Occupational therapy students' perspectives regarding international cross-cultural experiences.
Occupational therapy students' perspectives regarding international cross-cultural experiences.
复制标题
职业治疗学生对国际跨文化经历的看法。
DOI：
10.1111/j.1440-1630.2011.00987.x
复制
发表时间：
2012
影响因子：
1.8
通讯作者：
K. Kennedy
中科院分区：
文献类型：
--
作者：
T. Humbert;Allison Burket;R. Deveney;K. Kennedy
背景
本研究旨在探讨职业治疗学生在国际化、跨文化学习与服务经验中的观点。
方法
本研究采用了定性的现象学设计。九个半结构化的采访进行了与谁从事国际学习机会的学生。访谈编码和分析使用一个恒定的比较分析方法。
结果
数据分析中出现了三个中心主题。连通性是在参与跨文化体验的同时与他人建立关系的过程。学生与教师，其他学生和社区内的人建立了关系。文化意识是对不同文化的认识和理解，并对这些差异作出反应。学生们试图通过与他们自己的生活经历相比较来理解新文化。复杂性将跨文化机会描述为动态的、多方面的和错综复杂的。这一点在学生们提出关于他们自己的文化和他们进入的新文化之间冲突的其他问题时得到了证明。学生们还确定了有限的方向，支持和结构与这样的经验和志愿者，学生和团队成员之间的角色冲突。
结论
在不同的文化背景下建立关系时与他人联系的能力对学生有意义;然而，学生在试图理解新文化时也表达了冲突，因为它经常挑战个人信仰和结构。参与这些机会的复杂性和挑战需要得到承认和进一步探讨，以评估课程和教师如何最好地支持文化上敏感的护理。
BACKGROUND
The purpose of this study was to investigate the perspectives of occupational therapy students who have engaged in international, cross-cultural learning and service experiences.
METHODS
This study utilized a qualitative, phenomenological design. Nine semi-structured interviews were conducted with students who engaged in international learning opportunities. The interviews were coded and analyzed using a constant comparative analysis approach.
RESULTS
Three central themes emerged from the data analysis. Connectedness is the process of forming relationships with others while engaging in cross-cultural experiences. Students formed relationships with faculty, other students, and people within the community. Cultural awareness is the recognition and understanding of a different culture and responding to those differences. Students attempted to understand the new culture in comparison to their own lived experiences. Complexity portrays cross-cultural opportunities as dynamic, multi-faceted and intricate. This was demonstrated as the students raised additional questions about the conflict between their own culture and the new culture they entered. Students also identified limited orientation, support and structure with such experiences and the conflicting roles between volunteer, student, and team member.
CONCLUSIONS
The ability to connect with others when building relationships in diverse cultural contexts held meaning for the students; however, the students also expressed conflict in trying to make sense of the new culture as it often challenged personal beliefs and constructs. The complexity and challenges of engaging in these opportunities needs to be recognized and further explored to assess how curricula and faculty best supports culturally responsive care.