Learning experiences and identity development of Japanese nursing students through study abroad: a qualitative analysis

With recent calls for accountability in school counseling, it is imperative that counselor educators are structuring the professional identity development of counselors-in-training through guided learning experiences with a focus on demonstrated effectiveness. The author presents examples of course objectives and learning experiences from five courses in a counselor education program that specifically address training the effective professional school counselor. Suggested classroom activities, projects, and resources are included. An action research project undertaken by the author demonstrates her accountability through a disciplined process of inquiry to improve counselor education practice for training the effective professional school counselor.

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Problematizing heritage language identities

Study Abroad Research in Second Language Acquisition and International Education ◽

10.1075/sar.20004.poz ◽

2021 ◽

Vol 6 (2) ◽

pp. 189-213

Author(s):

Rebecca Pozzi ◽

Lina Reznicek-Parrado

Keyword(s):

Ethnic Identity ◽

Study Abroad ◽

Qualitative Analysis ◽

Heritage Language ◽

Mexican Descent ◽

Heritage Speakers ◽

Language Pedagogy ◽

Heritage Speaker ◽

Linguistic Awareness ◽

Relevant Topic

Abstract Heritage speaker identities have traditionally been a relevant topic of inquiry among scholars of heritage language pedagogy. Nevertheless, there is little research on Spanish heritage language identities in a study abroad context. Additionally, most existing studies on this topic focus on heritage speakers of Mexican descent studying in Mexico (e.g., de Félix & Cavazos Peña, 1992; McLaughlin, 2001; Riegelhaupt & Carrasco, 2000). This study examines heritage language identities in a non-heritage context by exploring the experiences of three heritage speakers of Mexican descent studying in Mendoza, Argentina. By focusing on a non-heritage context, we move away from the presumption that all heritage speakers seek to (re)claim a specific ethnic identity through language study (see Leeman, 2015). Instead, our qualitative analysis illustrates the diverse ways heritage speakers in a non-heritage context construct, contest, and negotiate their identities with respect to linguistic awareness, negotiation between varieties, and perceptions of their abilities.

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

Nordic Journal of Nursing Research ◽

10.1177/20571585211023240 ◽

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.

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Thoughtfully Preparing Business Students and Faculty for Study Abroad

Business Education and Ethics ◽

10.4018/978-1-5225-3153-1.ch046 ◽

2018 ◽

pp. 872-894

Author(s):

David Starr-Glass

Keyword(s):

Study Abroad ◽

Informal Learning ◽

Business Students ◽

Learning Experiences ◽

Learning Opportunities ◽

Formal Learning ◽

Business Educators ◽

Institutional Strategies ◽

Business Undergraduates ◽

Study Abroad Program

In the last twenty years study abroad program have grown in popularity. Study abroad experiences provide learning opportunities for participants, but these opportunities are only optimized if students are appropriately and thoughtfully prepared. Study abroad provides formal learning experiences, associated with coursework undertaken, and informal learning, related to new cultures and countries encountered. Students and the faculty who accompany them need to be sensitized to both of these opportunities. This chapter presents a context for study abroad experiences and suggests how they can provide students with a deeper appreciation of issues that are often overly abstracted in the college, particularly issues such as internationalization and globalization. It explores ways in which study abroad participants can be assisted to engage more fully with the experiences that they encounter abroad. In presenting learning and institutional strategies to help optimize study abroad, it is hoped that the chapter will be of value to business undergraduates, their faculty, and business educators.

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Perceived Benefits of Study Abroad Programs for Nursing Students: An Integrative Review

Journal of Nursing Education ◽

10.3928/01484834-20131118-01 ◽

2013 ◽

Cited By ~ 3

Author(s):

Seán Kelleher

Keyword(s):

Nursing Students ◽

Study Abroad ◽

Integrative Review ◽

Perceived Benefits ◽

Study Abroad Programs

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“They are friendly but they don’t want to be friends with you”: A narrative inquiry into Chinese nursing students’ learning experience in Australia

Journal of Nursing Education and Practice ◽

10.5430/jnep.v7n8p27 ◽

2017 ◽

Vol 7 (8) ◽

pp. 27 ◽

Cited By ~ 2

Author(s):

Carol Chunfeng Wang ◽

Lisa Whitehead ◽

Sara Bayes

Keyword(s):

Academic Success ◽

Nursing Students ◽

Narrative Inquiry ◽

International Student ◽

Student Mobility ◽

Learning Experience ◽

Learning Experiences ◽

Hospital Environment ◽

Undergraduate Nursing ◽

Australian Universities

There is increasing interest in the phenomena of international student mobility and the growing global demand for skilled nurses. Little is known, however, about the learning experiences of Chinese nursing students at Australian universities. This study begins to address this gap. A narrative inquiry methodology was employed. In-depth interviews and focus group discussions, along with field notes and observations were conducted with six Chinese undergraduate nursing students studying undergraduate nursing in Western Australia. Chinese nursing students in Australia experienced fear and anxiety, driven by unfamiliarity with the hospital environment, education methods, and assessment expectations. Clinical placement experiences in Australian health services were identified by participants as the most stressful learning experience. Forming friendships with domestic students was difficult and rare for these students: none made friends with local students or joined university groups. Despite the challenges they experienced, the participants were motivated and adaptive to a new culture and learning methods, and all, demonstrated academic success. This study provides new knowledge about the learning experiences of Chinese nursing students at Australian universities. Many of the issues identified relate to the wider discussion around effective support for international students.

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