Graduate nurses perceptions of the refugee crisis: a high impact practice
Kathleen F Tennant and Jennifer B Stewart
Carlow University, USA
: J Nurs Patient Care
Abstract
High Impact Practices (HIPs) such as service-learning immersion experiences contribute to a student’s development of cultural sensitivity, social justice, collaboration, and self-reflection. The purpose of this mixed methods pilot study was to increase graduate nurses’ understanding about the human experience and complex ethical issues of migration surrounding the refugee crisis. Graduate nursing students were invited to attend the high impact immersion experience: “Forced From Home: The Global Refugee Crisis: Flight & Resettlement”, an interactive global immersion experience that presents the ethics, social and structural factors faced by migration and immigration. Graduate students were asked to participate in a panel discussion (led by local and international leaders in the Doctors Without Borders humanitarian organization) and/or the interactive exhibit for 90 minutes. Students completed a short demographic survey and responded (pre/post) to basic knowledge questions about the refugee crisis. After the experience, students were asked to participate in small focus group (debriefing) discussions about their thoughts and feelings (self-reflection) about refugees. The debriefing sessions were led by two graduate nursing professors with expertise in global health & cultural competence. Focus groups were audiotaped and themes were derived from the discussion. During the debriefing in small focus groups, several qualitative themes emerged: ‘Extremely Emotional Response’ (feelings of sadness; helplessness; guilt); “Call to Service’ (this experience made me want to volunteer; do more; crazy how much work is needed; I should do more); and ‘Personal Experience” (very eye opening; passionate; I was shocked how unaware I was about this global crisis). Thus, the preliminary research findings support the inclusion international immersion high impact practices/experiences with debriefing and reflective learning (qualitative themes) as effective teaching strategies. However, more studies are needed to provide best evidence for the effect and value of high impact immersion service-learning on cultural competency and global engagement.
Biography
