Seeing With New Eyes: The Meaning of an Immersion Experience in Bangladesh for Undergraduate Senior Nursing Students

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Hendrika J. Maltby ◽  
Sarah Abrams
Keyword(s):  
Nursing Students ◽  
Cultural Competency ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Immersion Experience ◽  
Culturally Appropriate Care ◽  
Learning From Clients ◽  
Independent University ◽  
Powerful Strategy

Nurses must provide culturally appropriate care. A powerful strategy to enhance cultural competency is immersion. This can increase awareness of personal beliefs, values, behaviors, and learning from clients. A three week immersion experience for 17 senior undergraduate nursing students was organized in partnership with the Independent University, Bangladesh. Working with interpreters, students learned about people and healthcare through interviews and site visits. The purpose of this qualitative study was to discover the meaning of the immersion experience for nursing students through their reflective journals. These were thematically analyzed and four themes emerged: Beginning to See, Thinking about the Seen, Wanting to Change the Seen, and Transformed by the Seen. These themes combine into a framework that has been tentatively titled, Seeing Through New Eyes and will be further developed on future trips. Achieving cultural competency is a complex, long-term process that can be intensified with immersion experiences.

Experiential Palliative Care Immersion: Student Nurse’s Narratives Reflect Care Competencies

2019 ◽  
Vol 41 (10) ◽  
pp. 1465-1480 ◽  
Author(s):  
Toni L. Glover ◽  
Hanna Åkerlund ◽  
Ann L. Horgas ◽  
Susan Bluck
Keyword(s):  
Palliative Care ◽  
Nursing Students ◽  
Individual Values ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Immersion Experience ◽  
Life Threatening Illness ◽  
Life Threatening ◽  
Compassionate Communication

Many nurses report a lack of confidence providing care for patients facing a life-threatening illness. Palliative care leaders have devised primary palliative nursing care competencies (CARES [Competencies And Recommendations for Educating undergraduate nursing Students]) that all students should achieve. In this study, nursing students participated in an innovative palliative care immersion experience, the Comfort Shawl Project. We performed a reliable content analysis of their narrative reflections. The goal was to evaluate whether reflections on their interactions with patients/families were consistent with CARES competencies. Nine female students wrote reflections after gifting each of the 234 comfort shawls to patients. Four CARES-related categories were analyzed: Individual Values and Diversity, Compassionate Communication, Fostering Quality of Life, and Self-Insight and Emotion. Reflections were highly representative (41%) of recognizing Individual Values and Diversity, representing sensitivity for patients’ unique differences in values, an integral component of palliative care. The Comfort Shawl Project shows promise as an experiential immersion for introducing nursing students to CARES competencies.

scholarly journals The Effect of a Teaching Model for Improving Undergraduate Nursing Students' Cultural Competency

2018 ◽  
Vol 24 (1) ◽  
pp. 100-109
Author(s):  
Kyung Sook Choi ◽  
Woo Sook Lee ◽  
Yeon Suk Park ◽  
Myunghee Jun ◽  
So Young Lee ◽  
...  
Keyword(s):  
Nursing Students ◽  
Cultural Competence ◽  
Cultural Competency ◽  
Control Group ◽  
Teaching Model ◽  
Convenience Sample ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Quasi Experimental ◽  
Experimental Group

Purpose: This study evaluated the effect of a teaching model to improve cultural competency (TMCC) for Korean undergraduate nursing students. Methods: A nonequivalent control group pretest/posttest quasi-experimental study was conducted with a convenience sample of 168 undergraduate nursing students in South Korea. The experimental group of 121 seniors was taught a 13-week teaching model in order to improve cultural competence. A control group with 47 junior students underwent nursing major courses, but did not take this teaching model. Before and after the program, students' level of cultural competency was measured using the Questionnaire for Cultural Competence (QCC) consisting of three sub-scales: "awareness and desire," "encounter," and "nursing skill and knowledge." Results: After the experiment, the experimental group showed significantly higher improvement in the Questionnaire for Cultural Competence in the three sub-scales of "awareness and desire," "encounter," and "nursing skill and knowledge" than the control group (p=<.050). Conclusion: A teaching model to improve cultural competence was effective in improving Korean undergraduate nursing students' cultural competency. Further studies need to be repeated in order to identify the effectiveness of the teaching model to improve cultural competency with graduate or clinical nurses.

