Title: Learning to learn: An exploration of the experience of overseas nurses undertaking higher education in the United Kingdom (UK)

Biography:

Michelle currently works a City, University of London as the Programme Director: Mentorship: Supporting & Assessing Learning in Practice Settings and Practice Lead for Adult nursing students. Michelle has previously worked as a Senior Lecturer at Buckinghamshire New University and Kingston University & St Georges University, London. This followed a successful nursing career as a District Nursing Sister and as an Intermediate Care Nurse. Michelle has taught a range of subjects latterly with a focus on Public Health, Culture & Diversity in Healthcare, Professional Nursing and Management of Long term conditions. Michelle has a MSc in Medical Anthropology and has a keen interest in culture, expressions of illness and how nurses cope with this. Michelle is currently in the final  phase of her PhD exploring the experiences of Indian nurses coming to the UK to study and work. Michelle has an MSc Medical Anthropology; BSc Community Nursing (District Nurse); PGCE; Nurse Prescriber; Diploma In Nursing (Adult); BA (Hons) Business Studies.

Abstract

The consensus exists that nursing is a global profession where much emphasis is placed on the transference of skills and knowledge. In reality the situation is more complex as each society attributes its own cultural constructs onto what is meant by the term nurse and how a nurse should be educated. This presentation will detail aspects of an ethnographic study exploring the lived experience of Indian Nurses who have undertaken programmes of study in the United Kingdom (UK). It will also draw an experience of teaching nurses whose primary education was not in the UK. Existing research examines the impact on the nurse as they enter the work force but there is a dearth of literature available on the experience of overseas nurses’ experience of a UK based education. The study has revealed that the concept of ‘learning to learn’ is paramount in the delivery and success of overseas nurses undertaking an education programme away from their home country. The Indian nurses’ previous experience of didactic rote learning has little bearing on the ethos of a UK education with the emphasis on independent and reflective learning. The expectation is often on the overseas nurse to adapt their learning style to suit the institute they are attending.  However the study has revealed the same should be said of the institute. In order to bridge this gap cultural sensitivity needs to be employed in the delivery of teaching and this should be a two way process between the institute and the overseas nurse with an emphasis on cultural competence, adaptation and partnership learning.