Piamjariyakul Ubolrat, Shafique Saima, Friend Dana L, Adams Kimberly A, Sanghuachang Wiyakarn, Petitte Trisha M, Young Stephanie
School of Nursing, West Virginia University, Morgantown, WV, USA.
Boromarajonani College of Nursing Saraburi, Saraburi, Thailand.
Int J Nurs Sci. 2023 Dec 6;11(1):83-90. doi: 10.1016/j.ijnss.2023.12.001. eCollection 2024 Jan.
This study aimed to describe the "how-to" details and processes for developing and evaluating a short-term international student research and education program.
This study included two parts: development and implementation, and evaluation of the program. A foreign doctoral nursing student requested to visit the West Virginia University School of Nursing for research training and academic teaching experience. The global nursing program coordinator and the lead mentor met and identified the program basis and team participants. Learning activities were related to this student's interest in older adults and in-home end-of-life care, included four contents: research; educational engagement; practice/clinical engagement; special activities & professional development training and courses. The program evaluation was conducted at the end of the six-month visit using a focus group and an anonymous short survey. Participants ( = 10) included the host university's faculty, graduate students, and one short-term international student.
Content analysis of the participant's short survey answers and the focus group discussion resulted in three themes: 1) lessons learned from participating in the program (enhanced diversity in education and research, gaining new global healthcare knowledge, and self-reflection on and promoting cultural awareness); 2) program barriers and challenges (the visa application process, the English language barrier, the lack of public transportation in the town, and scheduling conflicts); and 3) strategies to overcome these barriers and challenges (adding cultural diversity information into curriculum; attending English proficiency with others in the class; using different communication techniques; continuous collaboration with the University's Office of Global Affairs for the Visa application process; providing interactive experiences). All participants rated their engagement in the program as very satisfactory ( = 4.67, = 0.50), and highly impacted their nursing skills in research, teaching, and clinical practice ( = 4.67, = 0.50).
All the participants have gained some experience in this program, which can be used for future teaching guidance. Further, international nursing students need assistance to adjust and thrive in the host university learning community. Faculty must be culturally sensitive, understand the visiting foreign nursing student' learning needs, and advocate for an environment suitable for enhancing the students' learning.
本研究旨在描述制定和评估短期国际学生研究与教育项目的“操作方法”细节及流程。
本研究包括两个部分：项目的开发与实施以及评估。一名外国护理学博士生请求访问西弗吉尼亚大学护理学院，以获得研究培训和学术教学经验。全球护理项目协调员和首席导师会面并确定了项目基础和团队参与者。学习活动与该学生对老年人和家庭临终关怀的兴趣相关，包括四个内容：研究；教育参与；实践/临床参与；特别活动及专业发展培训与课程。在为期六个月的访问结束时，通过焦点小组和匿名简短调查对项目进行评估。参与者（n = 10）包括主办大学的教师、研究生和一名短期国际学生。
对参与者简短调查问卷答案和焦点小组讨论的内容分析得出三个主题：1）参与项目的经验教训（增强教育和研究的多样性、获得新的全球医疗保健知识以及对文化意识的自我反思和促进）；2）项目障碍与挑战（签证申请流程、语言障碍、镇上公共交通缺乏以及日程安排冲突）；3）克服这些障碍与挑战的策略（在课程中添加文化多样性信息；与班上其他人一起参加英语水平课程；使用不同的沟通技巧；在签证申请过程中与大学全球事务办公室持续合作；提供互动体验）。所有参与者对他们在项目中的参与评价为非常满意（均值 = 4.67,标准差 = 0.50），并且对他们在研究、教学和临床实践方面的护理技能有高度影响（均值 = 4.67,标准差 = 0.50）。
所有参与者在该项目中都获得了一些经验，可用于未来的教学指导。此外，国际护理学生需要帮助以适应并在主办大学学习社区中茁壮成长。教师必须具有文化敏感性，了解来访外国护理学生的学习需求，并倡导营造一个适合增强学生学习效果的环境。