scholarly journals Summer undergraduate nursing research experience: Implementing a mentor-based research program for minority nursing undergraduates

2017 ◽  
Vol 7 (7) ◽  
pp. 37
Author(s):  
Darpan I. Patel ◽  
Vanessa Meling ◽  
Afsha Somani ◽  
Danila Larrotta ◽  
David A. Byrd
Keyword(s):  
Nursing Students ◽  
Nursing Program ◽  
First Year ◽  
Full Time ◽  
Nursing Research ◽  
Research Experience ◽  
Undergraduate Nursing Students ◽  
Bachelor Of Science ◽  
Undergraduate Nursing ◽  
Immersion Experience

The Summer Undergraduate Nursing Research Immersion Experience (SUNRISE) program was developed to provide opportunities for eligible underrepresented/underserved (UR/US) undergraduate nursing students to participate in a semi-structured summer research experience. First year undergraduate nursing students enrolled full-time in the Bachelor of Science in Nursing program were eligible to participate in SUNRISE. Significant improvements were seen in the student’s self-efficacy as scientists (pre: 4.4 ± 0.27; post: 4.6 ± 0.17) and the student’s perception of their role in research. Using a mentor-based approach, UR/US students were given one-on-one training that is often lacking in nursing programs. Though only in its first year, preliminary data suggest that the SUNRISE program can impact UR/US student’s sense of scientific efficacy preparing these students for success beyond nursing school.

scholarly journals Revealing Fourth Year Nursing Students' Assumptions, Anticipations and Realizations of Long-Term Care: Learning Through Critical Reflection

2021 ◽  
Author(s):  
Alyssa Indar
Keyword(s):  
Nursing Students ◽  
Critical Reflection ◽  
Nursing Student ◽  
Term Care ◽  
Policy Makers ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Gerontological Nursing ◽  
Qualitative Descriptive

This qualitative descriptive study explored the assumptions, anticipations and realizations of fourth year undergraduate nursing students regarding aging, gerontological nursing and LTC, as they engaged in critical reflection during their LTC placement. The use of skilled facilitation in guiding the critical reflection activities was theoretically underpinned by critical creativity (McCormack & Titchen, 2006). The key findings indicated that the nursing student understanding during their placement experience could be described by their experiences of relationships, contextual factors and feelings. These findings may inform researchers, educators and policy-makers in enhancing the nursing student experience in the LTC setting. Furthermore, the application of critical creativity (McCormack & Titchen, 2006) may be utilized in various contexts.

scholarly journals Revealing Fourth Year Nursing Students' Assumptions, Anticipations and Realizations of Long-Term Care: Learning Through Critical Reflection

2021 ◽  
Author(s):  
Alyssa Indar
Keyword(s):  
Nursing Students ◽  
Critical Reflection ◽  
Nursing Student ◽  
Term Care ◽  
Policy Makers ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Gerontological Nursing ◽  
Qualitative Descriptive

This qualitative descriptive study explored the assumptions, anticipations and realizations of fourth year undergraduate nursing students regarding aging, gerontological nursing and LTC, as they engaged in critical reflection during their LTC placement. The use of skilled facilitation in guiding the critical reflection activities was theoretically underpinned by critical creativity (McCormack & Titchen, 2006). The key findings indicated that the nursing student understanding during their placement experience could be described by their experiences of relationships, contextual factors and feelings. These findings may inform researchers, educators and policy-makers in enhancing the nursing student experience in the LTC setting. Furthermore, the application of critical creativity (McCormack & Titchen, 2006) may be utilized in various contexts.

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

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