Cultural immersion in dietetics curricula: A method for ensuring Aboriginal pedagogies are used for Aboriginal educational content.

AIMS: To describe an Aboriginal cultural immersion delivered to dietetics students at a large university in Australia and assess its effectiveness as a method to teach Aboriginal history, culture, diet, and health in dietetics. METHODS: Taking a strength-based approach, Aboriginal processes of learning were privileged, with the cultural immersion being co-designed with immersion educators, a First Nations researcher, and dietetics academic. The cultural immersion consisted of an opening ceremony and four stations of yarning, weaving, bush tucker, and artefacts/medicines. A mixed-methods approach was used, with triangulation of data from pre- and postsurveys, station mapping, and focus group interviews. Quantitative and qualitative data were simultaneously analysed from participating first-year Master of Nutrition and Dietetics students and then drawn together for an integrated understanding of the impact of the cultural immersion on student learnings. RESULTS: Fifty-three students completed pre- and postsurveys and 36 participated in focus groups. Through sharing lived experiences, learning through culture, and keeping sessions practical and Aboriginal leadership, each cultural immersion station utilised Aboriginal processes of learning that meaningfully engaged students with Aboriginal education content, appreciate holistic health and increased their general knowledge on Aboriginal history, culture, diet, and health (all p < 0.001). CONCLUSION: Cultural immersion is one teaching method to enhance student knowledges and can be a part of a programmatic and integrated approach that embeds Aboriginal content throughout the whole curriculum. It is necessary that institutions recognise the value of cultural immersions to student learnings and commit to providing ongoing support.

Lessons learned: Why study-abroad remains a critical component of nursing curriculums.

BACKGROUND: Caring for an increasingly older and multicultural patient population requires nurses and APNs who are able to integrate cultural competency in meeting the needs of their patients while decreasing health care disparities. A study-abroad immersion experience is one way to instill deep learning and cultural competency. PURPOSE: The purpose of this study was to understand the lived experience of baccalaureate nursing students and APN students working together in a study-abroad, service-learning experience. METHOD: Using Interpretive Phenomenological Analysis (IPA) (Smith & Osborn, 2003), we explored the lived experience of Baccalaureate and Advanced Practice Nursing Students in a service-learning, study-abroad experience in Belize. RESULTS: Emergent themes derived from students' journal transcripts were: (1) Allowing learning to take place; (2) Practicing nursing with limited resources (3) A different take on culture; and (4) Kinship with peers. From this theme two sub themes emerged: 1) students' connection with the people and the country, and 2) students' connection with each other. CONCLUSION: Cultural immersion prepared students to work in Belize with different patient groups, having varied perspectives related to their health. Students learned that the core values of dignity and caring require that we, as nurses, go where the patient is-not where we want the patient to be. This is tested when students are confronted with a culture not their own.

Cultural Experience Influences Multisensory Emotion Perception in Bilinguals.

Emotion perception frequently involves the integration of visual and auditory information. During multisensory emotion perception, the attention devoted to each modality can be measured by calculating the difference between trials in which the facial expression and speech input exhibit the same emotion (congruent) and trials in which the facial expression and speech input exhibit different emotions (incongruent) to determine the modality that has the strongest influence. Previous cross-cultural studies have found that individuals from Western cultures are more distracted by information in the visual modality (i.e., visual interference), whereas individuals from Eastern cultures are more distracted by information in the auditory modality (i.e., auditory interference). These results suggest that culture shapes modality interference in multisensory emotion perception. It is unclear, however, how emotion perception is influenced by cultural immersion and exposure due to migration to a new country with distinct social norms. In the present study, we investigated how the amount of daily exposure to a new culture and the length of immersion impact multisensory emotion perception in Chinese-English bilinguals who moved from China to the United States. In an emotion recognition task, participants viewed facial expressions and heard emotional but meaningless speech either from their previous Eastern culture (i.e., Asian face-Mandarin speech) or from their new Western culture (i.e., Caucasian face-English speech) and were asked to identify the emotion from either the face or voice, while ignoring the other modality. Analyses of daily cultural exposure revealed that bilinguals with low daily exposure to the U.S. culture experienced greater interference from the auditory modality, whereas bilinguals with high daily exposure to the U.S. culture experienced greater interference from the visual modality. These results demonstrate that everyday exposure to new cultural norms increases the likelihood of showing a modality interference pattern that is more common in the new culture. Analyses of immersion duration revealed that bilinguals who spent more time in the United States were equally distracted by faces and voices, whereas bilinguals who spent less time in the United States experienced greater visual interference when evaluating emotional information from the West, possibly due to over-compensation when evaluating emotional information from the less familiar culture. These findings suggest that the amount of daily exposure to a new culture and length of cultural immersion influence multisensory emotion perception in bilingual immigrants. While increased daily exposure to the new culture aids with the adaptation to new cultural norms, increased length of cultural immersion leads to similar patterns in modality interference between the old and new cultures. We conclude that cultural experience shapes the way we perceive and evaluate the emotions of others.

