Nurse Educ Today. 2017 Jan;48:40-47. doi: 10.1016/j.nedt.2016.09.013. Epub 2016 Sep 28.
Perspectives on enhancing international practical training of students in health and social care study programs - A qualitative descriptive case study.
Nurse education today
Simona Hvalič-Touzery, Hanna Hopia, Sanna Sihvonen, Sadhna Diwan, Soma Sen, Brigita Skela-Savič
Affiliations
Affiliations
- Faculty of Health Care Jesenice, Spodnji Plavž 3, 4270 Jesenice, Slovenia. Electronic address: [email protected].
- JAMK University of Applied Sciences, School of Health and Social Studies, Piippukatu 11, 40100 Jyväskylä, Finland. Electronic address: [email protected].
- JAMK University of Applied Sciences, School of Health and Social Studies, Piippukatu 11, 40100 Jyväskylä, Finland. Electronic address: [email protected].
- School of Social Work, San Jose State University, Center for Healthy Aging in Multicultural Populations, One Washington Square, San Jose, CA 95192-0124, United States. Electronic address: [email protected].
- School of Social Work, San Jose State University, One Washington Square, San Jose, CA 95192, United States. Electronic address: [email protected].
- Faculty of Health Care Jesenice, Spodnji Plavž 3, 4270 Jesenice, Slovenia. Electronic address: [email protected].
PMID: 27705837
DOI: 10.1016/j.nedt.2016.09.013
Abstract
BACKGROUND: Internationalization of practical training in health and social care study programs is an important aspect of higher education. However, field mentors' and classroom teachers' competence in guiding culturally diverse students varies widely in European countries, and the majority does not have enough training in guiding foreign students.
OBJECTIVES: This study aimed to examine which factors enhance the efficacy of international practical placement experiences in health and social care study programs.
DESIGN: A qualitative descriptive case study design was used.
SETTINGS: The study was conducted at six higher education institutions-two in Finland and one in Croatia, Estonia, the Netherlands and Slovenia.
PARTICIPANTS: A convenience sample of 14 mentors, 15 teachers and 14 students with international experiences from six higher education institutions which are part of the Bologna Process was recruited.
METHODS: The data were collected from six focus groups using a semi-structured questionnaire based on a literature review. Each higher education institution conducted one group interview that was tape-recorded, transcribed and analysed for themes.
RESULTS: Participants made several recommendations for enhancing the practical placement experience of students, teachers, and mentors. Most recommendations dealt with practical supervision of students. Three major themes noted were: 'Attitudes towards internationalization of practical placements', 'Factors impacting the international placement experience', and 'Pedagogical methods used and structural support available for internationalization.'
CONCLUSIONS: The study highlights the need for strengthening the multicultural knowledge and skills of mentors and teachers. The findings provide practical guidelines for improving the international placement experience across health and social care fields.
Copyright © 2016 Elsevier Ltd. All rights reserved.
Keywords: Foreign students; Internationalization of higher education; Multiculturalism; Practical placements; Qualitative research
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