Chinese nurses’ perceived impact of international educational experiences and cultural beliefs following a 1-year study abroad program: an exploratory study

AbstractObjectivesTo examine the perceived impact of international educational experiences and cultural beliefs before and after completing a 1-year Masters of Science in Nursing program.MethodsAn exploratory study was conducted among Chinese nurses studying abroad in a private medium-sized university in the United States. The 27-item electronic pre-survey was administered within 1 week of starting the program and the post-survey was administered 1 year later at the completion of the program.ResultsMajority of participants (n = 25) were female, 23–36 years of age. Findings revealed that the perceived impact of international educational experiences assessed at the start of the program was similar to the perceived impact measured at the end of the 1-year program, suggesting that the students learned and experienced what they anticipated. There was a significant impact on cultural beliefs from the start of the program compared with the end of the program suggesting that a 1-year study abroad program does influence cultural beliefs.ConclusionsUnderstanding what is important to provide in a study abroad program and providing the educational experiences identified by students as impactful are avenues to help host universities best develop their programs. Findings suggested that the 1-year program can influence foreign students’ cultural beliefs, yet the professional and personal impact of this change warrants further study.

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Nursing Study Abroad: A New Perspective

Nursing & Healthcare International Journal ◽

10.23880/nhij-16000161 ◽

2018 ◽

Vol 2 (5) ◽

Author(s):

O'Hara PB

Keyword(s):

Nursing Students ◽

Study Abroad ◽

International Study ◽

The United States ◽

Public Health Nurse ◽

Defining Moment ◽

Studying Abroad ◽

New Perspective ◽

Study Abroad Program ◽

The Impact

The impact of International Study Abroad has recently been studied. The data from more than 3,400 respondents shows that studying abroad is usually a defining moment in a person’s life and continues to impact their life for years after the experience (IES Abroad Adelaide, 1992). Many nursing programs here in the United States do not have the flexibility in their nursing curriculum for study abroad, and the State Board of Nursing does not allow for nursing courses to be transferred in from other countries. This article will describe a Nursing Study Abroad program that was set up in Ireland for 3 weeks. Nursing students in this 4 year Traditional BSN program were able to obtain 6 credits (3 credits for their English Elective and 3 credits for their Nursing Elective) as well as experience 2 clinical observation days shadowing an Irish Public Health Nurse. A comprehensive description of the nursing study abroad program and the benefits associated with it will be provided.

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Innovations in Integrating Language Assistants: Inter-Collaborative Learning

Journal of language and Education ◽

10.17323/2411-7390-2018-4-4-54-62 ◽

2018 ◽

Vol 4 (4) ◽

pp. 54-62

Author(s):

Fumie Kato

Keyword(s):

Study Abroad ◽

Language Learners ◽

Native Speakers ◽

The United States ◽

Japanese Language ◽

Japanese Study ◽

Language Classes ◽

One Year ◽

Study Abroad Program ◽

Study Abroad Students

A language assistant (LA) program was introduced into a university-level Japanese program. The LAs in this program consisted of Japanese study abroad students, that is English as a second language students, coming to study from Japanese universities for either one semester or one academic year, as well as American learners returning from a one-year academic study abroad program in Japan. In the southeastern region of the United States, the Japanese language is not yet considered a major foreign language, thus few opportunities exist for American learners to connect with native speakers of Japanese. The LA program endeavors to ease this limitation. It has been extremely beneficial for our American learners to have opportunities to communicate regularly with Japanese study abroad students in the classrooms. Furthermore, it was found tremendously valuable for Japanese study abroad students and greatly helpful for the instructors as well. This paper describes the procedures and examines the effectiveness of introducing an LA program into Japanese language classes. To analyze the program, questionnaires were distributed to LAs (N=20); five department instructors wrote comments concerning the program; and five Japanese language learners submitted reflection papers. Analyses of the qualitative data indicate that the LA program has many advantages for everyone participating.

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An Interprofessional, Intercultural, Immersive Short-Term Study Abroad Program: Public Health and Service Systems in Rome

Frontiers: The Interdisciplinary Journal of Study Abroad ◽

10.36366/frontiers.v31i1.447 ◽

2019 ◽

Vol 31 (1) ◽

pp. 148-168

Author(s):

Sara A. McComb ◽

Lorenzo Fedele ◽

Patrick A. Brunese ◽

Vicki L. Simpson

Keyword(s):

Public Health ◽

Study Abroad ◽

Learning Outcomes ◽

Service Sector ◽

The United States ◽

Technical Program ◽

Short Term ◽

Term Study ◽

Short Term Study ◽

Study Abroad Program

The purpose of this paper is to describe a short term study abroad program that exposes engineering and nursing undergraduate students from the United States and Italy to an intercultural and interprofessional immersion experience . Faculty fr om Purdue University and Sapienza Università di Roma collaborated to design a technical program that demonstrates the complementary nature of engineering and public health in the service sector, with Rome as an integral component of the program. S pecifically, the intersection of topics including systems, reliability, process flow, maintenance management, and public health are covered through online lectures, in class activities and case study discussions, field experiences, and assessments. Here in, administrat ive issues such as student recruitment, selection, and preparation are elucidated. Additionally, the pedagogical approach used to ensure constructive alignment among the program goals, the intended learning outcomes, and the teaching and learning activitie s is described. Finally, examples of learning outcomes resulting from this alignment are provided.

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Studying Abroad to Inform Teaching in a Diverse Society

Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-1057-4.ch004 ◽

2017 ◽

pp. 52-70

Author(s):

Carolyn Walker Hitchens ◽

Patricia Clark ◽

Anthony Kline ◽

Winnie Mucherah ◽

Scott Popplewell ◽

...

