Perspectives on enhancing international practical training of students in health and social care study programs — A qualitative descriptive case study

Abstract

BackgroundInternationalization of practical training in health and social care study programs is an important aspect of higher education. However, field mentors' and classroom teachers' competence in guiding culturally diverse students varies widely in European countries, and the majority does not have enough training in guiding foreign students. ObjectivesThis study aimed to examine which factors enhance the efficacy of international practical placement experiences in health and social care study programs. DesignA qualitative descriptive case study design was used. SettingsThe study was conducted at six higher education institutions—two in Finland and one in Croatia, Estonia, the Netherlands and Slovenia. ParticipantsA convenience sample of 14 mentors, 15 teachers and 14 students with international experiences from six higher education institutions which are part of the Bologna Process was recruited. MethodsThe data were collected from six focus groups using a semi-structured questionnaire based on a literature review. Each higher education institution conducted one group interview that was tape-recorded, transcribed and analysed for themes. ResultsParticipants made several recommendations for enhancing the practical placement experience of students, teachers, and mentors. Most recommendations dealt with practical supervision of students. Three major themes noted were: ‘Attitudes towards internationalization of practical placements’, ‘Factors impacting the international placement experience’, and ‘Pedagogical methods used and structural support available for internationalization.’ ConclusionsThe study highlights the need for strengthening the multicultural knowledge and skills of mentors and teachers. The findings provide practical guidelines for improving the international placement experience across health and social care fields.