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Home students' experiences of intercultural learning: a qualitative descriptive design

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dc.contributor.author O'Brien, Brid
dc.contributor.author Tuohy, Dympna
dc.contributor.author Fahy, Anne
dc.contributor.author Markey, Kathleen
dc.date.accessioned 2019-01-31T09:16:11Z
dc.date.issued 2019
dc.identifier.uri http://hdl.handle.net/10344/7530
dc.description peer-reviewed en_US
dc.description.abstract Background Higher education institutes are witnessing an increase in the cultural and ethnic diversity of their student population. While this adds to the learning experience, there is a dearth of evidence examining how students on nursing programmes, from different cultural and ethnic backgrounds learn with and from each other. There is need for a greater understanding of the factors that both facilitate and inhibit intercultural learning within the classroom. Objectives This study explored the perceptions and experiences of home students on a postgraduate nursing programme, of intercultural learning within the classroom. Design A qualitative descriptive design was used. Settings Home students enrolled on a suite of postgraduate nursing programmes in one region of Ireland who were registered for co-scheduled modules with international students, were recruited to participate on a voluntary basis. Participants Fourteen home students (13 females and 1 male) were purposively sampled. Methods Data were collected using digitally recorded one to one semi-structured interviews (ten ‘face to face’ and four telephone). Data were thematically analysed using a modified version of Braun and Clarke's (2006) framework. Results This study describes the value of intercultural learning in the classroom and draws attention to some of the challenges experienced by home students. Furthermore, it highlights the importance of exploring similarities, whilst respecting differences in prior educational experiences, learning styles and cultural backgrounds. The overarching theme, Navigating intercultural learning describes home students' experiences of developing awareness, connecting and sharing cultural knowledge. Conclusions Intercultural learning takes time and requires commitment, emphasising the need for careful consideration of facilitation techniques, preparation, support and planning pedagogies that encourage effective intercultural learning. The findings make a valuable contribution to existing knowledge on internationalising nurse education, specifically with regards to intercultural relations and the perceptions and experiences of teaching and learning in intercultural classrooms en_US
dc.language.iso eng en_US
dc.publisher Elsevier en_US
dc.relation.ispartofseries Nurse Education Today;74, pp. 25-30
dc.relation.uri https://doi.org/10.1016/j.nedt.2018.12.005
dc.rights This is the author’s version of a work that was accepted for publication in Nurse Education Today. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Nurse Education Today, 2019, 74, pp. 25-30, https://doi.org/10.1016/j.nedt.2018.12.005 en_US
dc.subject student diversity en_US
dc.subject intercultural learning en_US
dc.subject home students en_US
dc.subject internationalisation en_US
dc.subject cultural awareness and knowledge en_US
dc.title Home students' experiences of intercultural learning: a qualitative descriptive design en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.date.updated 2019-01-31T09:02:23Z
dc.description.version ACCEPTED
dc.identifier.doi 10.1016/j.nedt.2018.12.005
dc.date.embargoEndDate 2019-12-08
dc.embargo.terms 2019-12-08 en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 2864471
dc.internal.copyrightchecked Yes
dc.identifier.journaltitle Nurse Education Today
dc.description.status peer-reviewed


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