Andreassen Lasse, Steindal Simen A, Sarin Jyoti, Strøm Benedicte Sørensen
Akershus University Hospital, HF, P.O. Box 1000, Lørenskog 1478, Norway.
Institute of nursing, VID Specialized University, Oslo, Norway.
Int J Nurs Stud Adv. 2025 Jul 16;9:100378. doi: 10.1016/j.ijnsa.2025.100378. eCollection 2025 Dec.
Immigration, combined with the growth of multicultural societies, has increased patient diversity, highlighting the need for cultural competence in healthcare to prepare nurses to understand the nature of global health. Nurses should have knowledge to understand and respect how culture influences patients' health needs, access to healthcare services, and the health-related decision-making process. Offering international clinical placement to nursing students is one way to increase this cultural competence. No scoping review has mapped undergraduate nursing students' experiences during international clinical placement.
To provide an overview of published studies on undergraduate nursing students' experiences during international clinical placement.
A scoping review.
A systematic search was performed in three databases (CINAHL, Medline, PubMed). The inclusion criteria were: 1) studies with quantitative, qualitative or mixed methods design, 2) studies reporting undergraduate nursing students' experiences of international clinical placement and 3) studies published in peer-reviewed journals in the English language between January 2008 and February 2023. Pairs of authors independently assessed eligibility and extracted data. Data were thematically grouped.
42 papers were included, 39 studies employed a qualitive design, while 3 studies employed a quantitative design. All studies included students from Western countries with international clinical placement in non-Western countries. Most students had international clinical placement in hospitals, with a wide range of length of exchange. Four thematic groupings were identified: 1) developing cultural competence through culture shock, 2) a novel way of practicing nursing due to a different nursing role, 3) the essential role of the supervisor in learning outcomes and 4) the impact of language barriers on learning outcomes.
Students developed cultural competence by experiencing culture shock when exposed to an unfamiliar cultural environment. While they often reacted negatively to these differences, they often adjusted their prejudices and biases over time. Language skills were the greatest barrier to achieving learning outcomes, creating more frustration than cultural barriers. There is a need to investigate how non-Western students experience studying in a Western country.
移民潮加上多元文化社会的发展，增加了患者的多样性，凸显了医疗保健领域文化能力的必要性，以使护士能够理解全球健康的本质。护士应具备相关知识，以理解并尊重文化如何影响患者的健康需求、获得医疗服务的机会以及与健康相关的决策过程。为护理专业学生提供国际临床实习机会是提高这种文化能力的一种方式。尚无综述性研究梳理过本科护理专业学生在国际临床实习期间的经历。
概述已发表的关于本科护理专业学生在国际临床实习期间经历的研究。
一项综述性研究。
在三个数据库（CINAHL、Medline、PubMed）中进行系统检索。纳入标准为：1）采用定量、定性或混合方法设计的研究；2）报告本科护理专业学生国际临床实习经历的研究；3）2008年1月至2023年2月期间在同行评审期刊上发表的英文研究。由两位作者独立评估研究的 eligibility 并提取数据。数据进行主题分组。
纳入42篇论文，39项研究采用定性设计，3项研究采用定量设计。所有研究均纳入了来自西方国家、在非西方国家进行国际临床实习的学生。大多数学生在医院进行国际临床实习，交流时长各不相同。确定了四个主题分组：1）通过文化冲击培养文化能力；2）由于护理角色不同而形成的一种新颖的护理实践方式；3）导师在学习成果中的关键作用；4）语言障碍对学习成果的影响。
学生在接触不熟悉的文化环境时，通过经历文化冲击培养了文化能力。虽然他们通常对这些差异产生负面反应，但随着时间的推移，他们往往会调整自己的偏见。语言技能是实现学习成果的最大障碍，比文化障碍更令人沮丧。有必要调查非西方学生在西方国家学习的经历。
