Learner-Centered Approaches in an International Nurse Training Program.

Abstract

This study examines the appropriateness of using learner-centered teaching approaches with international nurses in New Zealand. A 12-week international nurse training program was designed by a large tertiary institution in New Zealand in response to the request of Shenzhen local hospital officials in China. Three groups of 30 Chinese nurses attended this program. Responses from program participants were garnered through an online survey and a focus group interview. All qualitative data were analyzed using a thematic approach. The study results highlighted that a positive aspect of the program was the collaborative decision making invited by the program coordinator about the learning goals, topics, and content. Participants reported how the shift in power from a teacher-directed program to a learner-centric approach helped them to engage more fully in the program and achieve greater, more successful individual outcomes. This project demonstrated the feasibility of implementing an international nursing training program using a culturally appropriate learner-centric teaching approach. The findings suggest that a learner-centric teaching style effectively addresses the diverse professional needs and cultural backgrounds of international nursing practitioners. [J Contin Educ Nurs. 2019;50(4):183-188.].