Decolonizing study-abroad programs in nursing in low- and middle-income countries.

Autor: Gondwe KW; University of Washington, Department of Child, Family, and Population Health Nursing School of Nursing, Seattle, WA. Electronic address: kwgondwe@uw.edu., Collins K; University of Wisconsin-Madison, School of Nursing, Madison, WI., Hearst MO; University of Minnesota, School of Nursing, Minneapolis, MN., Nkhoma-Mussa Y; University of Wisconsin-Madison, School of Nursing, Madison, WI., Wendland CL; Departments of Anthropology and Obstetrics & Gynecology, University of Wisconsin-Madison, Madison, WI.
Jazyk: angličtina
Zdroj: Nursing outlook [Nurs Outlook] 2024 Sep-Oct; Vol. 72 (5), pp. 102231. Date of Electronic Publication: 2024 Jul 16.
DOI: 10.1016/j.outlook.2024.102231
Abstrakt: Study abroad programs expose scholars, including nursing faculty and students, to different settings and cultures. However, the world of global health is rooted in colonial practices that have the potential to cause harm to communities. In this reflection, we provide lessons we have learned through study abroad that guide strategies for decolonizing our practice while working toward cultural safety and humility. We utilized a qualitative case study method. Authors discussed and reviewed study abroad programs through a series of virtual discussions. Discussions showed that study abroad programs present opportunities for students and faculty to grow and learn. However, unacknowledged privileges among visiting students and faculty, and lack of understanding of the impacts of colonialism, may lead to harm in communities and inequitable relationships with local providers. Understanding the privileges that we hold is important in advancing positive and equitable experiences in study abroad programs.
Competing Interests: Declaration of Competing Interest The authors declare no conflicts of interest.
(Copyright © 2024 Elsevier Inc. All rights reserved.)
Databáze: MEDLINE
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