From the World to Western: A Community-Engaged Teaching Strategy to Enhance Students' Learning of Cultural Issues Relevant to Healthcare.

Using the transformational learning theory and action research method, this study captured the experiences of students from health-related disciplines in the cultural immersion program From the World to Western. A total of nine students participated in the pilot program with four host families from Culturally and Linguistically Diverse (CALD) backgrounds, and four cultural facilitators who connected the host families and students. The findings of this research showed that it was beneficial for students in health-related disciplines to engage in the cultural immersion program to further prepare them for culturally competent care in their future roles as healthcare professionals. In addition, the students indicated the need for the cultural immersion program to be part of the curriculum for future students to develop cultural skills, awareness and encounters with diverse populations.

The impact of cultural immersion service learning on BSN graduates: A quasi-experimental evaluation.

AIM/OBJECTIVE: The cultural immersion service-learning model evaluated in this study sought to facilitate cultural consciousness of culturally congruent nursing care among predominantly White nursing students attending a university that was racially and culturally homogeneous. BACKGROUND: Evidence supports the use of cultural immersion service learning during undergraduate nursing programs in developing the skills necessary for effective transcultural healthcare; yet, little is known about its impact beyond the semester of the experience. DESIGN: This project used a quasi-experimental design to determine if transcultural self-efficacy of BSN graduates among five campuses differed. METHODS: One campus of the five conducted a mandatory cultural immersion service-learning experience during the graduates' junior year. From a population of 94 BSN graduates of which 30 (32%) graduates participated in the cultural immersion service-learning experience, 53 completed the Transcultural Self-Efficacy Tool. Eighteen (34%) of the graduates who participated in the cultural immersion service-learning experience participated in this study. RESULTS: The transcultural self-efficacy was significantly greater in those graduates who participated in the cultural immersion service-learning experience; yet, no difference was found among graduates of the four campuses not offering the experience. CONCLUSIONS: The cultural immersion service-learning experience seems to provide nursing students from racially and ethnically homogeneous communities with an experiential learning context which facilitates the development of transcultural self-efficacy.

The Impact of Cultural Immersion Experience on Identity Transformation Process.

This study focused on understanding the cultural immersion experience of students who participated in Study Abroad Programs (SAP) and Global Service Learning Programs (GSL). The study looked at how the immersion experience impacted the participants' view of self and others upon re-entry into their local community. Specifically, we applied the perspective transformation theoretical framework to analyze the extent to which participation in cultural immersion programs transforms students' perceptions of self and others. The analysis of the semi-structured interviews suggested that by engaging in intentional immersion and guided reflections, participants became aware of the need to reevaluate their perspectives, expectations, and assumptions about self and others. We also found that there were differences in the way participants experienced the cultural immersion process and the impact it had on cultural awareness and self-identity.

Learning from follow-up of student placements in a remote community: a small qualitative study highlights personal and workforce benefits and opportunities.

BACKGROUND: The maldistribution of the Australian health workforce contributes to restricted accessibility and poorer health outcomes for rural and remote populations, especially Aboriginal and Torres Strait Islander Australians. Student exposure to rural and remote settings is a long-term strategy that aims to reduce workforce shortages by encouraging rural career uptake, with well-supervised, positive placement experiences associated with rural practice intentions. Furthermore, placements can build students' cultural capabilities and foster interest in working with disadvantaged and underserved Aboriginal communities. However, little is known about the translation of rural practice intentions to career paths, and the factors influencing employment decision-making and application of clinical and cultural content to professional practice. This in-depth study reports on the second stage of an investigation into the longer-term impact of remote placements. Stage One identified factors that contributed to students' learning experiences and highlighted challenges encountered; Stage Two explored the impact on professional practice and employment decision-making amongst a subset of the original cohort. METHODS: Of 12 interviews with participants who completed a remote placement in 2013/4 (Stage One), eight graduates were located four years later and seven were re-interviewed. Telephone interviews used a semi-structured schedule; each interview was recorded, transcribed and analysed for recurring themes and meanings. RESULTS: At the time of interview, all participants were employed as health professionals and worked in Australia. The follow-up highlighted the enduring legacy of the student placement in terms of participants' personal and professional growth. The majority were employed in rural settings; some were attracted by a rural lifestyle and employment opportunities while others were drawn by a desire to reduce rural health disparities. Regardless of setting, all actively applied clinical and cultural learnings acquired on placement to their professional practice. Rural job security, professional support and opportunities for professional development were all influences on continuing rural practice. CONCLUSIONS: Despite the challenges of qualitative longitudinal follow-up, the findings of this study provide valuable information, which can inform scaled-up investigations into the role of placements in developing an expanded, more stable and culturally respectful rural workforce.

