School of Nursing and Midwifery, Edith Cowan University, Joondalup, 6027, WA, Australia.
School of Health and Social Welfare, Malardalens University, Box 883, Sweden.
Nurse Educ Today. 2021 May;100:104832. doi: 10.1016/j.nedt.2021.104832. Epub 2021 Mar 4.
Cultural immersion as a learning activity provides students with the opportunity to experience diversity and develop cultural safety. Both, 'Study Abroad Programs' and 'Internationalisation at Home' (IaH) aim to provide a cultural immersion experience for students. However, explicit learning objectives are essential for quality pedagogy and for students to develop cultural safety from their learning experience.
To identify the learning objectives of study abroad and Internationalisation at Home (IaH) programs in higher education health profession programs.
A scoping review was undertaken according to recommendations by the Joanna Briggs Institute (Peters et al., 2020) and PRISMA guidelines.
The electronic databases CINAHL, MEDLINE, PsychINFO and PubMed and were searched in November 2019 and updated September 2020. The search was limited to qualitative studies, text and opinion pieces, English language, published between 2015 and 2019.
Inclusion criteria using the participants, concept, and context (PCC framework) was utilised and search terms such as study abroad and Internationalisation at Home were combined with learning objectives to identify articles. The articles were screened for eligibility by title, abstract, and full text review by two independent reviewers. A data extraction tool was utilised to extract and synthesise data into categories that represent the core learning objectives of cultural immersion programs reviewed.
Fourteen of the 66 initially identified studies were included in this scoping review. Qualitative synthesis yielded five broad categories of learning objectives used in cultural immersion programs: cultural competence, internationalisation, pedagogy, collegiality, and personal growth.
A minimum set of essential learning outcomes was derived from this review that will be of interest to developers and implementers of cultural immersion programs.
文化沉浸作为一种学习活动,为学生提供了体验多样性和培养文化安全意识的机会。“出国留学项目”和“国内国际化”(IaH)都旨在为学生提供文化沉浸体验。然而,明确的学习目标对于高质量的教学和学生从学习经历中发展文化安全至关重要。
确定高等教育卫生专业课程中出国留学和国内国际化(IaH)课程的学习目标。
根据 Joanna Briggs 研究所(Peters 等人,2020 年)和 PRISMA 指南的建议,进行了范围审查。
2019 年 11 月和 2020 年 9 月检索了 CINAHL、MEDLINE、PsychINFO 和 PubMed 电子数据库。搜索仅限于 2015 年至 2019 年期间发表的定性研究、文本和观点文章,英语语言。
使用参与者、概念和背景(PCC 框架)的纳入标准,并将出国留学和国内国际化等搜索词与学习目标结合起来,以确定文章。两名独立评审员通过标题、摘要和全文审查筛选文章的资格。使用数据提取工具提取和综合数据,将其分类为代表所审查的文化沉浸课程的核心学习目标。
最初确定的 66 篇文章中有 14 篇被纳入本范围审查。定性综合得出文化沉浸课程中使用的五个广泛的学习目标类别:文化能力、国际化、教学法、同事关系和个人成长。
从本次审查中得出了一套最低限度的基本学习成果,这将引起文化沉浸课程的开发者和实施者的兴趣。