University of Oulu

Kristina Mikkonen, Satu Elo, Heli-Maria Kuivila, Anna-Maria Tuomikoski, Maria Kääriäinen, Culturally and linguistically diverse healthcare students’ experiences of learning in a clinical environment: A systematic review of qualitative studies, International Journal of Nursing Studies, Volume 54, 2016, Pages 173-187, ISSN 0020-7489, https://doi.org/10.1016/j.ijnurstu.2015.06.004

Culturally and linguistically diverse healthcare students’ experiences of learning in a clinical environment : a systematic review of qualitative studies

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Author: Mikkonen, Kristina1; Elo, Satu1; Kuivila, Heli-Maria1;
Organizations: 1University of Oulu, Finland
2Oulu University Hospital, University of Oulu, Finland
Format: article
Version: accepted version
Access: open
Online Access: PDF Full Text (PDF, 0.2 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe2019040811465
Language: English
Published: Elsevier, 2016
Publish Date: 2016-06-20
Description:

Abstract

Context: Learning in the clinical environment of healthcare students plays a significant part in higher education. The greatest challenges for culturally and linguistically diverse healthcare students were found in clinical placements, where differences in language and culture have been shown to cause learning obstacles for students. There has been no systematic review conducted to examine culturally and linguistically diverse healthcare students’ experiences of their learning in the clinical environment.

Objective: This systematic review aims to identify culturally and linguistically diverse healthcare students’ experiences of learning in a clinical environment.

Methods: The search strategy followed the guidelines of the Centre of Reviews and Dissemination. The original studies were identified from seven databases (CINAHL, Medline Ovid, Scopus, Web of Science, Academic Search Premiere, Eric and Cochrane Library) for the period 2000–2014. Two researchers selected studies based on titles, abstracts and full texts using inclusion criteria and assessed the quality of studies independently. Twelve original studies were chosen for the review.

Results: The culturally and linguistically diverse healthcare students’ learning experiences were divided into three influential aspects of learning in a clinical environment: experiences with implementation processes and provision; experiences with peers and mentors; and experiences with university support and instructions. The main findings indicate that culturally and linguistically diverse healthcare students embarking on clinical placements initially find integration stressful. Implementing the process of learning in a clinical environment requires additional time, well prepared pedagogical orientation, prior cultural and language education, and support for students and clinical staff. Barriers to learning by culturally and linguistically diverse healthcare students were not being recognized and individuals were not considered motivated; learners experienced the strain of being different, and faced language difficulties. Clinical staff attitudes influenced students’ clinical learning experiences and outcomes.

Conclusions: Additional education in culture and language for students and clinical staff is considered essential to improve the clinical learning experiences of culturally and linguistically diverse healthcare students. Further studies of culturally and linguistically diverse healthcare students’ learning experiences in the clinical environment need to be conducted in order to examine influential aspects on the clinical learning found in the review.

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Series: International journal of nursing studies
ISSN: 0020-7489
ISSN-E: 1873-491X
ISSN-L: 0020-7489
Volume: 54
Pages: 173 - 187
DOI: 10.1016/j.ijnurstu.2015.06.004
OADOI: https://oadoi.org/10.1016/j.ijnurstu.2015.06.004
Type of Publication: A2 Review article in a scientific journal
Field of Science: 316 Nursing
Subjects:
Funding: In addition, we would like to thank the Northern Ostrobothnia Districts Hospitals Association, EVO for providing one month's financial support for the first writer of the review article.
Copyright information: © 2015. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/.
  https://creativecommons.org/licenses/by-nc-nd/4.0/