Humbert Tamera Keiter, Burket Allison, Deveney Rebecca, Kennedy Katelyn
Occupational Therapy, Elizabethtown College, PA 17022, USA.
Aust Occup Ther J. 2012 Jun;59(3):225-34. doi: 10.1111/j.1440-1630.2011.00987.x. Epub 2011 Dec 28.
The purpose of this study was to investigate the perspectives of occupational therapy students who have engaged in international, cross-cultural learning and service experiences.
This study utilized a qualitative, phenomenological design. Nine semi-structured interviews were conducted with students who engaged in international learning opportunities. The interviews were coded and analyzed using a constant comparative analysis approach.
Three central themes emerged from the data analysis. Connectedness is the process of forming relationships with others while engaging in cross-cultural experiences. Students formed relationships with faculty, other students, and people within the community. Cultural awareness is the recognition and understanding of a different culture and responding to those differences. Students attempted to understand the new culture in comparison to their own lived experiences. Complexity portrays cross-cultural opportunities as dynamic, multi-faceted and intricate. This was demonstrated as the students raised additional questions about the conflict between their own culture and the new culture they entered. Students also identified limited orientation, support and structure with such experiences and the conflicting roles between volunteer, student, and team member.
The ability to connect with others when building relationships in diverse cultural contexts held meaning for the students; however, the students also expressed conflict in trying to make sense of the new culture as it often challenged personal beliefs and constructs. The complexity and challenges of engaging in these opportunities needs to be recognized and further explored to assess how curricula and faculty best supports culturally responsive care.
本研究旨在调查参与国际跨文化学习与服务经历的职业治疗专业学生的观点。
本研究采用定性现象学设计。对参与国际学习机会的学生进行了九次半结构化访谈。访谈采用持续比较分析法进行编码和分析。
数据分析得出三个核心主题。关联性是在跨文化经历中与他人建立关系的过程。学生与教师、其他学生以及社区内的人建立了关系。文化意识是对不同文化的认识和理解，并对这些差异做出回应。学生试图将新文化与自己的生活经历进行比较来理解它。复杂性将跨文化机会描绘为动态、多面且错综复杂的。这体现在学生对自身文化与所进入的新文化之间的冲突提出了更多问题。学生们还指出，此类经历的定向、支持和架构有限，以及志愿者、学生和团队成员之间角色冲突。
在多元文化背景下建立关系时与他人建立联系的能力对学生具有重要意义；然而，学生们在试图理解新文化时也表达了冲突，因为新文化常常挑战个人信仰和观念。需要认识并进一步探索参与这些机会的复杂性和挑战，以评估课程和教师如何最好地支持具有文化响应性的护理。
