Allen Carol B, Smart Denise A, Odom-Maryon Tamara, Swain Deborah
Washington State University, College of Nursing, POB 1495 Spokane, Washington 99210, USA.
Int J Nurs Educ Scholarsh. 2013 Jul 4;10:/j/ijnes.2013.10.issue-1/ijnes-2012-0014/ijnes-2012-0014.xml. doi: 10.1515/ijnes-2012-0014.
International immersion experiences for health-care students have increased over the past 10 years. Students and faculty expect these experiences to increase cultural competency; however, research on outcomes of these programs has lacked rigor. Over a 4-year period, groups of nursing and other health professions students spent 3 weeks in Peru providing primary care and health education. Students attended pre-departure seminars addressing personal travel health and safety, culture and health care in Peru, working with interpreters, and ethics of international health care. Student participants (N=77) completed an instrument assessing self-perceived cultural competency before and after the experience. Results of pre- and post-immersion scores showed significant increases in perceived cultural competency and increased self-efficacy in cultural knowledge, skills, and attitudes for four groups of students. Implications and future directions are discussed and recommended.
在过去10年里，为医护专业学生提供的国际沉浸式体验有所增加。学生和教师期望这些体验能提高文化能力；然而，对这些项目成果的研究缺乏严谨性。在4年的时间里，几组护理专业和其他健康专业的学生在秘鲁度过了3周，提供初级保健和健康教育。学生们参加了出发前的研讨会，内容涉及个人旅行健康与安全、秘鲁的文化与医疗保健、与口译员合作以及国际医疗保健伦理。学生参与者（N = 77）在体验前后完成了一份评估自我感知文化能力的问卷。沉浸式体验前后的分数结果显示，四组学生在感知文化能力方面有显著提高，在文化知识、技能和态度方面的自我效能感也有所增强。文中讨论并推荐了相关启示和未来方向。
