A global learning experience: narratives of European immersive clinical nursing exchanges

Placement learning accounting for 50% of the educational experience for pre-registration nursing students holds considerable benefits (Warne et al, 2010). Moreover a European exchange enhances development of cultural competence and international perspectives on practice. Critics of exchanges (Shieh, 2004) report students feel ‘disintegration’ and dependence problems. However, Button et al (2005) assert positive aspects: cultural difference, comparison of healthcare systems, care practices, personal development and critical perspectives. Middlesex University has long experience of students going on exchange (BSc European Nursing and Erasmus) and this is increasingly popular supporting Leuven’s 20/2020 target to increase student mobility (Sweeney 2012). Nursing education has evolved over the last decade but some European areas are still evolving to align with Bologna cycles. Nursing students then enter varied settings on European exchange. Adopting a bricolage approach (Kinchloe, 2001, 2008) students' reflective blogs, placement assessments and evaluative techniques were analysed revealing a professional journey which, at times, was both turbulant and enriching with evolving awareness of global health and care concepts. Individual student narratives vary sharing some themes but not a ‘linear’ development arguably a variation of W-curve of adjustment (Zeller & Mosier, 1993). Outgoing UK students report improved confidence, independence, expanding skills, reconceptualising ‘essence’ of care and communication. Incoming European students however report surprise at multidisciplinary relationships and interactions, ethnic diversity (London), expanded nursing roles and patents negotiating care. When asked ‘what else’ it appears unclear or simply a feeling at the end of ‘being different’ and a liminal state of developing or becoming.