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International Service-Learning Exper...

Burdette, Kelli Hendrix,

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International Service-Learning Experiences of Undergraduate Nursing Students: A Phenomenological Study of Potential Long-Term Changes in Cultural Competence /

Record Type:	Electronic resources : Monograph/item
Title/Author:	International Service-Learning Experiences of Undergraduate Nursing Students: A Phenomenological Study of Potential Long-Term Changes in Cultural Competence // Kelli Hendrix Burdette.
Author:	Burdette, Kelli Hendrix,
Description:	1 electronic resource (260 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-11, Section: B.
Contained By:	Dissertations Abstracts International86-11B.
Subject:	Nursing. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31933023
ISBN:	9798314856642

International Service-Learning Experiences of Undergraduate Nursing Students: A Phenomenological Study of Potential Long-Term Changes in Cultural Competence /
Burdette, Kelli Hendrix,

International Service-Learning Experiences of Undergraduate Nursing Students: A Phenomenological Study of Potential Long-Term Changes in Cultural Competence /Kelli Hendrix Burdette. - 1 electronic resource (260 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: B.

The U. S. population is quickly growing in diversity, and new graduate nurses often feel unprepared to care for individuals who maintain different ideas, traditions, and values than their own. Though nursing programs strive to educate students about the provision of effective, individualized care for all people, educational practices remain inconsistent and are often ineffective. Many researchers note that an international service-learning experience immerses students into a different culture and is an effective method for teaching cultural competence. In my literature review, seventeen studies were empirically examined and synthesized. Students who had participated in an international service-learning experience overwhelmingly felt that the trip increased their cultural competence. However, these findings were all determined within six months of experience attendance. No studies examined possible long-term changes to their perspectives. Due to this lack or flaw, my research focused on any long-term practice changes noted by nurses. The purpose of this study was to explore the lived experiences of practicing nurses who have attended international service-learning experiences as undergraduate nursing students and to determine their perspectives in obtaining culturally competent nursing practice. Semi-structured interviews were conducted with participants. In vivo coding, concept coding, descriptive coding, and Moustakas' modified van Kaam method were used to analyze transcribed interviews and determine codes and themes. Six themes emerged from data analysis, including Unprecedented Self-Refinement, Bridging From Student to Nurse, Transformational Experiences, The Reality of Life Outside the Bubble, Embracing Cultural Diversity, and Multifaceted Care. Subthemes focused on participants' views that they had grown personally and professionally as they learned the importance of providing holistic care to all people. They shared ways that their lives were forever changed and how their current practices have been impacted because of their experiences. All participants voiced the belief that they were more prepared to provide culturally competent care to culturally diverse patients because of their international service-learning experiences. Due to these findings, I encourage nurse educators to consider implementation of these trips into nursing program curricula. Implications for future research might include effects of interprofessional collaboration or patients' perceptions of nurses who have attended international service-learning experiences.

English

ISBN: 9798314856642Subjects--Topical Terms:

528444
Nursing.
Subjects--Index Terms:

Cultural competence

International Service-Learning Experiences of Undergraduate Nursing Students: A Phenomenological Study of Potential Long-Term Changes in Cultural Competence /
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520 $a The U. S. population is quickly growing in diversity, and new graduate nurses often feel unprepared to care for individuals who maintain different ideas, traditions, and values than their own. Though nursing programs strive to educate students about the provision of effective, individualized care for all people, educational practices remain inconsistent and are often ineffective. Many researchers note that an international service-learning experience immerses students into a different culture and is an effective method for teaching cultural competence. In my literature review, seventeen studies were empirically examined and synthesized. Students who had participated in an international service-learning experience overwhelmingly felt that the trip increased their cultural competence. However, these findings were all determined within six months of experience attendance. No studies examined possible long-term changes to their perspectives. Due to this lack or flaw, my research focused on any long-term practice changes noted by nurses. The purpose of this study was to explore the lived experiences of practicing nurses who have attended international service-learning experiences as undergraduate nursing students and to determine their perspectives in obtaining culturally competent nursing practice. Semi-structured interviews were conducted with participants. In vivo coding, concept coding, descriptive coding, and Moustakas' modified van Kaam method were used to analyze transcribed interviews and determine codes and themes. Six themes emerged from data analysis, including Unprecedented Self-Refinement, Bridging From Student to Nurse, Transformational Experiences, The Reality of Life Outside the Bubble, Embracing Cultural Diversity, and Multifaceted Care. Subthemes focused on participants' views that they had grown personally and professionally as they learned the importance of providing holistic care to all people. They shared ways that their lives were forever changed and how their current practices have been impacted because of their experiences. All participants voiced the belief that they were more prepared to provide culturally competent care to culturally diverse patients because of their international service-learning experiences. Due to these findings, I encourage nurse educators to consider implementation of these trips into nursing program curricula. Implications for future research might include effects of interprofessional collaboration or patients' perceptions of nurses who have attended international service-learning experiences.
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