Norwegian nursing students’ experiences of theoretical and clinical studies in Tanzania: A descriptive qualitative study

2021 ◽  
pp. 205715852110232
Author(s):  
Sigrid Wangensteen ◽  
Solveig Granseth ◽  
Marycelina Msuya ◽  
Kristin Haugen
Keyword(s):  
Nursing Students ◽  
Clinical Studies ◽  
Professional Growth ◽  
Culture Shock ◽  
Learning Experiences ◽  
Student Group ◽  
Qualitative Descriptive ◽  
Group Interviews ◽  
Group Sharing ◽  
Study Abroad Program

Internationalization has been a priority in higher education for several decades. No studies reporting nursing students’ learning experiences from both theoretical and clinical studies in Africa were identified. The study aimed to describe learning experiences of Norwegian nursing students after participating in a study-abroad program that includes theoretical and clinical studies in Tanzania. A qualitative descriptive design was chosen. Five group interviews were carried out from 2013–2016. The students entered new ground; they were in a challenging learning process but most of all they experienced personal and professional growth. The students increased their cultural competence, enabling them to meet patients and relatives from foreign cultures more open-mindedly. Being part of a student group, sharing experiences and reflecting on these are crucial for personal and professional growth. Returning home and experiencing a kind of ‘reverse culture shock’ underlines the importance of debriefing shortly after return to their home university.

scholarly journals What Factors Facilitate Good Learning Experiences in Clinical Studies in Nursing: Bachelor Students’ Perceptions

ISRN Nursing ◽  
2013 ◽  
Vol 2013 ◽  
pp. 1-7 ◽  
Author(s):  
Bjørg Dale ◽  
Arne Leland ◽  
Jan Gunnar Dale
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Clinical Studies ◽  
Qualitative Content Analysis ◽  
Learning Experiences ◽  
Main Theme ◽  
Opportunities To Learn ◽  
Self Confidence ◽  
Good Learning

Clinical studies constitute 50% of the bachelor program in nursing education in Norway, and the quality of these studies may be decisive for the students’ opportunities to learn and develop their professional competences. The aim of this study was to explore what bachelor students’ in nursing perceived to be important for having good learning experiences in clinical studies. Data was collected in a focus group interview with eight nursing students who were in the last year of the educational program. The interview was transcribed verbatim, and qualitative content analysis was used for exploring and interpreting the content of the interview text. One main theme emerged from the analysis: “being in a vulnerable and exposed position characterized by conflicting needs.” Four categories were found: “aspects related to the clinical setting”, “aspects related to the nurse supervisor,” “aspects related to the student,” and “aspects related to the student-supervisor relationship”. The findings revealed that the students' learning experiences and motivation were related to individual, relational, and organizational aspects. The students highlighted their own as well as their supervisors' attitudes and competences and the importance of positive relationships. In addition, feeling welcomed, included, and valued in the ward improved their motivation, self-confidence, and self-respect.

Taking the TESOL Practicum Abroad

2018 ◽  
pp. 737-759 ◽  
Author(s):  
Hyesun Cho ◽  
Lizette Peter
Keyword(s):  
Preservice Teachers ◽  
Professional Growth ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Global Context ◽  
Context Data ◽  
Group Interviews ◽  
Teachers Professional Development ◽  
Study Abroad Program

This chapter examines the experiences of four native English-speaking preservice teachers in a faculty-led study abroad program in South Korea. It elucidates the ways in which these preservice teachers experienced personal and professional growth with an increasing critical awareness of the power imbalance embedded in English language teaching in the global context. Data were collected via students' weekly online discussion posts, electronic portfolio artifacts, and focus group interviews. Findings indicate personal and professional growth in participants' self-perceptions as a result of at least two fundamental aspects of the program: 1) the intentionality with which participants were exposed to a critique of English language teaching in the Korean context and 2) the residential nature of the experience, which provided intensive peer collaboration among practicum participants. The chapter concludes with recommendations for implementing a TESOL practicum abroad as a meaningful and consciousness-raising opportunity for preservice teachers' professional development.

Taking the TESOL Practicum Abroad

2017 ◽  
pp. 149-171 ◽  
Author(s):  
Hyesun Cho ◽  
Lizette Peter
Keyword(s):  
Preservice Teachers ◽  
Professional Growth ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Global Context ◽  
Context Data ◽  
Group Interviews ◽  
Teachers Professional Development ◽  
Study Abroad Program

This chapter examines the experiences of four native English-speaking preservice teachers in a faculty-led study abroad program in South Korea. It elucidates the ways in which these preservice teachers experienced personal and professional growth with an increasing critical awareness of the power imbalance embedded in English language teaching in the global context. Data were collected via students' weekly online discussion posts, electronic portfolio artifacts, and focus group interviews. Findings indicate personal and professional growth in participants' self-perceptions as a result of at least two fundamental aspects of the program: 1) the intentionality with which participants were exposed to a critique of English language teaching in the Korean context and 2) the residential nature of the experience, which provided intensive peer collaboration among practicum participants. The chapter concludes with recommendations for implementing a TESOL practicum abroad as a meaningful and consciousness-raising opportunity for preservice teachers' professional development.

