Résumés
Abstract
Purpose: The benefits of study-abroad experiences for nursing students have been well documented. Since 2010, an undergraduate nursing program in Northern Canada has had an exchange partnership with nursing schools in Northern Norway. Given the mostly anecdotally reported successes of the exchanges, this study aimed to formally investigate the educational experiences of Northern Canadian nursing students who completed a clinical practicum and cultural experience in Northern Norway.
Methods: This qualitative study employed photovoice methodology. As photovoice is participatory action research (PAR), students learned about the methodology prior to embarking on their international exchange. While abroad, they engaged in photographic documentation that later served as a catalyst for data collection (interviews and focus group) and data analysis. Aligned with PAR, students participated with the researchers in data analysis. Moreover, the photos and stories later served as a tool to bring about action; specifically, the students endorsed future exchanges.
Results: Four nursing students (n = 3 in third year; n = 1 in fourth year) who completed a 7-week course in Northern Norway during 2023 participated in this study. Thematic analysis revealed “gaining perspective” as the overarching theme. Three subthemes highlighted other ways of knowing, being, and doing for nursing practice and life.
Conclusion: Similar to other evidence supporting study-abroad experiences for nursing students, this opportunity for Northern Canadian nursing students in another circumpolar country offered professional and personal learning.
Keywords:
- study abroad,
- photovoice,
- nursing students,
- cultural exchange
Résumé
Objectif : Les avantages des expériences d’études à l’étranger pour les étudiantes et étudiants en sciences infirmières sont bien documentés. Depuis 2010, un programme de premier cycle en sciences infirmières du Nord canadien a conclu un partenariat d’échange avec des écoles de sciences infirmières du nord de la Norvège. Compte tenu du succès de ces échanges, principalement rapporté de manière anecdotique, cette étude visait à examiner formellement les expériences éducatives des étudiantes et étudiants en sciences infirmières du Nord canadien ayant effectué un stage en milieu clinique et vécu une expérience culturelle dans le nord de la Norvège.
Méthode : Cette étude qualitative a utilisé la méthode de recherche photovoice, soit une recherche-action participative (RAP) à laquelle les étudiantes et étudiants ont été initiés avant leur participation au programme d’échanges international. Lors de leur séjour à l’étranger, elles et ils ont réalisé une documentation photographique qui a ensuite servi de catalyseur à la collecte et à l’analyse de données (entretiens et groupes de discussion). Dans le cadre de la RAP, les étudiantes et étudiants ont collaboré avec le groupe de recherche à l’analyse des données. De plus, les photos et les récits ont servi d’outil pour susciter des actions; les étudiantes et étudiants ont notamment approuvé de futurs échanges.
Résultats : Quatre étudiantes et étudiants en sciences infirmières (n = 3 en troisième année; n = 1 en quatrième année) ayant suivi un cours de 7 semaines dans le nord de la Norvège en 2023 ont participé à cette étude. L’analyse thématique a révélé que « élargir sa perspective » était le thème principal. Trois sous-thèmes ont mis en évidence d’autres façons de savoir, d’être et de faire pour la pratique infirmière et la vie.
Conclusion : À l’instar d’autres preuves à l’appui des expériences d’études à l’étranger pour les étudiantes et étudiants en sciences infirmières, cette occasion pour des étudiantes et étudiants du Nord canadien a offert un apprentissage professionnel et personnel dans un autre pays circumpolaire.
Parties annexes
Bibliography
- Andina-Díaz, E. (2020). Using photovoice to stimulate critical thinking: An exploratory study with nursing students. Revista Latino-Americana de Enfermagem, 28, e3314. https://doi.org/10.1590/1518-8345.3625.3314
- Bagnasco, A., Rossi, S., Dasso, N., Cananzi, L., Timmins, F., Aleo, G., Catania, G., Zanini, M., & Sasso, L. (2020). A qualitative descriptive enquiry of nursing students’ perceptions of international clinical placement experiences. Nurse Education in Practice, 43, 102705. https://doi.org/10.1016/j.nepr.2020.102705
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
- Canadian Council of Registered Nurse Regulators. (2019). Entry-level competencies (ELCs) for the practice of registered nurses (2018). https://static1.squarespace.com/static/671142bd58709c1e559e8c2a/t/675719651828df4bc6280906/1733761381376/ccrnr-rn-entry-level-competencies---2019.pdf
- Cornwall, A., & Jewkes, R. (1995). What is participatory research? Social Science & Medicine, 41(12), 1667–1676. https://doi.org/10.1016/0277-9536(95)00127-s
- Cresswell, J. W., & Cresswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE.
- Dietrich Leurer, M., Kent-Wilkinson, A. E., Luimes, J., Murray, L., Squires, V., Ferguson, L. M., & Dell, C. (2020). Reflections on study abroad: Insights from registered nurses. Quality Advancement in Nursing Education - Avancées en formation infirmière, 6(1), Article 3. https://doi.org/10.17483/2368-6669.1225https://doi.org/10.17483/2368-6669.1225
- Hartrick Doane, G., & Varcoe, C. (2021). How to nurse: Relational inquiry in action (2nd ed.). Wolters Kluwer.
- Heiberg, I. G., Dahl, H., & Eriksen, K. Å. (2019). How can studying abroad nurture nurse students’ intelligent kindness? Nurse Education in Practice, 41, 102644. https://doi.org/10.1016/j.nepr.2019.102644https://doi.org/10.1016/j.nepr.2019.102644
- Holloway, I., & Galvin, K. (2024). Qualitative research in nursing and healthcare (5th ed.). Wiley.
