OBJECTIVES: Despite nursing students' need for cultural education, few studies have measured what students expect from international service-learning experiences and how their perceptions of the actual experience compare to these expectations. To increase understanding of global nursing experiences, the purpose of this study was to examine the similarities and differences between nursing students' anticipated (pre-travel) personal and professional developmental expectations and reported (posttravel) personal and developmental outcomes. DESIGN: This study employed a mixed descriptive research design. Quantitative data was secured through survey methodology. Written responses to open-ended questions provided qualitative data for analysis. SAMPLE: Between 2012 and 2017, 43 undergraduate and graduate nursing students at a Midwestern university completed surveys and narratives about their participation in an international service-learning course in Kenya. RESULTS: Students' anticipated learning was achieved through their international experiences. Participants also experienced personal growth, professional development, cultural competency enhancement, and transformation from the educational experience. They also described how their experiences would change their personal and professional lives. CONCLUSION: The depth and breadth of the growth and learning described by students is consistent with the expectations of high-impact educational practices.
OBJECTIVES: Despite nursing students' need for cultural education, few studies have measured what students expect from international service-learning experiences and how their perceptions of the actual experience compare to these expectations. To increase understanding of global nursing experiences, the purpose of this study was to examine the similarities and differences between nursing students' anticipated (pre-travel) personal and professional developmental expectations and reported (posttravel) personal and developmental outcomes. DESIGN: This study employed a mixed descriptive research design. Quantitative data was secured through survey methodology. Written responses to open-ended questions provided qualitative data for analysis. SAMPLE: Between 2012 and 2017, 43 undergraduate and graduate nursing students at a Midwestern university completed surveys and narratives about their participation in an international service-learning course in Kenya. RESULTS: Students' anticipated learning was achieved through their international experiences. Participants also experienced personal growth, professional development, cultural competency enhancement, and transformation from the educational experience. They also described how their experiences would change their personal and professional lives. CONCLUSION: The depth and breadth of the growth and learning described by students is consistent with the expectations of high-impact educational practices.