College of Nursing, University of Wisconsin-Milwaukee, Milwaukee, WI 53201, USA.
J Transcult Nurs. 2012 Jan;23(1):82-9. doi: 10.1177/1043659611423831.
Nurse educators are calling for the transformation of nursing education toward curricula that promote clinical reasoning through reflective practice and understanding of patient experiences in an effort to motivate students to become change agents. Study abroad programs can play an important role in this transformation through educating nurses in the delivery of culturally safe health care in a diverse world. Exposing nursing students to study abroad experiences that are guided by critical approaches such as a postcolonial feminist framework provides nursing students with opportunities to be immersed in the life and culture of people who have a completely different positioning and location while reflecting on the "us" versus "them" phenomenon that is pervasive in modern Western society and generates negative cultural comparisons. Attention to the design and implementation of such programs is important if nursing schools in the Western world are to uphold ethical standards, promote equality in relationships with host communities and avoid inadvertent exploitation and marginalization of vulnerable peoples. We present the development and implementation of a community health study abroad program for American nursing students in Malawi, Africa using a postcolonial feminist framework.
护理教育工作者呼吁将护理教育转变为通过反思实践和理解患者体验来促进临床推理的课程，以激励学生成为变革推动者。留学项目可以通过在多元世界中教授护士提供文化安全的医疗保健，在这一转变中发挥重要作用。通过后殖民女权主义框架等批判性方法指导护理学生进行留学体验，为护理学生提供了沉浸在与具有完全不同地位和位置的人们的生活和文化中的机会，同时反思在现代西方社会中普遍存在的“我们”与“他们”现象，并产生负面的文化比较。如果西方世界的护理学校要坚持道德标准，促进与东道社区关系的平等，并避免对弱势人群的无意剥削和边缘化，那么就要重视这些项目的设计和实施。我们使用后殖民女权主义框架介绍了在美国护理学生在马拉维的社区健康出国留学项目的开发和实施。
