Graduate School of Nursing Science, St. Luke's International University, Tokyo, Japan.
Chiba Faculty of Nursing, Tokyo Healthcare University, Chiba, Japan.
Int J Med Educ. 2020 Feb 28;11:54-61. doi: 10.5116/ijme.5e47.cf1b.
This study aimed to qualitatively analyze the experiences and perceptions of students at a nursing college in Japan who studied abroad in Asia and North America, thereby identifying the full range of benefits of study abroad programs for Japanese nursing students.
We conducted a qualitative analysis of the reflection papers and free-response questionnaire items completed by 50 Japanese undergraduate nursing students who participated in 9 study abroad programs in Asia and North America. Content analysis of the data proceeded from typological and deductive to data-driven and inductive, recursively and collaboratively.
The results reveal perceived benefits in the areas of English language proficiency and motivation; knowledge of nursing practices, healthcare systems, and global health; cultural awareness and sensitivity; and various types of identity development (second-language motivation and identity, national/ethnic identity, professional identity, identity as a global citizen, and personal growth). It was also shown that students' perceptions of what they learned or gained varied according to the specific characteristics of each study abroad program.
Study abroad experiences are often critical turning points that enhance nursing students' identity formation in the context of multiple and overlapping communities of practice. They also enhance core elements of the educational mission of a nursing college, particularly relating to liberal arts and internationalization. These findings can inform the development of assessment tools to be used in conjunction with study abroad programs at nursing colleges.
本研究旨在对在亚洲和北美留学的日本护理学院学生的经历和感受进行定性分析，从而确定日本护理学生出国留学项目的全方位益处。
我们对参加了亚洲和北美的 9 个留学项目的 50 名日本本科护理学生的反思论文和自由回答问卷项目进行了定性分析。对数据的内容分析从类型学和演绎法到数据驱动和归纳法，递归和协作进行。
结果显示，在英语水平和动机、护理实践、医疗保健系统和全球卫生知识、文化意识和敏感性以及各种类型的身份发展（第二语言动机和身份、民族/种族身份、专业身份、全球公民身份和个人成长）方面都有收益。还表明，学生对所学或所获得的知识的看法因每个出国留学项目的具体特点而异。
出国留学经历通常是关键的转折点，增强了护理学生在多个重叠的实践共同体背景下的身份认同。它们还增强了护理学院教育使命的核心要素，特别是与文科和国际化有关。这些发现可以为护理学院留学项目的评估工具的开发提供信息。
