Northumbria University, Health and Life Sciences, Nursing, Midwifery and Health, Coach Lane Campus West, Coach Lane, Newcastle upon Tyne, NE7 7XA, England, UK.
Nurse Educ Today. 2019 Aug;79:204-209. doi: 10.1016/j.nedt.2019.05.036. Epub 2019 May 23.
Study abroad generates positive learning outcomes for students. However, experiences of learning, and processes of learning during unaccompanied-by-faculty nursing study abroad are unclear. This research therefore investigated student nurse experiences of learning during a study abroad journey in order to explore the phenomenon of learning and the processes of learning throughout this journey.
An interpretivist hermeneutic phenomenological methodology was applied, and twenty student nurses, from the UK and Europe, participated; two individual semi-structured interviews were conducted per participant (post-return and follow-up).
The 'Phenomenological Hermeneutical Method' of data analysis was employed and revealed the phenomenon of learning comprised four themes: 'experiencing a different reality'; 'active sense-making'; 'being with others' and 'being changed and transformed'. When considered together, these themes identify that study abroad was experienced as the liminal space in which learning occurred. Students experienced liminality in this space and the process of learning was triggered by disjuncture. Students took responsibility for learning and undertook active sense-making activities to gain insight. Students struggled to make sense of troublesome experiences, and remained in a stuck place until resolution of troublesome-ness enabled students to cross a threshold into understanding. Learning was also influenced by others. Students experienced change and transformation as a result of the learning that had occurred, and a postliminal state was attained when troublesome-ness was resolved and students had re-integrated into their usual reality. These findings offer insight into student learning during unaccompanied study abroad journeys, and further development of nurse education and research is recommended.
出国留学对学生有积极的学习成果。然而，在没有教师陪同的情况下，留学生的学习经历和学习过程尚不清楚。因此，本研究调查了学生护士在出国留学期间的学习经历，以便探索学习现象和整个学习过程中的学习过程。
采用解释主义的解释学现象学方法，有 20 名来自英国和欧洲的学生护士参与了研究；每个参与者进行了两次单独的半结构化访谈（返回后和随访）。
采用“现象学解释学方法”进行数据分析，揭示了学习的现象包括四个主题：“体验不同的现实”；“积极的意义建构”；“与他人在一起”和“改变和转变”。当这些主题一起考虑时，它们表明出国留学被体验为发生学习的阈限空间。学生在这个空间中经历了阈限，学习过程是由不连续性引发的。学生对学习负责，并进行积极的意义建构活动以获得洞察力。学生努力理解麻烦的经历，并停留在一个困境中，直到麻烦得到解决，使学生能够跨越理解的门槛。学习也受到他人的影响。学生经历了变化和转变，作为学习的结果，当麻烦得到解决，学生重新融入他们的正常现实时，就达到了后阈限状态。这些发现为学生在无人陪伴的出国留学期间的学习提供了深入的了解，并建议进一步发展护理教育和研究。
