{"title":"Norwegian nursing students' experience of international clinical placement abroad: A qualitative study","authors":"Christine Grave Meyer , Margrethe Bakstad Søvik , Benedicte Sørensen Strøm","doi":"10.1016/j.nedt.2024.106420","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>For several years, the Norwegian government's goal has been that half of those who complete a degree in Norwegian higher education, should have had a study period abroad. This also applies to undergraduate nursing students. Nurse education programs in Norway often offer clinical practice abroad in order for their students to gain experience from another country's health care system. There is a knowledge gap in the literature on how Norwegian nursing students' experience their study period and internships abroad.</div></div><div><h3>Objective</h3><div>The aim of the study was to explore Norwegian undergraduate nursing students' experiences of their clinical practice abroad.</div></div><div><h3>Design</h3><div>A descriptive and exploratory qualitative study.</div></div><div><h3>Setting and participants</h3><div>Nursing students were recruited from one specialized university in Norway.</div><div>Nine students were interviewed.</div></div><div><h3>Method</h3><div>Three focus groups were conducted via the online platform Zoom with nursing students who had their clinical practice abroad during their bachelor's degree. The interviews were conducted in June 2020. The collected data were analyzed using thematic reflective analysis inspired by Braun and Clarke.</div></div><div><h3>Results</h3><div>Four themes were developed from the analysis: 1) Motivation for studying abroad, 2) Professional and personal development, 3) Different nursing role and 4) Different supervisor role.</div></div><div><h3>Conclusion</h3><div>Students provided valuable insight from their experiences of studying abroad. The study highlights that there were other learning opportunities abroad than in Norway, but that the learning approach was somehow different and that it made the students take more initiative thus becoming more independent. The nursing role was different from what they were used to in Norway. In general, the Norwegian students experienced the nurse role abroad as more medical oriented. In addition, in countries like India, Spain and Cuba the family was taking a greater part of the care of people's basic needs.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106420"},"PeriodicalIF":3.6000,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0260691724003307/pdfft?md5=9d0109b59e85f02fd358320c8cefe3ee&pid=1-s2.0-S0260691724003307-main.pdf","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Nurse Education Today","FirstCategoryId":"3","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0260691724003307","RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Background
For several years, the Norwegian government's goal has been that half of those who complete a degree in Norwegian higher education, should have had a study period abroad. This also applies to undergraduate nursing students. Nurse education programs in Norway often offer clinical practice abroad in order for their students to gain experience from another country's health care system. There is a knowledge gap in the literature on how Norwegian nursing students' experience their study period and internships abroad.
Objective
The aim of the study was to explore Norwegian undergraduate nursing students' experiences of their clinical practice abroad.
Design
A descriptive and exploratory qualitative study.
Setting and participants
Nursing students were recruited from one specialized university in Norway.
Nine students were interviewed.
Method
Three focus groups were conducted via the online platform Zoom with nursing students who had their clinical practice abroad during their bachelor's degree. The interviews were conducted in June 2020. The collected data were analyzed using thematic reflective analysis inspired by Braun and Clarke.
Results
Four themes were developed from the analysis: 1) Motivation for studying abroad, 2) Professional and personal development, 3) Different nursing role and 4) Different supervisor role.
Conclusion
Students provided valuable insight from their experiences of studying abroad. The study highlights that there were other learning opportunities abroad than in Norway, but that the learning approach was somehow different and that it made the students take more initiative thus becoming more independent. The nursing role was different from what they were used to in Norway. In general, the Norwegian students experienced the nurse role abroad as more medical oriented. In addition, in countries like India, Spain and Cuba the family was taking a greater part of the care of people's basic needs.
期刊介绍：
Nurse Education Today is the leading international journal providing a forum for the publication of high quality original research, review and debate in the discussion of nursing, midwifery and interprofessional health care education, publishing papers which contribute to the advancement of educational theory and pedagogy that support the evidence-based practice for educationalists worldwide. The journal stimulates and values critical scholarly debate on issues that have strategic relevance for leaders of health care education.
The journal publishes the highest quality scholarly contributions reflecting the diversity of people, health and education systems worldwide, by publishing research that employs rigorous methodology as well as by publishing papers that highlight the theoretical underpinnings of education and systems globally. The journal will publish papers that show depth, rigour, originality and high standards of presentation, in particular, work that is original, analytical and constructively critical of both previous work and current initiatives.
Authors are invited to submit original research, systematic and scholarly reviews, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing and related health care education, and which will meet and develop the journal''s high academic and ethical standards.
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