fredsceremoni till minne av atombomben som släpptes över Hiroshima den 4 augusti 1945, ”The A-bomb day”. Undervisningen leddes av INU medlemmar som alla är experter i ämnet Syftet med workshopen och tillhörande utvärdering och forskning var att undersöka om sjuksköterskestudenters kliniska kompetens ökar genom att delta i internationell workshop samt om deras självrapporterade övertygelser som speglar global kompetens och öppenhet mot kulturell mångfald förändrades. Det är viktigt att värdera resultat och effekter av all undervisning och lärande, speciellt internationella projekt som genererar fler resurser än traditionell undervisning på hemma universitetet. Metod: Deltagare i workshopen var 21 sjuksköterskestudenter från sex INU-anslutna universitet, Japan, Spanien, Sverige, Syd Afrika, Storbritannien och USA. Innan workshopen började och i anslutning till att workshopen avslutades svarade studenterna på olika kunskapsfrågor på innehåll som togs upp under workshopen (för- och eftertest). Studenterna svarade också på enkäten Beliefs, Events, and Values Inventory (BEVI) vid samma tillfälle samt 6 månader senare. Studenterna skrev även dagliga reflektioner kring undervisningen och sina övriga upplevelser. Analys baserad på denna kvalitativ data kommer att genomföras med stöd av NVivo-programvara. Resultat: All data har ännu inte analyserats men preliminära resultat visar på att sjuksköterskestudenterna hade förbättrat sin kliniska kompetens kring patientsäkerhet och förbättringsarbete efter att ha deltagit i workshopen. Resultatet speglar en större förståelse och empati för andras perspektiv och erfarenheter och ökad öppenhet mot andra synsätt och kulturer. Som grupp visade analysen av BEVI på att deltagarna hade skaffat sig en ökad förståelse för varför världen fungerar på det sätt som den gör och deras var bekymmer för ekologiska världsproblem hade ökat. Resultatet visade även på en ökad öppenhet mot och intresse för andra kulturella övertygelser och praxis som skiljer sig från sin egen sociokulturell miljö och på en ökad öppenhet gentemot icke-traditionella könsroller. Arbetet med den internationella kursen var en utmaning även om det fanns en samsyn om innehållet. Det fanns kulturella skillnader avseende pedagogik och arbetssätt. Slutsats: Förutom att öka sin kliniska kompetens genom att delta i en internationell workshop upplevde sjuksköterskestudenterna förändringar i sina övertygelser och värderingar som speglar en större grad av global kompetens. Detta är en viktig kompetens för det livslånga lärandet i dagens och morgondagens mångfaldssamhälle oavsett om studenten praktiserar sitt yrke på hemorten eller i ett nationellt sammanhang. Internationella sammarbeten främjar också lärarens pedagogiska kompetens.
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| 4. |
- Sanford, Julie, et al.
(författare)
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Student outcomes of an international learning collaborative to develop patient safety and quality competencies in nursing
- 2021
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Ingår i: Journal of Research in Nursing. - : Sage Publications. - 1744-9871 .- 1744-988X. ; 26:1-2, s. 81-94
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Tidskriftsartikel (refereegranskat)abstract
- Background: Patient harm is a global crisis fueling negative outcomes for patients around the world. Working together in an international learning collaborative fostered learning with, from and about each other to develop evidence-based strategies for developing quality and safety competencies in nursing.Aims: To report student outcomes from an international learning collaborative focused on patient safety using the Quality and Safety Education for Nurses competency framework.Methods: A global consortium of nursing faculty created an international learning collaborative and designed educational strategies for an online pre-workshop and a 10-day in-person experience for 21 undergraduate and graduate nursing students from six countries. A retrospective pre-test post-test survey measured participants' confidence levels of patient safety competence using the health professional education in patient safety survey and content analysis of daily reflective writings.Results: Statistical analysis revealed student confidence levels improved across all eight areas of safe practice comparing-pre and post-education (significance, alpha of P < 0.05). Two overarching themes, reactions to shared learning experiences and shared areas of learning and development, reflected Quality and Safety Education for Nurses competencies and a new cultural understanding.Conclusions: The international learning collaborative demonstrated that cross-border learning opportunities can foster global development of quality and safety outcome goals.
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