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Updated: May 21, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Transformative learning through study abroad in low-income countries.

Cynthia Foronda¹, Ruth Ann Belknap

¹School of Nursing & Health Studies, University of Miami, Coral Gables, Florida, USA. c.foronda@miami.edu

|June 13, 2012

Summary

This summary is machine-generated.

Study abroad programs in low-income countries offer transformative nursing education experiences. Implementing 10 key strategies can enhance student learning and global health awareness.

Related Experiment Videos

Last Updated: May 21, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

Nursing Education
Global Health
Transformative Learning

Background:

Study abroad programs in low-income countries are increasingly popular in nursing education.
Student outcomes from these experiences can range widely, from positive to negative.
These programs offer unique opportunities to explore socioeconomic disparities and structural oppression.

Purpose of the Study:

To identify strategies for facilitating transformative learning in nursing students during study abroad experiences.
To enhance the positive impact of international nursing education in low-income settings.
To address the variability in student outcomes by providing a framework for educators.

Main Methods:

The study synthesizes existing literature and expert opinion on international nursing education.
It identifies and discusses 10 distinct strategies for fostering transformative learning.
The focus is on pedagogical approaches and experiential learning opportunities.

Main Results:

Transformative learning in study abroad is linked to increased awareness of global socioeconomic relations.
Students gain deeper understanding of structural oppression and its impact.
Enhanced appreciation for human connectedness and cultural humility is a key outcome.

Conclusions:

Study abroad in low-income countries holds significant potential for nursing student development.
Implementing specific strategies can optimize the transformative learning potential of these experiences.
Educators should focus on creating structured opportunities for critical reflection and engagement with complex global health issues.