Straughair Collette, Allan Jaden, Conner Tony, Morgan Debra, Machin Alison
Northumbria University, Coach Lane Campus, Benton, Newcastle Upon Tyne NE7 7XA, UK.
Northumbria University, Coach Lane Campus, Benton, Newcastle Upon Tyne NE7 7XA, UK.
Nurse Educ Pract. 2023 Jul;70:103649. doi: 10.1016/j.nepr.2023.103649. Epub 2023 Apr 29.
The study aim was to explore educators' perceptions of their experiences of participating in transnational education in nursing.
In an increasingly globalised world, involvement with the delivery of transnational education has become commonplace across the international higher education sector. In recent years, transnational education within the academic discipline of nursing has developed at pace, evolving in response to a global need to invest in nurse education, address nursing shortages and strengthen nursing leadership. However, despite acknowledgement that transnational education is a complex activity that needs to be more fully understood, research specifically exploring transnational education in nursing is scarce, as previous studies predominantly focus on other academic disciplines. The study addresses this knowledge gap, advancing understanding of transnational education in the context of nursing.
The study was positioned within the interpretivist paradigm and underpinned by a constructivist grounded theory methodological design, acknowledging the prior knowledge and experience of the research team in relation to phenomenon under investigation.
Ethical approval was obtained before the study commenced, ensuring adherence to key ethical principles. The study was conducted during May to August 2020, in a university in the North of England that provides undergraduate and postgraduate nurse education in the United Kingdom and transnational context. Participants were recruited via e mail and invited to complete a brief questionnaire, informing a preliminary theoretical sampling strategy. Ten educators with experience of transnational education across a diverse range of international locations participated in individual, semi-structured, online interviews that were recorded and transcribed verbatim. Data were analysed using initial and focused coding, constant comparison, theoretical memos and diagrams.
The findings uncovered three overarching data categories, each of which were crucial to supporting effective transnational education in nursing. Prepare- involved developing an understanding of the context of healthcare and education, being supported and collaborating with transnational partners. Perform- involved recognising language and cultural influences, adapting to the environment and implementing responsive educational pedagogies. Progress- involved recognition of personal development at individual level and valuing the benefits at organisational level.
Although transnational education in nursing can be challenging and complex, it can offer worthwhile advantages for all stakeholders. However, effective transnational education in nursing is dependent on strategies which prepare educators appropriately and enable them to perform effectively, thereby promoting successful outcomes at individual, organisational and transnational partner level and facilitating advancement in future potential collaborative activity.
本研究旨在探讨教育工作者对参与护理跨国教育经历的看法。
在日益全球化的世界中，参与跨国教育的提供在国际高等教育领域已变得司空见惯。近年来，护理学科内的跨国教育迅速发展，以回应全球对投资护士教育、解决护理短缺问题和加强护理领导力的需求。然而，尽管人们认识到跨国教育是一项需要更全面理解的复杂活动，但专门探索护理跨国教育的研究却很稀缺，因为以往的研究主要集中在其他学科。本研究填补了这一知识空白，增进了对护理背景下跨国教育的理解。
本研究定位于解释主义范式，并以建构主义扎根理论方法设计为基础，承认研究团队对所调查现象的先验知识和经验。
在研究开始前获得了伦理批准，确保遵守关键的伦理原则。该研究于2020年5月至8月在英格兰北部的一所大学进行，该大学在英国和跨国背景下提供本科和研究生护理教育。通过电子邮件招募参与者，并邀请他们完成一份简短的问卷，以形成初步的理论抽样策略。十名在不同国际地点有跨国教育经验的教育工作者参加了个人的、半结构化的在线访谈，访谈进行了录音并逐字转录。使用初始编码和聚焦编码、持续比较、理论备忘录和图表对数据进行分析。
研究结果揭示了三个总体数据类别，每个类别对于支持有效的护理跨国教育都至关重要。准备——包括了解医疗保健和教育背景、获得支持并与跨国伙伴合作。执行——包括认识语言和文化影响、适应环境并实施适应性教育教学法。进步——包括在个人层面认识个人发展，并重视组织层面的益处。
虽然护理跨国教育可能具有挑战性和复杂性，但它可以为所有利益相关者带来有价值的优势。然而，有效的护理跨国教育依赖于适当准备教育工作者并使其能够有效执行的策略，从而在个人、组织和跨国伙伴层面促进成功结果，并推动未来潜在合作活动的进展。
