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Pickthall, Linda Elaine

University of British Columbia

International field schools in nursing provide unique and varied learning opportunities for students. There is limited research on how faculty promote student learning before, during and after an international field school. The purpose of this study was to understand the processes British Columbian (BC) nursing faculty use when promoting student learning in an international field school. Also, the study investigated what student learning outcomes are achieved and what outcomes are important after an international field school. A constructivist grounded theory approach was used to interview nine BC nursing faculty who represented Baccalaureate nursing programs from five universities and four community colleges in BC. Course documents submitted by the faculty and post-secondary institutions’ websites were also reviewed. Results revealed a process that I describe as ‘Promoting Transformative Learning in Nursing International Field Schools.’ Six core themes emerged including: (1) faculty critical reflection; (2) international field school; (3) pedagogical approaches; (4) transformational learning; (5) influencing factors; and (6) social action. Findings support students’ transformational learning when faculty use transformational and experiential learning pedagogies combined with the specific context of the international field school experience. Another important finding is that the first step in the process is the faculty member’s critical reflection where they address their own ethnocentrism as part of developing cultural humility and modelling cultural safety. The process of promoting transformative learning described in this dissertation could be used as a professional development guide for faculty who are new to facilitating international field schools.

Text

2022-12-23

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/83506

Educational Studies

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/4.0/