Cultural Immersion in the Education of Healthcare Professionals: A Systematic Review.

PURPOSE: With the ever-changing cultural makeup of society, the ability to deliver culturally appropriate healthcare is essential. One educational method aimed at increasing cultural knowledge and sensitivity in the education of healthcare professionals is cultural immersion. Cultural immersion creates opportunity for transformational learning through direct interaction with culturally diverse populations. The purpose of this systematic review is to examine the qualitative effects of cultural immersion experiences on graduate-level healthcare professional students. METHODS: A search of the CINAHL and ERIC databases was performed utilizing search terms including cultural immersion, cultural sensitivity, educational outcomes, and healthcare professionals limited to publication within the last 10 years. The articles were screened according to title, abstract, and full-text following application of inclusion/exclusion criteria. Themes identified within each article were collected and categorized, using qualitative methodology, into five overarching domains to assess the educational experiences. Studies were scored for quality using the qualitative portion of the McGill Mixed Methods Appraisal Tool - 2011. RESULTS: Nine studies incorporating a total of 94 participants with experiences in 14 different culturally diverse environments revealing 47 individually identified themes were included in the review. Results indicated that all cultural immersion experiences stimulated increased cultural awareness and sensitivity. DISCUSSION: Cultural immersion experiences produced a positive, multi-domain effect on cultural learning in students of the health professionals. Results support a basis for implementation of cultural immersion experiences into the education of healthcare professionals with the goal of increasing cultural sensitivity.

Cultural immersion in the education of healthcare professionals: a systematic review / 보건의료교육평가

PURPOSE: With the ever-changing cultural makeup of society, the ability to deliver culturally appropriate healthcare is essential. An educational method aimed at increasing cultural knowledge and sensitivity in the education of healthcare professionals is cultural immersion, which creates opportunities for transformational learning through direct interactions with culturally diverse populations. The purpose of this systematic review was to examine the qualitative effects of cultural immersion experiences on graduate-level healthcare professional students. METHODS: A search of the CINAHL (Cumulative Index to Nursing and Allied Health Literature) and ERIC (Education Resources Information Center) databases was performed, utilizing search terms including cultural immersion, cultural sensitivity, educational outcomes, and healthcare professionals. The search was limited to publications within the last 10 years. The articles were screened according to title, abstract, and full-text following the application of inclusion/exclusion criteria. Themes identified within each article were collected and categorized, using a qualitative methodology, into 5 overarching domains to assess the educational experiences. Studies were scored for quality using the qualitative portion of the McGill Mixed Methods Appraisal Tool–2011. RESULTS: Nine studies incorporating a total of 94 participants with experiences in 14 culturally diverse environments revealing 47 individually identified themes were included in the review. The results indicated that all cultural immersion experiences stimulated increased cultural awareness and sensitivity. CONCLUSION: Cultural immersion experiences produced a positive, multi-domain effect on cultural learning in students of the health professions. The results of this review provide support for implementing cultural immersion experiences into the education of healthcare professionals with the goal of increasing cultural sensitivity.

The Influence of a Mexican Cultural Immersion Experience on Personal and Professional Healthcare Practices.

The purpose of this study was to understand the influence of a cultural immersion experience on personal and professional healthcare practices of occupational therapists. The experience, a 10-day course in Oaxaca, Mexico, exposed participants to alternative and complementary medicine through interactive sessions with Mexican indigenous traditional healers. The literature indicates that cultural immersion experiences can increase the perceived cultural effectiveness of healthcare professionals. Three focus groups were conducted with eight occupational therapists and two occupational therapy fieldwork students who had participated in the course. Themes were coded based on responses to each question by two graduate students and a qualitative researcher. Four major themes emerged regarding the influence of a cultural immersion experience on personal and professional healthcare practices of occupational therapists: (1) Natural Remedies; (2) Mind, Body, Spirit Connection; (3) Increased Openness; and (4) Challenges of Integrating Traditional and Western Medicine. The themes derived from this study confirmed the advantages of a cultural immersion experience on both the personal and professional views and practices of occupational therapists. Cultural immersion courses can assist occupational therapists to better understand different cultural views of health, disability and healing in order to provide quality occupational therapy care in a multicultural society. Copyright © 2016 John Wiley & Sons, Ltd.

Cultural immersion through international experiences among Japanese nurses: Present status, future intentions, and perceived barriers.

