Indian nurses' experience of studying in Ireland: transition, adaptation and learning

Background Over the last decade there has been a steady rise in the numbers of international students attending universities abroad, with Ireland being a popular destination. In tandem with this, there has been a proliferation... [ view full abstract ]

Background
Over the last decade there has been a steady rise in the numbers of international students attending universities abroad, with Ireland being a popular destination. In tandem with this, there has been a proliferation of research studies that examine the transition and adaptation experiences of international students (Brown and Holloway 2008; Brown and Atkas 2011). Findings highlight the extreme levels of stress that international students can encounter in the new culture and its debilitating effects on these students.

Aim of the Study
To explore Indian nurses’ experience of academic education in an international context.

Method
A qualitative exploratory study was conducted, employing in-depth interviews with 14 Indian nurses undertaking a full time, one-year International Bachelor of Nursing programme in Ireland. Thematic analysis was carried out using a qualitative coding process and supported by NVivo.

Findings
Findings reflect the extensive emotional and financial investment undertaken by students in order to gain an international academic award and registration. Homesickness and loneliness were prevalent features of the transition which for many involved leaving family and young children. Unlike other studies, these students did not report these emotions as debilitating, but rather as a sacrifice to be borne for their family within a collectivist culture. While India has a strong power-distance culture, most students enjoyed the transition to less formal relationships with lecturers, which gave them a sense of power in the learning process. However, power-distance culture within the cohort members did impact negatively on classroom dynamics.

Conclusions
Host institutions student support services should be fully informed of the unique challenges that face international students and devise supports to assist students experiencing acculturative stress. Lecturing staff should be aware of how culture can influence teaching and learning, lecture-student relationships and classroom dynamics, so that appropriate approaches in all these domains can be developed.