Us and them: The experience of international nursing students engaged in team based learning: A qualitative descriptive study.

Randall, S; Crawford, T; River, J

Us and them: The experience of international nursing students engaged in team based learning: A qualitative descriptive study.

Randall, S Crawford, T River, J

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Publisher:: CHURCHILL LIVINGSTONE
Publication Type:: Journal Article
Citation:: Nurse Educ Today, 2020, 92, pp. 104527
Issue Date:: 2020-09

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Field	Value	Language
dc.contributor.author	Randall, S
dc.contributor.author	Crawford, T
dc.contributor.author	River, J https://orcid.org/0000-0002-5270-4013
dc.date.accessioned	2022-10-30T19:38:52Z
dc.date.available	2020-06-30
dc.date.available	2022-10-30T19:38:52Z
dc.date.issued	2020-09
dc.identifier.citation	Nurse Educ Today, 2020, 92, pp. 104527
dc.identifier.issn	0260-6917
dc.identifier.issn	1532-2793
dc.identifier.uri	http://hdl.handle.net/10453/162948
dc.description.abstract	BACKGROUND: International students report multiple challenges adjusting to educational settings. Instructional strategies such as Team Based Learning (TBL), could provide international students with opportunities that promote academic success, language skills and social connectedness. However, little is known about international students' experience of TBL. The aim of this study was to explore culturally and linguistically diverse (CALD) students' experiences of TBL. METHODS: This paper reports on a qualitative study that explored the experiences of 15 international students enrolled in an Australian university nursing program, where TBL is used. RESULTS: Findings indicate that TBL promotes language proficiency and respectful intercultural connections. It also uncovered an unintentional benefit of TBL in interrupting racism towards international students from domestic students. However, it is not enough to rely on TBL to mitigate the impact of racial and cultural power dynamics in educational settings. CONCLUSION: To improve international student experiences, educators must actively engage students in dialogue about privilege and structural racism as it relates to international students and other people of colour.
dc.format	Print-Electronic
dc.language	eng
dc.publisher	CHURCHILL LIVINGSTONE
dc.relation.ispartof	Nurse Educ Today
dc.relation.isbasedon	10.1016/j.nedt.2020.104527
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1110 Nursing, 1302 Curriculum and Pedagogy
dc.subject.classification	Nursing
dc.subject.mesh	Australia
dc.subject.mesh	Humans
dc.subject.mesh	Learning
dc.subject.mesh	Qualitative Research
dc.subject.mesh	Students, Nursing
dc.subject.mesh	Humans
dc.subject.mesh	Learning
dc.subject.mesh	Qualitative Research
dc.subject.mesh	Students, Nursing
dc.subject.mesh	Australia
dc.title	Us and them: The experience of international nursing students engaged in team based learning: A qualitative descriptive study.
dc.type	Journal Article
utslib.citation.volume	92
utslib.location.activity	Scotland
utslib.for	1110 Nursing
utslib.for	1302 Curriculum and Pedagogy
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	closed_access	*
dc.date.updated	2022-10-30T19:38:51Z
pubs.publication-status	Published
pubs.volume	92

Abstract:

BACKGROUND: International students report multiple challenges adjusting to educational settings. Instructional strategies such as Team Based Learning (TBL), could provide international students with opportunities that promote academic success, language skills and social connectedness. However, little is known about international students' experience of TBL. The aim of this study was to explore culturally and linguistically diverse (CALD) students' experiences of TBL. METHODS: This paper reports on a qualitative study that explored the experiences of 15 international students enrolled in an Australian university nursing program, where TBL is used. RESULTS: Findings indicate that TBL promotes language proficiency and respectful intercultural connections. It also uncovered an unintentional benefit of TBL in interrupting racism towards international students from domestic students. However, it is not enough to rely on TBL to mitigate the impact of racial and cultural power dynamics in educational settings. CONCLUSION: To improve international student experiences, educators must actively engage students in dialogue about privilege and structural racism as it relates to international students and other people of colour.

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http://hdl.handle.net/10453/162948