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Challenges, coping and support during student placement abroad: A qualitative study.

Miriam H Wijbenga1,2, Robbert J Duvivier3,4,5, Erik W Driessen2

  • 1European School of Physiotherapy/Center of Expertise Urban Vitality, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands.

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Summary

Healthcare students abroad face challenges, using personal networks like peers and family for support. Academic staff support remains distant, highlighting a need for better integration in international placements.

Keywords:
Healthcareclinical placementstudent participationsupport networkundergraduate studentsworkplace learning

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Area of Science:

  • Healthcare education
  • International student experiences
  • Professional development

Background:

  • International placements present unique personal and professional challenges for healthcare students.
  • Student participation in practice abroad is often affected by unforeseen situations.
  • Understanding student responses and support mechanisms is crucial for effective international education.

Purpose of the Study:

  • To investigate when and how healthcare students respond to challenges during international placements.
  • To identify coping and support mechanisms utilized by students to overcome placement difficulties.
  • To explore the role of social networks in supporting students through international clinical experiences.

Main Methods:

  • Qualitative study involving 25 international physiotherapy students in The Netherlands.
  • Critical incident technique used to gather data on challenging events.
  • Thematic analysis applied to interview data, supported by iterative team discussions.

Main Results:

  • Students encountered diverse challenges, including intercultural issues, language barriers, workplace behavior, and personal well-being concerns.
  • Coping strategies varied based on the nature of the challenge (personal vs. professional).
  • Students actively utilized their social networks (clinical staff, peers, family, friends) for support.

Conclusions:

  • Students strategically leverage personal and clinical networks but often find academic support networks less accessible during international placements.
  • Findings suggest a need to re-evaluate the roles of academic staff and other stakeholders in supporting students abroad.
  • Healthcare programs must enhance pre-placement, during-placement, and post-placement support systems for students undertaking international experiences.