Building bridges with China: collaborative opportunities to enhance international experiences for academics and studentsVeronica Vernon & Cathy GriffithsEdge Hill University

SOLSTICE & CLT Conference 2013

5th & 6th June 2013

Guizhou Province

• Located in South West China• Landscape -mountainous region• Home to 48 ethnic minorities• Capital Guiyang • Population 4,324,561 (Guiyang 2010)

• Food – Hot, spicy and sour

(Background) January 2012

• Stage One1 – Development of a two week Summer School for Guiyang

Student Nurses: 6 students and 1 English teacher• Stage Two– Design and delivery of a bespoke teaching programme in

Guiyang: 6 students, 2 academics • Stage Three– Development of a three month educational programme

delivered at Edge Hill University for three academics: 2 clinical nurses, 1 English teacher

Stage 1: preparation

Some ‘knowns’ Many ‘unknowns’

Stage 2:Selection Process

• Programme delivery• Student Experience• Invitation – all students from identified cohort• Short listing – 17 written applications• Students invited to attend interview and

presentation– “Day in the life of a student nurse”

Introductions

• 7 students selected ( 2 reserves)• A series of sessions organised to plan/organise

event– Opportunity for students to meet each other– Find out about more about Guiyang– Share presentations– Discuss expectations, identify possible resources,

materials• Date set for June

First Impressions

Introduction to Guiyang Vocational Nursing College

Preparing for the adventure

• Preparing the student group– Motivation, group

dynamics– Planning for teaching

and Learning– Difference in culture– Language Barriers

Induction week Guiyang style!

Developing the Teaching Programme

• Number of sessions?

• ‘Knowns’ and ‘unknowns’• (language / knowledge)

• What did they want form us?

• Storming, norming, performing ….. Eventually!

• Support v challenge

• Meeting expectations

• Comfort zones

Students as teachers

• Deconstruction and reconstruction of their role

• New identity• Peer or protégé?• Power dynamics• ‘Student mode’• Effecting change in

attitude and behaviour

Interesting translation!

Standing shoulder to shoulder

Impact: ‘Student’ Experience

Impact: ‘Teacher’ Experience

Stage 3: What was valuable?

Further research

• Models for preparation?

• Strategies for institutions?

• Impact upon current and future careers?

• Impact on patient care?

In summary…….