Keyword(s):

Elementary Education ◽

Study Abroad ◽

Education Program ◽

General Description ◽

General Overview ◽

Studying Abroad ◽

Diverse Society ◽

Personal Reflections ◽

Study Abroad Program ◽

The Impact

This chapter presents information about Ball State University's Study Abroad Program within the Department of Elementary Education. A general description of students enrolled in the Elementary Education program is given, both historically and currently. Then the origins of the Ball State Elementary Education Study Abroad program are explained, followed by a description of countries and program types that have occurred over the years. A general overview of program considerations, including making contacts, recruiting students, and working with schools is then provided. Next, three travel programs in the department are described, including development, recruitment, and vignettes focusing on experiences in each program. Next, research about program experiences is presented, including the impact of study abroad experiences on students. Personal reflections from instructors who have participated will then be shared. Finally, suggestions about developing and implementing programs will be identified.

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Short Review: Handbook on International Study, 1958: A Guide for Foreign Students on Study in the United States and for U. S. Students on Study Abroad

The Journal of Higher Education ◽

10.1080/00221546.1958.11779573 ◽

1958 ◽

Vol 29 (7) ◽

pp. 408-408

Keyword(s):

United States ◽

Study Abroad ◽

Foreign Students ◽

International Study ◽

Short Review ◽

The United States

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Short-Term, Faculty-Led Study Abroad Program in Japan

Athletic Training Education Journal ◽

10.4085/1404259 ◽

2019 ◽

Vol 14 (4) ◽

pp. 259-268 ◽

Cited By ~ 2

Author(s):

Daisuke Shibata

Keyword(s):

United States ◽

Health Care ◽

Study Abroad ◽

Athletic Training ◽

Health Care Professionals ◽

The United States ◽

Short Term ◽

Cultural Competencies ◽

English Speaking ◽

Study Abroad Program

Context Although cultural competencies in athletic training education exist, there are limited international athletic training educational opportunities available. Study abroad experiences help students gain international and multicultural perspectives. The lack of study abroad opportunities is more pronounced in non–English-speaking countries. Objective The purpose of this article is to describe experiences with developing and conducting a short-term, faculty-led study abroad program in Japan. Essential elements and recommendations based on the study abroad program are interwoven throughout the article. Background The diversity in the United States and among the collegiate student-athlete population has increased. However, the population of athletic training professionals does not match this diversity. This mismatch has increased attention to the demand to find ways to nurture cultural competencies in athletic trainers. Simultaneously with changes in the United States, growth of the athletic training profession and athletic training educational programs is noticeable in Japan and other non–English-speaking countries. A well-designed study abroad program can expose students to the unique perspectives of athletic training and/or related health care professions and nurture cultural competency. Recommendations(s) A short-term, faculty-led study abroad program should include an assistant and local facilitator, multiple site visits, at least a day without guidance from the program, an adequate balance between academic and cultural activities, program dinners, opportunities for students to present and share their experiences, and a focus on keeping the trip safe. Conclusion(s) The short-term, faculty-led study abroad program in Japan offered unique opportunities for athletic training students to gain knowledge of and an appreciation for athletic training in diverse cultures and to incorporate these experiences into their future personal and professional practice. Further information and data are required to provide an optimum education for students to learn and apply cultural competencies as health care professionals.

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Intragroup Conflict During Study Abroad

Journal of International Students ◽

10.32674/jis.v5i3.419 ◽

2015 ◽

Vol 5 (3) ◽

pp. 244-259 ◽

Cited By ~ 1

Author(s):

Peter Bodycott

Keyword(s):

Study Abroad ◽

Short Term ◽

Intragroup Conflict ◽

National Group ◽

Studying Abroad ◽

Short Term Study ◽

Negative Effect ◽

Program Involvement ◽

Study Abroad Program ◽

Support Students

Co-national groups of individuals from the same country can provide members with psychological and sociocultural support when coping with the stresses of studying abroad. This article examines intragroup task and relationship conflict that occurred in one co-national group during a 14-week short-term study abroad program. Findings reveal the negative effect of intragroup conflict, within the co-national group, on student’s personal and social −ethnic− identities, acculturation and program involvement. Recommendations are made about ways to help students in co-national groups cope with acculturation and intragroup conflict, and how institutions can better prepare and support students for study abroad.

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Catalyzing Cultural and Global Competencies: Engaging Preservice Teachers in Study Abroad to Expand the Agency of Citizenship

Journal of Studies in International Education ◽

10.1177/1028315318814559 ◽

2018 ◽

Vol 23 (1) ◽

pp. 84-105 ◽

Cited By ~ 4

Author(s):

Erik Jon Byker ◽

S. Michael Putman

Keyword(s):

Preservice Teachers ◽

Study Abroad ◽

Mixed Methods Research ◽

Research University ◽

The United States ◽

Global Competencies ◽

Intercultural Awareness ◽

International Teaching ◽

Study Abroad Program ◽

The Impact

Study abroad is an experiential learning pedagogy that has many positive outcomes. In the field of teacher education, study abroad provides opportunity for the development of global competencies and agency. Similarly, study abroad can help expand notions of what it means to be a global citizen. This article examines the effects of preservice teachers engaging in a study abroad program to South Africa. Critical Cosmopolitan Theory provides the article’s theoretical frame for the investigation of the impact of this study abroad program. The study’s participant sample comprised preservice teachers from a large research university located in the Southeast region of the United States ( N = 21). Using a mixed-methods research design, the study examined the participants’ perceptions of their study abroad and international teaching experiences. It was found that the study abroad experience was a catalyst for enhancing preservice teachers’ global competencies, intercultural awareness, and cultural responsiveness as the participants widened their perspectives of what it means to be a critically cosmopolitan educator and citizen.

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