Lee, N 2004, 'The impact of international experience on student nurses' personal and professional development' , International Nursing Review, 51 (2) , pp. 113-122.

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Abstract

Background: Many student nurses undertake international clinical experience during their education programmes, which raises the question ‘How do these experiences impact on students nurses’ personal and professional development?’ Method: A case study was conducted in one School of Nursing in the United Kingdom. Student nurses participating in a new module, International Nursing and Health Care, which included clinical experience overseas, gave qualitative accounts of their international experiences and subsequent learning. Their accounts were also compared with the perceptions and expectations of the module facilitators. Findings: While there were some similarities in student experience and facilitator expectations, there were also notable differences. The students believed that their international experiences had a deep impact on their personal development, helping them make the transition from student to qualified nurse. The case study raised further questions about the acquisition of cultural knowledge and the facilitation and provision of learning from experience.

Item Type:	Article
Uncontrolled Keywords:	Evaluation of international experiences, international exchanges, student nurses
Themes:	Subjects / Themes > R Medicine > R Medicine (General) Subjects / Themes > R Medicine > RT Nursing Health and Wellbeing
Schools:	Colleges and Schools > College of Health & Social Care > School of Nursing, Midwifery & Social Work > Centre for Nursing & Midwifery Research Colleges and Schools > College of Health & Social Care Colleges and Schools > College of Health & Social Care > School of Nursing, Midwifery & Social Work
Journal or Publication Title:	International Nursing Review
Publisher:	Blackwell Publishing
Refereed:	Yes
ISSN:	00208132
Depositing User:	H Kenna
Date Deposited:	02 Aug 2007 15:57
Last Modified:	27 Sep 2011 11:43
URI:	http://usir.salford.ac.uk/id/eprint/73

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