A Qualitative Study on the Impact of a Short-Term Global Healthcare Immersion Experience in Bachelor of Science Nursing Students

Abstract

The effects of globalization are impacting the healthcare arena. Global healthcare immersion experiences (GHIE) may be a means for nursing students to develop a global perspective. The gap in the literature relates to student perceptions in preparation, cultural interface, and post-immersion experiences. Using Jeffrey's Cultural Competence and Confidence model as the organizing framework, this qualitative descriptive study describes essential components in designing a short-term GHIE for Bachelor of Science in Nursing (BSN) students that will enhance professional development in cultural understanding and global awareness for nursing practice. The study sample (N = 9) was selected purposely from senior-level BSN students enrolled in a clinical course with a study abroad option at a Midwestern university. Inductive qualitative content analysis was utilized to determine patterns and themes in the data. Data from focus groups, informal participant interviews, field notes, and observations were analyzed. Four themes emerged in the pre-immersion phase: (a) Using personal strengths and desires to help move past barriers in preparation for global immersion experiences; (b) Garnering an understanding in completing academic and personal requirements in preparation for a global immersion experience; (c) Identifying critical faculty/organizational supports in promoting a successful global immersion experience; and (d) Moving through early stages/phases of cultural competence in preparation for global immersion experiences. Four themes also emerged in the post-immersion phase: (a) Reflections on the usefulness/benefits of pre-immersion activities and behaviors in preparing for the immersion experience; (b) Acknowledging and identifying cultural and other stressors in order to have meaningful clinical and personal experiences during a global immersion experience; (c) Moving past re-entry adjustment in seeking meaningful reflection of the personal and professional impact of the immersion experience; and (d) Restructuring organizational processes and academic programs needed in order to ensure success of future global immersion programs . Findings from the study provide insight into key elements necessary in the planning, cultural interface, and post-immersion phases of global immersion experiences for BSN students. This includes the importance of key people, educational concerns, and the availability of an international resource office. Implications of the study related to students, faculty, practice limitations, academics, and organizational concerns were presented.