The Lived Experience of Global Interprofessional Compassionate Caring in Guatemala

2.50
Hdl Handle:
http://hdl.handle.net/10755/601829
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Title:
The Lived Experience of Global Interprofessional Compassionate Caring in Guatemala
Other Titles:
International Research to Improve Patient Care [Session]
Author(s):
Argent, Autumn L.; Dunn, Dorothy J.
Lead Author STTI Affiliation:
Lambda Omicron
Author Details:
Autumn L. Argent, RNC-OB, CCE, Autumn.Argent@nau.edu; Dorothy J. Dunn, RN, FNP-BC, AHN-BC
Abstract:
Session presented on Friday, July 24, 2015: Purpose: The purpose of this project is to describe the experiences of participants in an interprofessional study abroad global healthcare program. A phenomenological research design will be used to describe and analyze the experience of global interprofessional compassionate caring in Guatemala. Four benefits of a study abroad opportunity have been identified as (1) personal growth, awareness, and appreciation of diversity; (2) development pf personal and interpersonal skills; (3) career focus and academic focus; and (4) critical-thinking skills and the ability to apply academic concepts in real-global situations (Jackson & Nyoni, 2012).' Interprofessional education (IPE) provides students with opportunities to learn and practice skills that improve their ability to communicate and collaborate (National Academy of Sciences, 2013).' In the experiences of learning with and from those in other professions such as medicine, pharmacy, nursing, theology, and Spanish language experts. Students also develop leadership qualities and respect for each other of which prepares them to work in teams and in settings where collaboration is the key to success.' The World health Organization (2010) defines IPE as an experience with two or more professions learn about, from, and with each other. Providing a global and cultural context adds to the benefit of complementing a professional identity.' Experiential learning is the key element in IPE. The global environment such as a study abroad program allows for the student to enter a cultural environment to better understand how to work collaboratively. Methods: IRB approval was obtained and participants created a story in narrative form about their experience while providing'health care in Guatemala in March 17 to March 21, 2014. 'The written narrative occurred two months after the experience'allowing for time to reminisce and reflect on the experience.'By constructing a story using written narratives to explain and interpret events the researchers were able to'provide data about the social and cultural position in global health care among interprofessional'health care providers. The textual consideration of the written narrative so that the story making was central'to creating an understanding of the world into which a person can feel they fit in. Utilizing Labov (1982)'structural analysis, the following six functional elements of abstract, orientation, complicating action,'evaluation, resolution and coda will be used for analysis of the written narratives from the participants'of this study. The narrative was analyzed using content analysis approach. Results: The researchers identified three relational themes that emerged across the text of the study: 1. Cultural Collaboration, 2. Compassionate Presence, 3. Intentional Knowing. The constitutive pattern was synthesized from the three relational themes to be the discovery of global interprofessional narratives.' Conclusion: While serving the Mayan people of Guatemala, students, educators, and providers were able to reflect and reminisce on providing global interprofessional compassionate caring opportunities. Participants were able to construct their story, ruminating on the experience as a whole. The researchers used the participants' written narratives to discover the social and cultural position in global healthcare among interprofesisonal healthcare providers. The identification of the three relational themes underscore the importance of continuing to provide global interprofessional healthcare experiences.
Keywords:
Global; Interprofessional; Narratives
Repository Posting Date:
17-Mar-2016
Date of Publication:
17-Mar-2016 ; 17-Mar-2016
Other Identifiers:
INRC15B15
Conference Date:
2015
Conference Name:
26th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
San Juan, Puerto Rico
Description:
Research Congress 2015 Theme: Question Locally, Engage Regionally, Apply Globally. Held at the Puerto Rico Convention Center.

Full metadata record

DC FieldValue Language
dc.language.isoenen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.titleThe Lived Experience of Global Interprofessional Compassionate Caring in Guatemalaen
dc.title.alternativeInternational Research to Improve Patient Care [Session]en
dc.contributor.authorArgent, Autumn L.en
dc.contributor.authorDunn, Dorothy J.en
dc.contributor.departmentLambda Omicronen
dc.author.detailsAutumn L. Argent, RNC-OB, CCE, Autumn.Argent@nau.edu; Dorothy J. Dunn, RN, FNP-BC, AHN-BCen
dc.identifier.urihttp://hdl.handle.net/10755/601829-
dc.description.abstractSession presented on Friday, July 24, 2015: Purpose: The purpose of this project is to describe the experiences of participants in an interprofessional study abroad global healthcare program. A phenomenological research design will be used to describe and analyze the experience of global interprofessional compassionate caring in Guatemala. Four benefits of a study abroad opportunity have been identified as (1) personal growth, awareness, and appreciation of diversity; (2) development pf personal and interpersonal skills; (3) career focus and academic focus; and (4) critical-thinking skills and the ability to apply academic concepts in real-global situations (Jackson & Nyoni, 2012).' Interprofessional education (IPE) provides students with opportunities to learn and practice skills that improve their ability to communicate and collaborate (National Academy of Sciences, 2013).' In the experiences of learning with and from those in other professions such as medicine, pharmacy, nursing, theology, and Spanish language experts. Students also develop leadership qualities and respect for each other of which prepares them to work in teams and in settings where collaboration is the key to success.' The World health Organization (2010) defines IPE as an experience with two or more professions learn about, from, and with each other. Providing a global and cultural context adds to the benefit of complementing a professional identity.' Experiential learning is the key element in IPE. The global environment such as a study abroad program allows for the student to enter a cultural environment to better understand how to work collaboratively. Methods: IRB approval was obtained and participants created a story in narrative form about their experience while providing'health care in Guatemala in March 17 to March 21, 2014. 'The written narrative occurred two months after the experience'allowing for time to reminisce and reflect on the experience.'By constructing a story using written narratives to explain and interpret events the researchers were able to'provide data about the social and cultural position in global health care among interprofessional'health care providers. The textual consideration of the written narrative so that the story making was central'to creating an understanding of the world into which a person can feel they fit in. Utilizing Labov (1982)'structural analysis, the following six functional elements of abstract, orientation, complicating action,'evaluation, resolution and coda will be used for analysis of the written narratives from the participants'of this study. The narrative was analyzed using content analysis approach. Results: The researchers identified three relational themes that emerged across the text of the study: 1. Cultural Collaboration, 2. Compassionate Presence, 3. Intentional Knowing. The constitutive pattern was synthesized from the three relational themes to be the discovery of global interprofessional narratives.' Conclusion: While serving the Mayan people of Guatemala, students, educators, and providers were able to reflect and reminisce on providing global interprofessional compassionate caring opportunities. Participants were able to construct their story, ruminating on the experience as a whole. The researchers used the participants' written narratives to discover the social and cultural position in global healthcare among interprofesisonal healthcare providers. The identification of the three relational themes underscore the importance of continuing to provide global interprofessional healthcare experiences.en
dc.subjectGlobalen
dc.subjectInterprofessionalen
dc.subjectNarrativesen
dc.date.available2016-03-17T12:56:37Zen
dc.date.issued2016-03-17-
dc.date.issued2016-03-17en
dc.date.accessioned2016-03-17T12:56:37Zen
dc.conference.date2015en
dc.conference.name26th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationSan Juan, Puerto Ricoen
dc.descriptionResearch Congress 2015 Theme: Question Locally, Engage Regionally, Apply Globally. Held at the Puerto Rico Convention Center.en
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