Abstract
The purpose of this study was to examine the experiences of prelicensure, Bachelor of Science in Nursing (BSN) students following a two-week education abroad experience in Kenya. This study is framed by the work of Mezirow, whose theory of transformative education states that individuals experience transformative changes throughout their lives as a process of shifting attitudes, assumptions and expectations to become more inclusive and open to change. These changes are developmentally expected and necessary for adult growth and maturation (Mezirow, 2008). Data were obtained through written narrations at one month following the program. Analysis was done using narrative inquiry methods. Students were accompanied to the education abroad program by a full-time clinical nursing faculty who provided onsite support. The students participated in an interdisciplinary community health access program, and clinical rotations in the maternity ward, pediatrics, an intensive care unit, and the emergency room. The students were also required to attend and present a review on social determinants of infant and child mortality at an international nursing conference of over 240 persons. Responses to six semi-structured interview questions were required as a final term paper, which formed the data for the study. Data were analyzed using narrative inquiry methods. The following nine categories were developed based on the themes identified: 1. Self-actualization as a human being, 2. Nursing identity development, 3. Critical thinking skills, 4. Nursing educational models, 5. Relationships with care partners, 6. Learning about other cultures, 7. Language and communication, 8. Social determinants of health, and 9. Resource management. Students were significantly impacted and experienced transformations in personal and professional identity, compassion, and cultural humility because of participating in this experiential program. This study is limited by a small sample size. Education abroad in nursing can be difficult to achieve due to strict clinical practicum and supervision requirements, as well as cost. This was also a short-term program. Immersion for a longer period can lead to a greater depth of exposure and may result in different experiences. Effective teaching strategies for facilitating the personal and professional growth of BSN students in education abroad include experiential learning and formalized verbal and written reflections with faculty and host institutions.
Notes
References:
1. Carpenter, L. J. and Garcia, A.A. (2012). Assessing Outcomes of a Study Abroad Course for nursing students. Nursing Education Perspective, 33 (2), 85-89.
2. Daly KJ (2007) Qualitative methods in family studies & human development. Thousand Oaks, CA: Sage. Qualitative methods in family studies & human development. Thousand Oaks, CA: Sage.
3. James L and Al-Kofahy L (2021) Cultivating Cultural Competence Through Academic Community Engagement and Clinical Reflection. Journal of Transcultural Nursing 32(5): 623-629.
4. Kako PM and Klingbeil CG (2019) Facilitating Cultural Humility and Attunement for Nursing and Health Professions Students Through a Study Abroad Program in Kenya. Nursing Education Perspectives 40(5): 278-282.
5. Knecht LDA, Wilson KJ, Linton ME, et al. (2020) Assessing student expectations and perceptions of a short-term international service-learning experience. Public Health Nursing 37(1): 121-129.
6. Meaux JB, Saviers B and Traywick L (2021) Effects of study abroad on cultural and interprofessional competencies. Nurse Education Today 103: 104928.
7. Mezirow J (2008) An overview on transformative learning. In: Crowther J and Sutherland P (eds) Lifelong Learning. 1st ed. London: Routledge, pp.264.
8. Moak, S.C. (2020). Short-term study abroad including service-learning with critical reflection provides transformative experience for students: Case study from Kenya. Journal of Service-Learning in Higher Education, 10. 1-21. https://eric-ed-gov.proxyiub.uits.iu.edu/?id=EJ1242888
9. Murray BA (2015) Nursing students' experiences of healthcare in Swaziland: Transformational processes in developing cultural understanding. Journal of Nursing Education 54(9): S65-S73.
10. Nourse SR (2022) Enhancing the Cultural Competence of Baccalaureate Nursing Students Through Short-term Study Abroad Programs. Journal of Christian Nursing 39(3): E44-E52.
11. Philiips L, Bloom T, Gainey T and Chiocca E (2017) Influence of Short-Term Study Abroad Experiences on Community Health Baccalaureate Students. Journal of Nursing Education 56(9): 528-533.
12. Polit DF and Beck CT (2021) Essentials of nursing research: Appraising evidence for nursing practice. Wolters Kluwer.
