Racine Louise, Fowler-Kerry Susan, Palmer-Clarke Yolanda
University of Saskatchewan, College of Nursing, 107, Wiggins Road, Health Sciences Building, E-Wing Room 4344, Saskatoon, Saskatchewan S7N 5E5, Canada.
University of Saskatchewan, College of Nursing, 107, Wiggins Road, Health Sciences Building, E-Wing Room 4208, Saskatoon, Saskatchewan S7N 5E5, Canada.
Nurse Educ Today. 2021 Aug;103:104946. doi: 10.1016/j.nedt.2021.104946. Epub 2021 May 4.
International placements represent a popular choice to develop cultural competency and safety in nursing. The question as to whether study abroad programs enable the development of cultural competency and safety skills or provide exotic travel experiences needs further clarifications.
The study explores the usefulness of international placements in developing cultural safety among undergraduate nursing students.
An exploratory qualitative design was used to answer these research questions: 1) How do undergraduate students make sense of their study abroad experiences? And 2) How international placements facilitate the acquisition of cultural safety and consciousness-raising about racial and social privileges?
A sample of 7 participants who completed a 4th-year community and acute care stages in Global South countries were recruited.
A postcolonial feminist theoretical approach was used to guide the study.
Semi-structured interviews explored participants' perceptions of cultural differences, ways of adapting to cultural diversity, and the benefits and challenges of their global experiences. Thematic content analysis was used to analyze the data.
Thematic analysis revealed three themes: 1) Self-knowledge, 2) othering, and 3) consciousness of neocolonialism.
Results raise some concerns about the usefulness of international stages in developing cultural competency and cultural safety in undergraduate nursing students. Results indicate that international placements can be useful to raise consciousness about racial and social privileges. Yet, international placements involve some risks to the receiving Global South countries. This study unmasks Othering's processes, where participants reproduce harmful neocolonial relations.
International placements involve cultural risks that translate into Othering processes where Global South nurses and students are represented as powerless. Postcolonial feminist theories are relevant to study international placements as they enable the critical examination of race, gender, and social class and how they play out in international placements in Global South countries.
国际实习是培养护士文化能力和安全意识的热门选择。关于海外留学项目能否培养文化能力和安全技能，还是仅仅提供异国旅行体验的问题，需要进一步阐明。
本研究探讨国际实习对本科护理专业学生培养文化安全意识的作用。
采用探索性定性设计来回答以下研究问题：1）本科学生如何理解他们的海外留学经历？2）国际实习如何促进文化安全意识的培养以及对种族和社会特权的认识提升？
招募了7名完成在全球南方国家第四年社区和急症护理阶段学习的参与者作为样本。
采用后殖民女权主义理论方法指导本研究。
通过半结构化访谈探讨参与者对文化差异的认知、适应文化多样性的方式以及全球经历的益处和挑战。采用主题内容分析法对数据进行分析。
主题分析揭示了三个主题：1）自我认知；2）他者化；3）新殖民主义意识。
研究结果引发了对国际实习在本科护理专业学生文化能力和文化安全培养方面作用的一些担忧。结果表明，国际实习有助于提高对种族和社会特权的认识。然而，国际实习给接收实习的全球南方国家带来了一些风险。本研究揭示了他者化的过程，即参与者重现了有害的新殖民关系。
国际实习存在文化风险，会导致他者化过程，在这个过程中，全球南方的护士和学生被描绘为无权的。后殖民女权主义理论与研究国际实习相关，因为它们能够批判性地审视种族、性别和社会阶层，以及它们在全球南方国家国际实习中的表现。
