Nursing Case Study Example

Case Study on Nursing

Summery

This paper examines the experiences of nursing students undertaking an international placement during their pre-registration education. The author outlines the benefits of international placements and the concerns which some students may have. The article will explore both aspects in more detail, with a focus on how these nursing students’ experiences can inform practice policy and education.

Introduction

Nursing is an ever-changing profession that has developed to meet new challenges. One area of change is globalization. It’s becoming increasingly common for nurses to spend their pre-registration year abroad as part of their training program, despite it being relatively rare for this to happen before graduation. This growing trend raises questions about why nurses are undertaking international placements, what are the benefits of doing so, what are the concerns which some students may have if they’re considering an international placement? And should these concerns be taken into account when planning pre-registration education? This article will explore both aspects in more detail, with a focus on how the experiences of students undertaking an international placement can inform practice policy and education.

Findings And Discussion

A number of benefits have been identified for students undertaking international placements. The authors found that there was a variety of reasons why nursing students were seeking international experiences, such as: to develop their personal and professional identity; to improve employability, and to gain experience in different clinical settings.

It is apparent from the results that the educational benefits are not solely about gaining experience before registration, but also extend beyond this point during pre-registration training. One important benefit highlighted by respondents was the enhanced learning opportunities that come with being an overseas student, particularly when working with people with different cultural backgrounds. Such opportunities can lead to positive changes in students’ attitudes towards other cultures, overall promoting an increased awareness of diversity issues. Respondents were now more open to integrating patient’s cultural needs into their nursing care plans. In addition, both students and staff agreed that pre-registration international experiences can help to develop roles that are increasingly needed in our ever-globalizing health care professions. For example, the work of nurses who are working in areas with an aging population, where there is a need for nurses who can provide long-term support at home or in residential settings abroad.

An additional educational benefit was learning about different health care systems, how they work and what this means for well-being in terms of treatment procedures, services offered by the health care system, etc. It was reported that international placements have encouraged students to think carefully about their employer’s/patient’s rights when making decisions about patient care.

It is also argued that learning to work in different health care contexts also enhances students’ knowledge of nursing theory, by helping them consolidate theories they have learned in the clinical setting. Students are able to explore these theories further with their peers who are sharing similar experiences. They have the opportunity to travel abroad again, which provides an expanded experience for comparison and study purposes.

Conclusion

The authors conclude that there are many positive benefits to be gained from pre-registration nursing students undertaking international placements. In addition, the study concludes that it would be beneficial for educational institutions to encourage more nurses at all levels of practice to go abroad, as this has the potential to offer enhanced learning opportunities that promote the holistic development of health care professionals.

Recommendations

Further research is needed in order to explore cross-cultural issues encountered by international placement students. This could include starting qualitative studies with a small number of participants who have recently undertaken an international placement, perhaps analyzing focus group discussion data, or interviewing individuals after their return home. There is also a need for further research into career satisfaction among registered nurses who have completed pre-registration training experiences. Since the NMC competencies do not highlight working with people of different cultural backgrounds or ethical issues arising from this, it would be beneficial to determine whether these issues are highlighted in pre-registration education curricula and how they are covered.

Further research could also focus on student’s perceptions of overseas learning opportunities for newly registered nurses, as well as their involvement in peer review throughout the placement process. These findings may help to highlight how newly qualified nurses can best prepare for international practice via pre-registration courses and what supports should be provided during this transitional time period.

Implementation

Nursing and Midwifery Council (2007) suggested that international placements need to be supported by ongoing support mechanisms when they return home. There is a need for an effective mechanism that provides opportunities for reflection on the international experience so that it can be shared with peers who may have had different experiences abroad.