University of Washington, Department of Child, Family, and Population Health Nursing School of Nursing, Seattle, WA.
University of Wisconsin-Madison, School of Nursing, Madison, WI.
Nurs Outlook. 2024 Sep-Oct;72(5):102231. doi: 10.1016/j.outlook.2024.102231. Epub 2024 Jul 16.
Study abroad programs expose scholars, including nursing faculty and students, to different settings and cultures. However, the world of global health is rooted in colonial practices that have the potential to cause harm to communities. In this reflection, we provide lessons we have learned through study abroad that guide strategies for decolonizing our practice while working toward cultural safety and humility. We utilized a qualitative case study method. Authors discussed and reviewed study abroad programs through a series of virtual discussions. Discussions showed that study abroad programs present opportunities for students and faculty to grow and learn. However, unacknowledged privileges among visiting students and faculty, and lack of understanding of the impacts of colonialism, may lead to harm in communities and inequitable relationships with local providers. Understanding the privileges that we hold is important in advancing positive and equitable experiences in study abroad programs.
留学项目使学者（包括护理教师和学生）接触到不同的环境和文化。然而，全球健康领域根植于殖民实践，有可能对社区造成伤害。在这篇反思中，我们提供了通过留学获得的经验教训，这些经验教训为我们提供了策略，以实现我们实践的非殖民化，同时努力实现文化安全和谦逊。我们采用了定性案例研究方法。作者通过一系列虚拟讨论讨论和审查了留学项目。讨论表明，留学项目为学生和教师提供了成长和学习的机会。然而，访问学生和教师之间未被承认的特权，以及对殖民主义影响的缺乏理解，可能导致社区受到伤害，并与当地提供者建立不平等关系。了解我们所拥有的特权对于在留学项目中推进积极和平等的体验非常重要。
