An analysis of the impact of participation in an international study program on the cognitive development of senior baccalaureate nursing students.

As we move into a global society, increasing attention is being given to international and transcultural learning in higher education. The purpose of the study was to analyze the impact of participation in a 3-month international study program on the cognitive development of senior baccalaureate nursing students. Using Perry's theory of adult cognitive development as a conceptual basis and a quasi-experimental cohort design, data were collected from eight students participating in a semester abroad program in England and 20 randomly selected students not participating in the program, using the Measurement of Epistemological Reflection. The students participating in the program demonstrated significantly more cognitive growth (p = .044) and were 3.125 times as likely to advance in the Perry positions. Within a shrinking educational economy, these findings provide support for the establishment or revision of international study.