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Global Health Immersions in Nursing Education: Evaluating Impact and Recommendations for Programming
Claire Honl1, Katherine Collins1
1School of Nursing, University of Wisconsin-Madison, Madison, Wisconsin, USA.
Aim:
Global health immersion programming is cited as supporting nursing students' cultural competency; it is also historically grounded in colonialism. This study explored nursing students' perspectives on the benefits and challenges of global health immersions. Programming suggestions are based on student feedback and immersion literature.
Design:
Qualitative, cross-sectional.
Methods:
Nine semi-structured interviews were conducted with nursing students who participated in global health immersions. Interviews were inductively coded for recurring themes, focusing on immersion benefits, challenges, and impact on nursing practice.
Results:
Participants reported enriched cultural humility, deepened integration into local healthcare systems, and enhanced understandings of disparities. In clinical practice, participants described being galvanised to provide culturally respectful care, strengthening communication, valuing holistic care, desiring to promote health equity, and appreciating resources. Challenges included communication barriers, ethical concerns, and insufficient preparatory guidance. Challenges and suggestions for improvement are aligned with evidence-based recommendations for ethical immersion programming.
Conclusion:
This study highlights the potential of immersions to advance culturally sensitive, equity-centred healthcare. It identifies areas for growth and solutions to challenges through evidence-based recommendations. Future research should invite feedback from collaborating international communities to understand programme impact and ensure mutual benefit.
Reporting Method:
SRQR guidelines.
Patient/Public Contribution:
No patient or public involvement in study design, conduct, or reporting.
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