scholarly journals Collaborative Online Learning Using a Blended Learning Design for a Physiology Course in Nursing Education

Seminar.net ◽  
2021 ◽  
Vol 17 (01) ◽  
Author(s):  
Reidun Lid ◽  
Simen Alexander Steindal ◽  
Hanne Maria Bingen
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Blended Learning ◽  
Causal Reasoning ◽  
Community Support ◽  
Learning Context ◽  
Design Data ◽  
Part Time ◽  
Qualitative Descriptive ◽  
Group Interviews

Background: This paper is based on implementation of Salmon’s model for online collaborative learning in a blended learning context for part-time nursing students at a Norwegian university. Objectives: The aim of this study was to explore and describe students’ experiences and to assess the relevance of Salmon’s model applied in a blended learning course in physiology. Methods: The study used a qualitative descriptive design. Data were collected from students enrolled in a physiology course in 2011 and 2012. Qualitative data came from survey and focus group interviews.  Findings: Three themes emerged from this study: participation in both steps of the two-step design is important but challenging; online socialisation and a sense of group community support student participation and learning in group e-tivities; and the students’ perception of responsibility when collaborating online. Conclusions: The teacher’s facilitation of online socialisation, participation, collaboration, feedback and intervention promoted a sense of community and was crucial for the students’ learning of physiology. However, a lack of confidence concerning professional physiology knowledge led to a greater dependency on the teacher than Salmon’s model suggests. The model may have limited potential in physiology, which requires causal reasoning. We suggest combining Salmon’s asynchronous model with synchronous activities.  

Challenges of being new to Canada: considerations for physical activity

2016 ◽  
Vol 25 (2) ◽  
pp. 25-33 ◽  
Author(s):  
Kimberley D. Curtin ◽  
Christina C. Loitz ◽  
Nancy Spencer-Cavaliere ◽  
Ernest Nene Khalema
Keyword(s):  
Physical Activity ◽  
Ecological Model ◽  
Qualitative Content Analysis ◽  
Research Question ◽  
Focus Group Interviews ◽  
Physically Active ◽  
Social Ecological ◽  
Qualitative Descriptive ◽  
Group Interviews ◽  
Multicultural Health

Immigrants to Canada are less likely to be physically active compared with non-immigrants, and the interrelations between personal and environmental factors that influence physical activity for immigrants are largely unexplored. The goal of this qualitative descriptive study was to understand how the experience of being new to Canada impacts opportunities and participation in physical activity. Two focus group interviews with immigrants to Canada were conducted. The first group ( n=7) included multicultural health brokers. The second group ( n=14) included English as a second language students. Qualitative content analysis was used to determine three themes consistent with the research question: transition to Canadian life, commitments and priorities, and accessibility. Discussion was framed using a social ecological model. Implications for practice and policy are suggested including enhanced community engagement, and organizational modifications. Overall, the development and implementation of physical activity policies and practices for newcomers to Canada should be centered on newcomers’ perspectives and experiences.

scholarly journals Supplementing Clinical Practice in Nursing Homes With Simulation Training: A Qualitative Study of Nursing Students’ Experiences

2020 ◽  
Vol 6 ◽  
pp. 237796082098178
Author(s):  
Camilla Olaussen ◽  
Ingunn Aase ◽  
Lars-Petter Jelsness-Jørgensen ◽  
Christine Raaen Tvedt ◽  
Simen A. Steindal
Keyword(s):  
Clinical Practice ◽  
Nursing Students ◽  
Nursing Homes ◽  
Simulation Training ◽  
Research Literature ◽  
Student Experiences ◽  
Learning Support ◽  
Group Interviews ◽  
Practice Period ◽  
Sense Of Mastery

Introduction Limited access to nurse supervisors, insufficient learning support and staff with high workloads are well documented in the research literature as barriers to nursing students´ learning in clinical practice in nursing homes. Due to these barriers nursing students may benefit from additional learning support from nurse educators during their clinical practice period. Objective The study aimed to explore nursing students’ experiences of supplementary simulation training as a tool to support learning during clinical practice in nursing homes. Methods A descriptive qualitative design was used. Twenty-seven first-year nursing students from a university college in Norway were interviewed after attending a seven-week practice period in nursing homes with supplementary simulation training. Three semi-structured focus group interviews were audio recorded, transcribed, and analysed using systematic text condensation. Findings Three categories of student experiences were identified: enhancing the reasoning behind care, transferring knowledge and experiences between the learning environments and enhancing the sense of mastery. Conclusion The supplementary simulation training seemed to complement clinical practice by consolidating the students’ learning during the clinical practice period, enhance the students’ motivation and sense of mastery, and consequently their efforts to seek out new challenges, explore and learn both in the clinical and the simulated environment.

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