Understanding nurse educators' experiences of international mission participation

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Date
2015
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Journal ISSN
Volume Title
Publisher
University of Alabama Libraries
Abstract

Researchers find integrating international learning opportunities into the curriculum increases cultural awareness, improves nursing skills, and decreases anxiety when working with someone whose culture is different from one's own (August-Brady, 2012; Amerson, 2010; Garner et al., 2009; Hunt, 2007; Zorn, 1995; Lee, 2004). Yet, few studies actually explore if and how participation in international missions (IMs) influences nurse educators and their teaching (Green, Comer, Elliott, & Neubrander, 2011). Understanding how such experiences influence educators and their practices strengthens efforts towards nursing education reform. In particular, do IMs inform different approaches to teaching? Research strongly advocates the use of nonconventional pedagogy, new ways of thinking about nursing practice, a curriculum based on experience, contextualization, and stimulating approaches that promote a learners' sense of inquiry and exploration (Benner et al., 2010; Pinar, 2012; NLN, 2003a, 2003b; Ironside, 2001; 2003b; 2005; 2006). To this end, this study explored the perceptions of nurse educators who have participated in IMs and assessed the impact of these experiences in their personal and professional lives. The theoretical orientation of the study is based upon Benner's et al. (1996, 2009, 2010) novice to expert theory, where learning is best achieved through situated experience. Benner (2010) also emphasized the power of narratives, case studies, and storytelling. Nurse educators' reflections on how their teaching has been enriched through IMs experiences provided insight with this pedagogical practice. I also drew upon Bandura's (1997) Social Cognitive Theory to understand how they create meaning from experience and the environment. This study utilized qualitative description to explore the perception of nurse educators' IMs experiences. The findings revealed IMs provide a powerful learning experience. They enrich cultural perspective and have the capacity to transform an individual's understanding and outlook. IMs are a personally significant and enriching experience. They facilitate personal growth, foster spiritual reflection, and provide an opportunity for significant service. They develop important skills and provide a rich opportunity for mentorship. IMs empower educators with a more informed perspective for teaching, creative instructional methods, a greater insight for contributing to nursing education reform, and a personal commitment to the provision of sustainable care.

Description
Electronic Thesis or Dissertation
Keywords
Educational leadership, Nursing, Social research
Citation