Through the Lens of Postcolonial Theory: Establishing Global North-South Partnerships.
Nurs Educ Perspect
; 40(5): 270-277, 2019.
Article
en En
| MEDLINE
| ID: mdl-31436689
ABSTRACT
AIM:
This study used postcolonial theory as a critical lens to examine the factors that supported or hindered equitable partnership formation within an innovative international service-learning (ISL) program in nursing education.BACKGROUND:
As ISL programs proliferate, ethical concerns have arisen as minimal attention has been given to both the host and visiting partners' experience and perceptions and how these impact partnership development and outcomes.METHOD:
A hybrid intrinsic, instrumental, single embedded case study design, including observations, interviews (n = 70), and document analysis, was used to analyze in depth varied partnerships within a US-Kenyan ISL program.RESULTS:
Central themes of dispelling assumptions, making connections, revealing privilege, and sharing power emerged and formed a theoretical model, Establishing and Strengthening Partnerships.CONCLUSION:
Attention needs to be given to preconceived assumptions, imbalances in privilege, and issues surrounding power and decision-making for equitable, impactful, partnership development. Leadership philosophy, style, and approach make a difference.
Texto completo:
1
Colección:
01-internacional
Base de datos:
MEDLINE
Asunto principal:
Educación en Enfermería
/
Teoría Social
/
Cooperación Internacional
Tipo de estudio:
Prognostic_studies
/
Qualitative_research
Aspecto:
Ethics
Límite:
Humans
País/Región como asunto:
Africa
/
America do norte
Idioma:
En
Revista:
Nurs Educ Perspect
Asunto de la revista:
EDUCACAO
/
ENFERMAGEM
Año:
2019
Tipo del documento:
Article