AIM: Given limited exposure to various ethnicities, languages, and cultures, providing health care to an increasing foreign population in Japan will likely be challenging for Japanese nurses. This study aimed to examine past and intended future international experiences of Japanese nurses to assess their cultural immersion level. METHODS: A cross-sectional electronic survey was conducted among 2029 nurses in 2010. Participants were categorized by travel purpose, and the frequency of non-holiday travel was analyzed. To examine participants' desire for and perceived feasibility of future non-holiday international experiences by background characteristics, logistic regression analyses were performed. RESULTS: Of 1039 participants, 10.1% had past non-holiday international experiences, with 80% having traveled to high-income, English-speaking countries. The median value for travel frequency was once, and the median duration of travel was less than 1 month. The most common purpose of travel was participation in short-term programs (e.g. professional training, language study). Fifty-one percent of female nurses reported a desire for future non-holiday international experiences. Of these, 37.2% considered such experiences feasible. Age of the youngest child, having nursing specialization, English proficiency, and past international experience were significant predictors for feasibility. CONCLUSION: Japanese nurses with foreign experience were considered valuable human resources for culturally appropriate care. Efforts should be made to integrate them into the Japanese healthcare setting. The present study revealed room for improvement in foreign language proficiency and cross-cultural training with a focus on non-English-speaking and developing countries. A supportive workplace environment should be created that allows nurses to pursue the international experiences they desire.

The Impact of a Cultural Immersion Study Abroad Experience in Traditional Chinese Medicine.

Study abroad programs have increased dramatically. Most programs are short-term and include a cultural immersion as well as classroom and/or service learning. In this article, the authors discuss a study abroad program to China that included cultural immersion and classroom learning specific to traditional Chinese medicine. Participants kept journals with specific writing assignments and reflections about their experiences during the trip. At the conclusion of the trip, a qualitative survey was administered to the participants. Outcomes included the benefits of cultural immersion and a greater appreciation of cultural diversity, complementary and alternative medicine and holistic health care. Participants were able to describe transformational experiences of living in and learning from the Chinese culture and peoples. They intended to incorporate their experiences and enhanced understanding of traditional Chinese medicine and complementary and alternative therapies to provide culturally competent holistic health care in their nursing practice.

A Cultural Immersion Experience in Indonesia for U.S. Nursing Students.

Cultural immersion experiences as part of the education of health care professionals are important as our global focus expands through technology, natural disasters, pandemics, wars and the mobility of the world population. This is the story of a recent cultural immersion experience to Indonesia by U.S. nursing students. Student groups each chose an Indonesian health topic for an in-depth focus. Students critically evaluated published research and discussed evidence-based practice ideas applicable to their selected health issues. Using this knowledge, they developed PICO posters for presentation at an international nursing conference in Indonesia. The students greatly valued their opportunity to experience a different culture firsthand and to spend time with Indonesian students and faculty.

The "Strengthening Nursing Culture Project" - an exploratory evaluation study of nursing students' placements within Aboriginal Medical Services.

BACKGROUND: Cultural awareness and cultural competence have been the focus of the transcultural nursing literature that has explored the roles and responsibilities of nurses in their care of Aboriginal and Torres Strait Islander Peoples. Cultural immersion programs, upholding cultural safety and cultural humility, offer valuable guidance to the education of nursing students regarding Aboriginal and Torres Strait Islander health and cultures. OBJECTIVES: This study seeks to explore nursing students' experiences of a cultural immersion program within Aboriginal Medical Services (AMSs) in New South Wales, Australia. DESIGN: Eight nursing students participated in a mixed methods design exploratory study of their clinical placement within AMSs. METHODS: A survey gathered data regarding levels of preparation and confidence, learning barriers, placement stressors and personal reflections. FINDINGS: Nursing students reported positive and transformative experiences of intercultural learning. CONCLUSIONS: Cultural immersion programs provide a valuable framework for the design and evaluation of clinical placement programs for nursing students within intercultural learning spaces.

Expanding worldview: Australian nursing students' experience of cultural immersion in India.

Abstract Increasing cultural diversity and a sense of global community has necessitated the introduction of cultural competence in the education of health care providers. Some institutions have utilised cultural immersion programmes to address this need of cultural competence. Studies have not yet described what this experience is for Australian nursing students. The purpose of this study is to describe the immersion experience of a group of senior Australian nursing students who participated in a 5-week cultural immersion programme in India.

Expanding Worldview: Australian Nursing Students' Experience of Cultural Immersion in India.

Abstract Increasing cultural diversity and a sense of global community has necessitated the introduction of cultural competence in the education of health care providers. Some institutions have utilized cultural immersion programs to address this need of cultural competence. Studies have not yet described what this experience is for Australian nursing students. The purpose of this study is to describe the immersion experience of a group of senior Australian nursing students who participated in a five week cultural immersion program in India.