13. Repo, H., Vahlberg, T., Salminen, L., Papadopoulos, I., & Leino-Kilpi, H. (2017). The Cultural Competence of Graduating Nursing Students. Journal of transcultural nursing: Official journal of the Transcultural Nursing Society, 28(1), 98–107. https://doi.org/10.1177/1043659616632046
14. Roller MC and Ballestas HC (2016) Cultural competency: measuring the sustainability following an immersion program for undergraduate students. Journal of the New York State Nurses Association 45(1).
15. Sedgwick A and Atthill S (2020) Nursing Student Engagement in Cultural Humility Through Global Health Service Learning: An Interpretive Phenomenological Approach. Journal of Transcultural Nursing 31(3): 304-311.
16. Steppe JD, Thompson J and Blake BJ (2023) Creating International Student Experiences Through Academic–INGO Partnerships. Journal of Transcultural Nursing 34(5): 389-394.
17. U.S. Department of State (2024) The Value of Study Abroad. Available at: https://studyabroad.state.gov/value-study-abroad/why-study-abroad.
18. Ulvund I, Dadi GB and Sundal H (2023) Nurses benefit from international clinical placement as nurse students: A qualitative study. Nurse Education Today 121: 105663.
19. Yoder CM, Soule I, Nguyen C and Saluta I (2022) Ethical global health in nursing education: An integrative review. Nurse Education in Practice 58: 103263.
Sigma Membership
Alpha
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Qualitative Research
Keywords:
Baccalaureate Nursing Students, Student Experiences, Nursing Education, Academic-clinical Partnership, Cultural Exchange Programs, Study Abroad, Teaching and Learning Strategies, Kenya
Recommended Citation
Murray, Bethany Ann, "Transformative Learning in Nursing Education: Student Experiences in Kenya" (2025). Biennial Convention (CONV). 3.
https://www.sigmarepository.org/convention/2025/posters_2025/3
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2025-11-17
Transformative Learning in Nursing Education: Student Experiences in Kenya
Indianapolis, Indiana, USA
The purpose of this study was to examine the experiences of prelicensure, Bachelor of Science in Nursing (BSN) students following a two-week education abroad experience in Kenya. This study is framed by the work of Mezirow, whose theory of transformative education states that individuals experience transformative changes throughout their lives as a process of shifting attitudes, assumptions and expectations to become more inclusive and open to change. These changes are developmentally expected and necessary for adult growth and maturation (Mezirow, 2008). Data were obtained through written narrations at one month following the program. Analysis was done using narrative inquiry methods. Students were accompanied to the education abroad program by a full-time clinical nursing faculty who provided onsite support. The students participated in an interdisciplinary community health access program, and clinical rotations in the maternity ward, pediatrics, an intensive care unit, and the emergency room. The students were also required to attend and present a review on social determinants of infant and child mortality at an international nursing conference of over 240 persons. Responses to six semi-structured interview questions were required as a final term paper, which formed the data for the study. Data were analyzed using narrative inquiry methods. The following nine categories were developed based on the themes identified: 1. Self-actualization as a human being, 2. Nursing identity development, 3. Critical thinking skills, 4. Nursing educational models, 5. Relationships with care partners, 6. Learning about other cultures, 7. Language and communication, 8. Social determinants of health, and 9. Resource management. Students were significantly impacted and experienced transformations in personal and professional identity, compassion, and cultural humility because of participating in this experiential program. This study is limited by a small sample size. Education abroad in nursing can be difficult to achieve due to strict clinical practicum and supervision requirements, as well as cost. This was also a short-term program. Immersion for a longer period can lead to a greater depth of exposure and may result in different experiences. Effective teaching strategies for facilitating the personal and professional growth of BSN students in education abroad include experiential learning and formalized verbal and written reflections with faculty and host institutions.
Description
This project examines nursing students after study abroad in Kenya. Students participated in a community health program and hospital rotations in maternity, pediatrics, ICU and the emergency room, and they presented a survey of social determinants of infant/child mortality at an international nursing conference. Data were analyzed using qualitative methods. Students experienced dramatic transformations in personal & professional identity, compassion, and cultural humility as an outcome.