'Listen with an open-heart always' - A qualitative study exploring transformational learning opportunities for Australian midwifery students participating in a virtual international study experience

Journal article

Wallace, Heather J. and Harvey, Theresa M.. (2024). 'Listen with an open-heart always' - A qualitative study exploring transformational learning opportunities for Australian midwifery students participating in a virtual international study experience. Nurse Education in Practice. 81, p. Article 104174. https://doi.org/10.1016/j.nepr.2024.104174
AuthorsWallace, Heather J. and Harvey, Theresa M.
Abstract

Aim
To explore whether virtual short term international study experiences (VSTISE) facilitate transformational learning.

Background
Transformational learning is recognised as beneficial and desirable for health students to experience. Such learning may contribute to students developing deeper understanding of themselves and of those to whom they provide care. Transformational learning has been demonstrated to increase students’ confidence with and empathy for, caring for people from diverse backgrounds, increasing students’ knowledge and awareness of social justice and health equity issues. Previously, undergraduate midwifery students at an Australian University have had the opportunity to potentially experience transformational learning through participation in short-term international experiences. Covid-19 resulted in the transitioning from face-to-face international experiences to virtual, online programs.

Design
A qualitative research design was informed by transformational learning theory, with a reflexive thematic analysis process. Bachelor of Midwifery students from an Australian University who were participating in the virtual programs were invited to take part. Critical reflective journal entries were guided by prompt questions aligned with a reflective model.

Method
Reflective thematic analysis of students’ written reflections guided by a transformational learning framework.

Results
Ten students consented and shared their critical reflective journal entries. Transformational learning is possible via virtual international study programs, with midwifery students demonstrating such learning in domains such as developing cultural sensitivity, developing insight into privilege and power and increasing recognition of the importance of a global midwifery identity.

Conclusions
Virtual programs may increase equitable access to international opportunities while deepening cultural sensitivity, compassion and professional growth of midwifery students.

Keywordscompassion; reflection; Mezirow; undergraduate; nursing education; nursing students; cultural sensitivity
Year2024
JournalNurse Education in Practice
Journal citation81, p. Article 104174
PublisherElsevier Ltd
ISSN1471-5953
Digital Object Identifier (DOI)https://doi.org/10.1016/j.nepr.2024.104174
PubMed ID39471552
Scopus EID2-s2.0-85207700281
Open accessPublished as ‘gold’ (paid) open access
Page range1-9
FunderAustralian Catholic University (ACU)
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online28 Oct 2024
Publication process dates
Accepted23 Oct 2024
Deposited08 May 2025
Additional information

© 2024 The Author(s). Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).

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