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  • The acculturation, language and learning experiences of international nursing students: Implications for nursing education

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    MitchellPUB3820.pdf (589.8Kb)
    Author(s)
    Mitchell, Creina
    Del Fabbro, Letitia
    Shaw, Julie
    Griffith University Author(s)
    Del Fabbro, Letitia A.
    Shaw, Julie M.
    Mitchell, Creina A.
    Year published
    2017
    Metadata
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    Abstract
    Background: International or foreign students are those who enrol in universities outside their country of citizenship. They face many challenges acculturating to and learning in a new country and education system, particularly if they study in an additional language. Objectives: This qualitative inquiry aimed to explore the learning and acculturating experiences of international nursing students to identify opportunities for teaching innovation to optimise the experiences and learning of international nursing students. Methods: Undergraduate and postgraduate international nursing students were recruited from one campus of ...
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    Background: International or foreign students are those who enrol in universities outside their country of citizenship. They face many challenges acculturating to and learning in a new country and education system, particularly if they study in an additional language. Objectives: This qualitative inquiry aimed to explore the learning and acculturating experiences of international nursing students to identify opportunities for teaching innovation to optimise the experiences and learning of international nursing students. Methods: Undergraduate and postgraduate international nursing students were recruited from one campus of an Australian university to take part in semi-structured interviews. A purposive and theoretically saturated sample of 17 students was obtained. Interviews were audio-recorded and field notes and interview data were thematically analysed. Results: Expressing myself and Finding my place were the two major themes identified from the international student data. International nursing students identified that it took them longer to study in comparison with domestic students and that stress negatively influenced communication, particularly in the clinical setting. Additionally international nursing students identified the need to find supportive opportunities to speak English to develop proficiency. Clinical placement presented the opportunity to speak English and raised the risk of being identified as lacking language proficiency or being clinically unsafe. Initially, international nursing students felt isolated and it was some time before they found their feet. In this time, they experienced otherness and discrimination. Conclusions: International nursing students need a safe place to learn so they can adjust and thrive in the university learning community. Faculty and clinical educators must be culturally competent; they need to understand international nursing students' needs and be willing and able to advocate for and create an equitable environment that is appropriate for international nursing students' learning
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    Journal Title
    Nurse Education Today
    Volume
    56
    DOI
    https://doi.org/10.1016/j.nedt.2017.05.019
    Copyright Statement
    © 2017 Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
    Subject
    Education not elsewhere classified
    Nursing
    Curriculum and Pedagogy
    Publication URI
    http://hdl.handle.net/10072/346274
    Collection
    • Journal articles

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