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Transatlantic Collaborations: Baccalaureate Nursing Students' Experiences of Participating in a Semester-Long Study
Claire O'Donnell1, Brid O'Brien, Kathleen Markey
1About the Authors Claire O'Donnell, PhD, MSc, RNT, RM, RGN, is a lecturer, Department of Nursing and Midwifery, Faculty of Education and Health Sciences, Health Research Institute, University of Limerick, Limerick, Ireland. Brid O'Brien, PhD, MSc, RNT, H. DipMan, OTT Cert, RGN; Kathleen Markey, PhD, MSc, PGCHE, RGN; and Jane McCarthy, MSc, RNT, RM, RGN, are also lecturers, Department of Nursing and Midwifery, Faculty of Education and Health Sciences, Health Research Institute, University of Limerick. Carol Flaten, DNP, RN, PHN, is clinical associate professor and director of prelicensure programs, and Christine Mueller, PhD, RN, FGSA, FAAN, is a professor and senior executive associate dean for academic programs, University of Minnesota School of Nursing, Minneapolis, Minnesota. Eric Leinen is program director, Learning Abroad Center, University of Minnesota. Katherine Martin is study abroad manager, UL Global, University of Limerick. Margaret M. Graham, PhD, MSc, RNT, RM, RGN, is a lecturer, Department of Nursing and Midwifery, Faculty of Education and Health Sciences, Health Research Institute, University of Limerick. The authors would like to express their gratitude to the participants who willingly gave their time to this study. We also acknowledge the financial support for this publication by the Department of Nursing & Midwifery, University of Limerick. For more information, contact Dr. O'Donnell at claire.odonnell@ul.ie .
Aim:
The aim of this study was to describe students' experiences during a 15-week semester involving clinical placement in an Irish university.
Background:
Internationalization is promoted and facilitated through study abroad initiatives within nurse education. Collaborations were developed between one university in the United States, an Irish university, and service partners. This study abroad initiative involved planning logistics, curriculum learning opportunities, and negotiating clinical placement in meeting state professional requirements.
Method:
A qualitative descriptive approach was used. Following ethical approval, 19 fourth-year students participated in focus group and individual semistructured interviews. Data analysis followed a thematic approach.
Results:
Connecting our worlds details a process of acclimatizing, navigating learning, and using person-centered practices, illustrating meaningful learning in a journey of personal and professional development.
Conclusion:
Moving beyond the rhetoric of globalization is critical in future proofing initiatives in developing nursing practitioners while balancing potential safety risks in a post-COVID-19 era.
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