scholarly journals Challenges, coping responses and supportive interventions for international and migrant students in academic nursing programs in major host countries: a scoping review with a gender lens

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Lisa Merry ◽  
Bilkis Vissandjée ◽  
Kathryn Verville-Provencher
Keyword(s):  
Nursing Students ◽  
Scoping Review ◽  
The United States ◽  
Nursing Programs ◽  
Foreign Born ◽  
Host Countries ◽  
Migrant Students ◽  
Coping Responses ◽  
Supportive Interventions ◽  
Gender Lens

Abstract Background International and migrant students face specific challenges which may impact their mental health, well-being and academic outcomes, and these may be gendered experiences. The purpose of this scoping review was to map the literature on the challenges, coping responses and supportive interventions for international and migrant students in academic nursing programs in major host countries, with a gender lens. Methods We searched 10 databases to identify literature reporting on the challenges, coping responses and/or supportive interventions for international and migrant nursing students in college or university programs in Canada, the United-States, Australia, New Zealand or a European country. We included peer-reviewed research (any design), discussion papers and literature reviews. English, French and Spanish publications were considered and no time restrictions were applied. Drawing from existing frameworks, we critically assessed each paper and extracted information with a gender lens. Results One hundred fourteen publications were included. Overall the literature mostly focused on international students, and among migrants, migration history/status and length of time in country were not considered with regards to challenges, coping or interventions. Females and males, respectively, were included in 69 and 59% of studies with student participants, while those students who identify as other genders/sexual orientations were not named or identified in any of the research. Several papers suggest that foreign-born nursing students face challenges associated with different cultural roles, norms and expectations for men and women. Other challenges included perceived discrimination due to wearing a hijab and being a ‘foreign-born male nurse’, and in general nursing being viewed as a feminine, low-status profession. Only two strategies, accessing support from family and other student mothers, used by women to cope with challenges, were identified. Supportive interventions considering gender were limited; these included matching students with support services' personnel by sex, involving male family members in admission and orientation processes, and using patient simulation as a method to prepare students for care-provision of patients of the opposite-sex. Conclusion Future work in nursing higher education, especially regarding supportive interventions, needs to address the intersections of gender, gender identity/sexual orientation and foreign-born status, and also consider the complexity of migrant students’ contexts.

scholarly journals Challenges, coping responses and supportive interventions for international and migrant students in academic nursing programs in major host countries: A scoping review with a gender lens

2021 ◽  
Author(s):  
Lisa Merry ◽  
Bilkis Vissandjée ◽  
Kathryn Verville-Provencher
Keyword(s):  
Nursing Students ◽  
Scoping Review ◽  
Nursing Programs ◽  
Foreign Born ◽  
Host Countries ◽  
Migrant Students ◽  
Coping Responses ◽  
Supportive Interventions ◽  
And Migration ◽  
Gender Lens

Abstract Background: International and migrant students face specific challenges which may impact their mental health, well-being and academic outcomes, and these may be gendered experiences. The purpose of this scoping review was to map the literature on the challenges, coping responses and supportive interventions for international and migrant students in academic nursing programs in major host countries, with a gender lens.Methods: We searched 10 databases to identify literature reporting on the challenges, coping responses and/or supportive interventions for international and migrant nursing students in college or university programs in Canada, the United-States, Australia, New Zealand or a European country. We included peer-reviewed research (any design), discussion papers and literature reviews. English, French and Spanish publications were considered and no time restrictions were applied. Drawing from existing frameworks, we critically assessed each paper and extracted information related to gender.Results: 114 publications were included. Overall the literature mostly focused on international students, and migration history/status and length of time in country were not considered with regards to challenges, coping or interventions. Females and males, respectively, were included in 69% and 59% of studies with student participants, while those students who identify as other genders were not named or identified in any of the research. Several papers suggest that foreign-born nursing students face challenges associated with different cultural roles, norms and expectations for men and women. Other challenges included perceived discrimination due to wearing a hijab and being a ‘foreign-born male nurse’, and in general nursing being viewed as a feminine, low-status profession. Only two strategies, accessing support from family and other student mothers, used by female students to cope with challenges, were identified. Supportive interventions considering gender were also limited; these included matching students with support services personnel by sex, involving male family members in admission and orientation processes, and using patient simulation as a method to prepare students for care-provision of patients of the opposite-sex.Conclusion: Future research and discussion papers in nursing higher education, especially those regarding supportive interventions, need to address the intersections of gender/gender identity and migration/international status, and also consider the complexity of students’ migration contexts.

