Intercultural global health assessment and reflection framework for teaching study abroad courses

Mary E. Riner, Jieru Bai, Susan Larimer


Objective: In this paper we describe the development and use of the Intercultural Global Health Assessment and Reflection (IGHAR) Framework. The framework is based on dimensions of Leininger's Sunrise Model and a structured reflection process to guide student journaling.

Methods: The framework was tested in a cross-cultural comparison course in China that included didcatic and experiential learning components about Chinese healthcare practcies and the healthcare system. The course included nurisng, social work and public helath students and included a three week immersion component in Beijing. Healthcare issues studies were cancer, mental health and migrant health. Student reflection journals were analyzed using NVivo software.

Results: Students demonstrated an increased understanding of similarities and differences in each of the dimensions. In addition, key global perspective taking outcomes were evident.

Conclusions: We found that a systematic approach to using the dimensions of the Sunrise Model helped students demonstrate understanding of contextual factors related to healthcare. Interprofessional students learned to use a conceptual intercultural model and reflective learning process for exploring a new culture and healthcare system they can use in the future in both local and global settings. At the school level, the IGHAR framework can be used across disciplines to demonstrate changes in student global perspectives.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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