Skip to content
Licensed Unlicensed Requires Authentication Published by De Gruyter November 25, 2022

Embracing diversity: measuring the impact of an international immersion learning experience on nursing students’ cultural beliefs and values

  • Christine Argenbright ORCID logo EMAIL logo , Julie Sanford , Gwen D. Sherwood , Portia Janine Jordan , Michiko Moriyama , Maria Francisca Jiménez-Herrera , Mariette Bengtsson , Lee Lui , Vesna Hart and Maria McDonald

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.


Corresponding author: Christine Argenbright, School of Nursing, James Madison University, MSC 4305 325 Martin Luther Kind Jr Way, Harrisonburg, VA, USA, E-mail:

  1. Research funding: None declared.

  2. Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.

  3. Competing interests: Authors state no conflict of interest.

  4. Informed consent: Informed consent was obtained from all individuals included in this study.

  5. Ethical approval: The local Institutional Review Board deemed the study exempt from review.

References

Acheson, K., & Schneider-Bean, S. (2019). Representing the intercultural development continuum as a pendulum: Addressing the lived experiences of intercultural competence development and maintenance. European Journal of Cross-Cultural Competence and Management, 5(1), 42–61. https://doi.org/10.1504/EJCCM.2019.097826.Search in Google Scholar

Antón-Solanas, I., Coelho, M., Huércanos-Esparza, I., Vanceulebroeck, V., Kalkan, I., Cordeiro, R., Kömürkü, N., Soares-Coelho, T., Hamam-Alcober, N., Dehaes, S., Casa-Nova, A., & Sagarra-Romero, L. (2020). The teaching and learning cultural competence in a multicultural environment (CCMEn) model. Nursing Reports (Pavia, Italy), 10(2), 154–163. https://doi.org/10.3390/nursrep10020019.Search in Google Scholar PubMed PubMed Central

Antón-Solanas, I., Huércanos-Esparza, I., Hamam-Alcober, N., Vanceulebroeck, V., Dehaes, S., Kalkan, I., Kömürcü, N., Coelho, M., Coelho, T., Casa-Nova, A., Cordeiro, R., Ramón-Arbués, E., Moreno-González, S., & Tambo-Lizalde, E. (2021). Nursing lecturers’ perception and experience of teaching cultural competence: A European qualitative study. International Journal of Environmental Research and Public Health, 18(3), 1357. https://doi.org/10.3390/ijerph18031357.Search in Google Scholar PubMed PubMed Central

Cronenwett, L., Sherwood, G., Barnsteiner, J., Disch, J., Johnson, J., Mitchell, P., Sullivan, D. T., & Warren, J. (2007). Quality and safety education for nurses. Nursing Outlook, 55(3), 122–131. https://doi.org/10.1016/j.outlook.2007.02.006.Search in Google Scholar PubMed

Curtin, A. J., Martins, D. C., Schwartz-Barcott, D., DiMaria, L. A., & Ogando, B. M. (2015). Exploring the use of critical reflective inquiry with nursing students participating in an international service-learning experience. The Journal of Nnursing Education, 54(9), S95–S98. https://doi.org/10.3928/01484834-20150814-17.Search in Google Scholar PubMed

Golman, R., Loewenstein, G., Moene, K., & Zarri, L. (2016). The preference for belief consonance. The Journal of Economic Perspectives, 3(3), 165–187. https://doi.org/10.1257/jep.30.3.165.Search in Google Scholar

Gower, S., Duggan, R., Dantas, J., & Boldy, D. (2017). Something has shifted: Nursing students’ global perspective following international clinical placements. Journal of Advanced Nursing, 73(10), 2395–2406. https://doi.org/10.1111/jan.13320.Search in Google Scholar PubMed

Grant, J., Acheson, K., & Karcher, E. L. (2021). Using the BEVI to assess individual experience to enhance international programming. Frontiers: The International Journal of Sstudy Abroad, 33(1), 129–147. https://doi.org/10.36366/frontiers.v33i1.491.Search in Google Scholar

International Network of Universities. (2019). About the network. https://www.inunis.net/about/.Search in Google Scholar

Iseminger, S., Acheson-Clair, K., & Morris, P. (2020). The effects of social identities on student learning outcomes attainment. International Journal of the Scholarship of Teaching and Llearning, 14(1), 1–13. https://doi.org/10.20429/ijsotl.2020.140112.Search in Google Scholar

Jansen, M. B., Lund, D. W., Baume, K., Lillyman, S., Rooney, K., & Nielsen, D. S. (2021). International clinical placement – experiences of nursing students’ cultural, personal and professional development; a qualitative study. Nurse Education in Practice, 51, 1–9.10.1016/j.nepr.2021.102987Search in Google Scholar PubMed

Kahn, H., & Agnew, M. (2017). Global learning through difference: Considerations for teaching, learning and the internationalization of higher education. Journal of Studies in International Education, 21(1), 52–64. https://doi.org/10.1177%2F1028315315622022.10.1177/1028315315622022Search in Google Scholar