Foreign-Born Nursing Students in the United States: A Literature Review

2012 ◽  
Vol 28 (5) ◽  
pp. 297-305 ◽  
Author(s):  
Ann Malecha ◽  
Kathryn Tart ◽  
DeMonica L. Junious
Keyword(s):  
United States ◽  
Nursing Students ◽  
Literature Review ◽  
The United States ◽  
Foreign Born

scholarly journals The Measurement and Conceptualization of Coping Responses in Pediatric Chronic Pain Populations: A Scoping Review

2021 ◽  
Vol 12 ◽  
Author(s):  
A. Natisha Nabbijohn ◽  
Rachel M. Tomlinson ◽  
Soeun Lee ◽  
Barbara A. Morrongiello ◽  
C. Meghan McMurtry
Keyword(s):  
Chronic Pain ◽  
Scoping Review ◽  
The United States ◽  
Self Report ◽  
Observational Research ◽  
Theoretical Frameworks ◽  
Coping Responses ◽  
Pediatric Chronic Pain ◽  
Conceptual Clarity ◽  
Measurement Consistency

Background: Pediatric chronic pain is a prevalent condition that requires significant coping to encourage optimal functioning; however, relevant research is vast, heterogeneous, and difficult to interpret. To date, no attempt has been made to map and summarize the measurement and conceptualization of coping responses in the context of pediatric chronic pain.Objectives: A scoping review was conducted to map and summarize the participant characteristics, methodologies, theoretical frameworks, and measures used to assess coping responses in youth with chronic pain. The extent to which authors used definitions and examples of coping responses (conceptual clarity) as well as consistently used measures (measurement consistency) and their corresponding conceptualizations (conceptual consistency) relative to how they were intended to be used were assessed.Methods: Searches were conducted through MEDLINE (PubMed) and PsycINFO. Following title/abstract screening, full-text extractions were performed on 125 English-language publications on coping in youth with chronic pain.Results: Of the 125 studies, only 12.8% used a theoretical framework to explain the coping responses assessed, and even fewer (7.2%) used theory to guide measure selection. Conceptual clarity was rated “low/very low” (i.e., no definitions and/or examples) for 47.2% of studies. The majority of studies were conducted in the United States (67%) and a preponderance of White and female participants was sampled. The research primarily used quantitative methods (85%) and cross-sectional designs (67%). Parent- or self-report questionnaires were the most common methods for assessing coping (86%). Of the 95 studies that utilized one of the 14 questionnaires with known psychometric properties, 33.7 and 55.8% had one or more discrepancies for conceptual and measurement consistency, respectively.Conclusions: This review highlights the lack of clear descriptions and theoretical frameworks of coping responses for pediatric chronic pain. Inconsistencies in the measurement and conceptualization of coping responses limit research and clinical advancements. As a field, we need to strive toward using well-developed theory to create fewer, more well-established standardized measures with clearly defined coping responses. Opportunities for qualitative and observational research in more diverse patient populations should be considered for theory construction and measure validation.Clinical Trial Registration:https://osf.io/xvn2a/?view_only=eff04e0c0b9649be89d403b10e9ff082.

Age at Immigration and the Educational Attainment of Foreign-Born Children in the United States

2018 ◽  
Vol 52 (1) ◽  
pp. 209-235 ◽  
Author(s):  
Andrew Clarke
Keyword(s):  
Educational Attainment ◽  
Parental Education ◽  
The United States ◽  
Empirical Literature ◽  
Immigrant Parents ◽  
Foreign Born ◽  
Host Countries ◽  
Considerable Portion ◽  
Educational Disadvantage ◽  
Selection Of

A substantial empirical literature confirms an educational disadvantage for foreign-born children that arrive in their host countries at older ages. In the presence of a negative correlation between parental education and age at immigration, estimates of the educational attainment age at immigration gradient, neglecting controls for parental education, will tend to overestimate this disadvantage. The results indicate a considerable overestimation (up to almost 28%) of the disadvantage for immigrant children that arrive at older ages. Moreover, a considerable portion (69%) of the total bias associated with omitted controls for parental education reflects the non-random educational selection of immigrant parents across the age at immigration distribution.

scholarly journals The Effectiveness of Problem-Based Learning in Undergraduate Nursing Programs: A Scoping Review of the Literature

2019 ◽  
Vol 4 (1) ◽  
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Scoping Review ◽  
Methodological Quality ◽  
Problem Based Learning ◽  
Nursing Programs ◽  
Level Of Evidence ◽  
Undergraduate Nursing ◽  
High Level ◽  
Firm Evidence