- International Committee of Medical Journal Editors. (n.d.). Defining the role of authors and contributors. https://www.icmje.org/recommendations/browse/roles-and-responsibilities/defining-the-role-of-authors-and-contributors.html
- Janesick, V. J. (2016). “Stretching” exercises for qualitative researchers (4th ed.). SAGE.
- Jarosinski, J. M., Fox, J. A., & Marshall, S. E. (2024). Lessons learned: Why study-abroad remains a critical component of nursing curriculums. Journal of Professional Nursing, 53, 110–117. https://doi.org/10.1016/j.profnurs.2024.05.007
- Johnston, J., McKenna, L., Malik, G., & Reisenhofer, S. (2022). Reported outcomes of nursing or midwifery students participating in international educational programs in their pre-registration education: A narrative systematic review. Nurse Education Today, 111, 105320. https://doi.org/10.1016/j.nedt.2022.105320
- Johnston, J., McKenna, L., Malik, G., & Reisenhofer, S. (2023). Recognizing and adapting to cultural differences: Influence of international educational programs on future nursing and midwifery practice. Journal of Transcultural Nursing, 34(6), 423–430. https://doi.org/10.1177/10436596231198276
- Johnston, J., McKenna, L., Malik, G., & Reisenhofer, S. (2024). Developing as a person: How international educational programs transform nurses and midwives. Australian Journal of Advanced Nursing, 41(1). https://doi.org/10.37464/2024.411.1190
- Kokko, R. (2011). Future nurses’ cultural competencies: What are their learning experiences during exchange and studies abroad? A systematic literature review. Journal of Nursing Management, 19(5), 673–682. https://doi.org/10.1111/j.1365-2834.2011.01221.x
- Kosman, B. A., Castro de Jong, D., Knight-Agarwal, C. R., Chipchase, L. S., & Etxebarria, N. (2024). Development and validation of an assessment tool for higher education learning abroad programs: A qualitative Delphi study. Nurse Education Today, 132, 106030. https://doi.org/10.1016/j.nedt.2023.106030
- Leipert, B., & Anderson, E. (2012). Rural nursing education: A photovoice perspective. Rural and Remote Health, 12, 2061. https://doi.org/10.22605/RRH2061
- Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE.
- Maltby, H. J., de Vries-Erich, J. M., & Lund, K. (2016). Being the stranger: Comparing study abroad experiences of nursing students in low and high income countries through hermeneutical phenomenology. Nurse Education Today, 45, 114–119. https://doi.org/10.1016/j.nedt.2016.06.025
- Mezirow, J. (1978). Perspective transformation. Adult Education, 28(2), 100–110. https://doi.org/10.1177/074171367802800202
- Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education, 1(1), 58–63. https://doi.org/10.1177/1541344603252172
- Moffitt, P., & Durnford, K. L. (2021). Undergraduate nursing students’ perceptions about creating culturally safe classrooms: Living the epistemology, ontology and pedagogy. Nursing Education Today, 105, 105029. https://doi.org/10.1016/j.nedt.2021.105029
- Moffitt, P., & Mehus, G. (2018). Northern partnership between two schools of nursing in Norway and Canada: A historical perspective. In H. Exner-Pirot, B. Norbye, & L. Butler (Eds.), Northern and Indigenous Health and Healthcare (Chapter 42). University of Saskatchewan. https://openpress.usask.ca/northernhealthcare/chapter/chapter-38-northern-partnership-between-two-schools-of-nursing-in-norway-and-canada-a-historical-perspective/
- Morgan, D. A. (2023). Parameters of learning during clinical nursing study abroad: Focused analysis of phenomenological data using a change-transformative learning theory lens. Nurse Education in Practice, 73, 103831. https://doi.org/10.1016/j.nepr.2023.103831
- Nourse, S. R. (2022). Enhancing the cultural competence of baccalaureate nursing students through short-term study abroad programs. Journal of Christian Nursing, 39(3), E44–E52. https://doi.org/10.1097/CNJ.0000000000000978
- Oosterbroek, T. A., Yonge, O., & Myrick, F. (2019). “Everybody knows your name”: Experiences of belonging in rural preceptorship. Online Journal of Rural Nursing and Health Care, 19(1). https://doi.org/10.14574/ojrnhc.v19i1.548
- Paterson, B. L. (1994). A framework to identify reactivity in qualitative research. Western Journal of Nursing Research, 16(3), 301–316. https://doi.org/10.1177/019394599401600306
- Sedgwick, A., & Atthill, S. (2020). Nursing student engagement in cultural humility through global health service learning: An interpretive phenomenological approach. Journal of Transcultural Nursing, 31(3), 304–311. https://doi.org/10.1177/1043659619870570
- Statistics Canada. (2021). Census of population. https://www12.statcan.gc.ca/census-recensement/2021/as-sa/fogs-spg/page.cfm?lang=E&topic=8&dguid=2021A000261
- Sundal, H., & Ulvund, I. (2023). Experiences after international clinical placement as nursing students in a paediatric ward. Nurse Education in Practice, 66, 103512. https://doi.org/10.1016/j.nepr.2022.103512
- Trapani, J., & Cassar, M. (2020). Intended and actual outcomes of study abroad programs: Nursing students’ experiences. The Journal of Nursing Education, 59(9), 501–505. https://doi.org/10.3928/01484834-20200817-04
- Vasileiou, K., Barnett, J., Thorpe, S., & Young, T. (2018). Characterising and justifying sample size sufficiency in interview-based studies: Systematic analysis of qualitative health research over a 15-year period. BMC Medical Research Methodology, 18, Article 148. https://doi.org/10.1186/s12874-018-0594-7
- Wang, C., & Burris, M. A. (1997). Photovoice: Concept, methodology, and use for participatory needs assessment. Health Education & Behavior, 24(3), 369–387. https://doi.org/10.1177/109019819702400309