Kaihlanen, A., Hietapakka, L., & Heponiemi, T. (2019). Increasing cultural awareness: Qualitative study of nurses’ perceptions about cultural competence training. BMC Nursing, 18(38), 1–9. https://doi.org/10.1186/s12912-019-0363-x.Search in Google Scholar PubMed PubMed Central

Matthews, E. J., Clune, L., Luhanga, F., & Loewen, R. (2021). The impact of cultural immersion international learning experiences on cultural competence of nursing students: A critical integrative review. Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing, 37(5), 875–884. https://doi.org/10.1016/j.profnurs.2021.07.002.Search in Google Scholar PubMed

Mezirow, J. (1978). Perspective transformation. Adult Education Quarterly, 28(2), 100–110. https://doi.org/10.1177/074171367802800202.Search in Google Scholar

Mezirow, J. (1997). Transformative learning: Theory to practice. In P. Cranton (Ed.), Transformative learning in action: Insights from practice, new directions for adult and continuing education (pp. 5–12). Jossey-Bass.10.1002/ace.7401Search in Google Scholar

Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58–63. https://doi.org/10.1177/1541344603252172.10.1177/1541344603252172Search in Google Scholar

Morley, D. A., & Cunningham, S. (2021a). The international focus–A neglected curriculum in global undergraduate nursing. Nurse Education in Practice, 54, 103101. https://doi.org/10.1016/j.nepr.2021.103101.Search in Google Scholar PubMed

Morley, D. A., & Cunningham, S. (2021b). Global partnerships in nursing – a qualitative study in lessons for success. Nurse Education in Practice, 54, 103069. https://doi.org/10.1016/j.nepr.2021.103069.Search in Google Scholar PubMed

Phillips, L., Bloom, T., Gainey, T., & Chiocca, E. (2017). Influence of short-term study abroad experiences on community health baccalaureate students. The Journal of Nursing Education, 56(9), 528–533. https://doi.org/10.3928/01484834-20170817-03.Search in Google Scholar PubMed

Repo, H., Vahlberg, T., Salminen, L., Papadopoulos, I., & Leino-Kilpi, H. (2017). The cultural competence of graduating nursing students. Journal of Transcultural Nursing: Official Journal of the Transcultural Nursing Society, 28(1), 98–107. https://doi.org/10.1177/1043659616632046.Search in Google Scholar PubMed

Sanford, J., Argenbright, C., Sherwood, G., Jordan, P. J., Jiménez-Herrera, M. F., Bengtsson, M., Moriyama, M., Peng Lui, L., & McDonald, M. (2021). Student outcomes of an international learning collaborative to develop patient safety and quality competencies in nursing. Journal of Research in Nursing: JRN, 26(1–2), 81–94. https://doi.org/10.1177/1744987120970606.Search in Google Scholar PubMed PubMed Central

Shealy, C. (2016). Making sense of beliefs and values. Springer Publishing Company, LLC.Search in Google Scholar

Torres-Alzate, H. M., Wilson, L. L., Harper, D. C., Ivankova, N. V., Heaton, K., & Shirey, M. R. (2020). Essential global health competencies for baccalaureate nursing students in the United States: A mixed methods Delphi study. Journal of Advanced Nursing, 76(2), 725–740. https://doi.org/10.1111/jan.14030.Search in Google Scholar PubMed

Van Schalkwyk, S. C., Hafler, J., Brewer, T. F., Maley, M. A., Margolis, C., McNamee, L., Meyer, I., Peluso, M. J., Schmutz, A. M., Spak, J. M., Davies, D., & Bellagio Global Health Education Initiative (2019). Transformative learning as pedagogy for the health professions: A scoping review. Medical Education, 53(6), 547–558. https://doi.org/10.1111/medu.13804.Search in Google Scholar PubMed

Wandschneider, E., Pysarchik, D. T., Sternberger, L. G., Ma, W., Acheson, K., Baltensperger, B., Good, R.T., Brubaker, B., Baldwin, T., Nishitani, H., Wang, F., Reisweber, J., & Hart, V. (2015). The Forum BEVI Project: Applications and implications for international, multicultural, and transformative learning. Frontiers: The Interdisciplinary Journal of Study Abroad, 25(1), 150–228. https://doi.org/10.36366/frontiers.v25i1.350.Search in Google Scholar

Yang, S., Cha, C., Lee, H., & Jeong, S. (2021). Nursing students’ experiences of a global outreach program: A mixed-method study. Nurse Education in Practice, 50, 102927. https://doi.org/10.1016/j.nepr.2020.102927.Search in Google Scholar PubMed


Supplementary Material

This article contains supplementary material (https://doi.org/10.1515/ijnes-2022-0019).


Received: 2022-02-27
Accepted: 2022-11-01
Published Online: 2022-11-25

© 2022 Walter de Gruyter GmbH, Berlin/Boston

Downloaded on 5.3.2024 from https://www.degruyter.com/document/doi/10.1515/ijnes-2022-0019/html
Scroll to top button