Introduction: Problem-based learning (PBL) working as an innovative student-centered teaching method has been tested for its effectiveness among considerable primary studies. While there is still lacking firm evidence in the nursing educational field about its efficacy. The different paper reports different research result about an application of PBL methodology. Objectives: The purpose of this scoping review was to appraise and examine the range of recent available evidence on the effectiveness of problem-based learning in undergraduate nursing programs. Research Strategy: Used Medline, The Cochrane Databases of Systematic Review, and The Database of Abstract of Reviews of Effect (DARE), Cumulative Index to Nursing and Allied Health Literature (CINAHL (via Ebsco)) to search English language literature. Adopted P (population) C (concept) C (context) framework to identify keywords and index terms, and the reference list of some high level of evidence was lastly searched for additional studies. Methodological quality: Each paper was assessed for its eligibility and methodological quality with JBI Critical Appraisal tools (Appendix 1) before inclusion in this review. The level of evidence of each retrieved study was assessed according to New JBI Levels of Evidence (Appendix2) developed by the Joanna Briggs Institute Levels of Evidence and Grades of Recommendation Working Party October 2013. High level of evidence such as systematic reviews, randomised control trials, quasi-experimental studies were given priority. Discussion: Considerable primary studies have reported PBL produced a positive outcome for nursing students, while none of them gave firm evidence about the effect of PBL on nursing students’ critical thinking development, knowledge competence, learning motivation, attitude, and performance. Critical thinking, as the vital evaluation element of each study, whether relates positively to the other skills was uncertain. The validity and reliability of evaluation instruments in each study in nursing discipline were still controversial. Conclusion: No strong conclusion had been made from this review, and more research with large sample size is needed to examine the effectiveness of PBL among nursing programs. Long-term effects of outcomes and cost effectiveness were suggested to be measured in future studies. The effectiveness’ appraisal instruments in nursing discipline were called for adjustment and development.

Evaluating the Impact of a North American Nursing Exchange Program on Student Cultural Awareness

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
Alice F. Kuehn ◽  
Andrea Chircop ◽  
Barbara Downe-Wamboldt ◽  
Debbie Sheppard-LeMoine ◽  
Lucille Wittstock ◽  
...  
Keyword(s):  
Nursing Students ◽  
North American ◽  
Cultural Awareness ◽  
Health Care Systems ◽  
The United States ◽  
Nursing Programs ◽  
Exchange Program ◽  
Effective Teaching Strategies ◽  
Care Systems ◽  
The Impact

As the demand for cultural awareness in the provision of nursing care continues to increase, nursing programs must develop creative and effective teaching strategies and curricula to address this need. The evaluation of a five year, funded, North American nursing exchange project developed and implemented by six partner universities in Canada, Mexico and the United States of America is described in this article. The project was designed to enable nursing students to increase cultural awareness, redefine their role relationships with nurses from the partner countries, and increase knowledge regarding the health care systems and role of the nurse in those countries. Findings provide evidence that teaching nursing through a prism of cultural awareness, using both a jointly taught online course and student and faculty exchanges across the three countries is an effective strategy to increase the level of cultural awareness in nursing students.

scholarly journals Teaching Physiologic Birth in Maternal–Newborn Courses in Undergraduate Nursing Programs: Current Challenges

2012 ◽  
Vol 21 (3) ◽  
pp. 169-177 ◽  
Author(s):  
Ana C. Sanchez Birkhead ◽  
Lynn Clark Callister ◽  
Nicole Fletcher ◽  
Allison Holt ◽  
Samantha Curtis
Keyword(s):  
Nursing Students ◽  
Nurse Educators ◽  
The United States ◽  
Nursing Programs ◽  
Pedagogical Strategies ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Appropriate Care ◽  
Technological Interventions ◽  
Childbearing Women

For low-risk childbearing women, fewer technological interventions are associated with better physical and psychosocial outcomes; yet, the number of unmedicated physiologic births is decreasing. As a result, fewer undergraduate nursing students experience caring for women who choose physiologic birth, which presents a challenge for nurse educators and implications for preparing students to provide appropriate care for all childbearing women after the students graduate. This exploratory descriptive qualitative study was conducted among 150 randomly selected undergraduate nursing programs in the United States to explore the challenges of educating nursing students about low-intervention birth. Four themes described current challenges: lack of placement opportunities, education versus clinical practice, evidence-based support of physiologic birth, and the need for more research on pedagogical strategies that effectively educate future nurses to advocate for minimal intervention birth options for all women.

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