Abstract:

In the context of global mobility, nursing researchers are interested in facilitating international, interdisciplinary learning experiences to undergraduate students. This requires advanced preparation as well as a mindset for on the ground unexpected situations. Field research training requires creativity and determination to overcome operational issues and cultural barriers, and willingness to share as well as critically examine one’s values and knowledge in order to conduct ethically-sound research. Five Canadian undergraduate students from nursing and intercultural relations programs engaged as research assistants in a study on sexually transmitted infections among immigrants and refugees settled in the state of Goiás, Brazil. Students’ involvement over a 12-week period with the project was financially-supported by Mitacs (through their Globalink Research Awards, 2019).

Engagement in the pre-field work included translation of data collection tools to English, French, and Spanish, as well as preparing and submitting research ethics board applications. The core of the intense experiential learning entailed receiving training for and conducting individual structured interviews. There were many opportunities for multi-directional transfer of knowledge. Before conducting their fieldwork, they engaged in pre-departure debriefs regarding Canadian values and frameworks that influence Toronto’s approaches in providing health and social services to immigrants and refugees. Students also learned about the effects of gender, race, class and other social identities as well as the structural and systemic oppressions that shape the lives of immigrants and refugees.

This experience enhanced students’ interpersonal skills by engaging in multiple interprofessional collaboration opportunities. Students learned to collaborate with a diverse group of individuals to facilitate their fieldwork, including recruitment with the intermediation of multifaith leaders. Students recognized that entry in a distinctive, culturally-bounded environment demands adaptation to participants of different backgrounds. Using a social justice and inclusiveness lens in data collection methods enabled the students to respond to the participants’ responses to the topic explored, which in turn provided opportunities for the participants to express their unique experiences and voice. Safety of participants was upheld by collecting data by individuals and places trusted by the participants. The students examined the contextual factors underpinning the openness of the participants to communicate. They noticed that identifying power imbalances and addressing them appropriately supported them in knowledge exchange dialogues with the participants, consequently increasing awareness of culture diversity for both parties. The ultimate outcome was the imprint of humanistic values on the profile of global citizens and the exchange of experiential knowledge.

Keywords:

Nursing research, Undergraduate students, Social justice values, International experiential learning.