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Student nurses’ conceptions of internationalization: a phenomenographic study

Wihlborg, Monne

Published in:Nurse Education Today

1999

Link to publication

Citation for published version (APA):Wihlborg, M. (1999). Student nurses’ conceptions of internationalization: a phenomenographic study. NurseEducation Today, (19), 533-542.

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Introduction

Internationalization is becoming a highly focusedconcept worldwide in many different ways.Different educational programmes are trying tointertwine different intentions, related tointernationalization.

This study was concerned with theinternationalization of nurse education inSweden. Since no previous research on Swedishstudent nurses’ conceptions related tointernationalization had been undertaken, itseemed impo

Twenty-fivfor the study.

interpreted using a phenomenographic approach,and five final categories, forming the outcomespace in phenomenographic terms, emerged fromthe data. These are presented as the outcome orfindings of the study.

Background and aim

Internationalization is a highly focused concept innurse education in Sweden today. In 1990–1991the Ministry of Education decided, on the basis ofthe results from a one-person investigation

rseturin h

Article

© 1999 Harcourt Publishers Ltd 542

Article

Student nurses’ conceptions ofinternationalization: aphenomenographic studyMonne Wihlborg

Monne WihlborgRegistered Nurse,Nursing Instructor,University Lecturerfor Master ofSocial Science, PhDstudent,Department ofEducation, LundUniversity, Box199, S-221 00 Lund,Sweden. E-mail:[email protected]

(Requests foroffprints to MW)Manuscriptaccepted: 12January 1999

A phenomenographic approach was used when analysing and interpreting interviews with 25student nurses in order to describe their conceptions of internationalization. The results arepresented in five categories and various subcategories, forming an outcome space. Thecategories describe forms of understanding, or ways of thinking about internationalization,which, in relation to internationalization as a whole, were either atomistic or holistic incharacter.

The data revealed that nursing students shared some aspects of meaning when thinking ofinternationalization. These aspects seemed to be understood in a similar way by all students,whereas, when students thought about internationalization as a whole, they assigned itdifferent meanings. In two of the categories aspects of meaning were fragmentarily related toeach other, and represented only one perspective. These two categories are to be compared tothe other three categories which were more complex and holistic in character, since theycontained more than one perspective as well as more aspects of meaning, and related in severaldifferent ways.

From a pedagogical point of view, the findings point to the importance of teachers trying, inan active way, to confront students with as many existing variations of conceptualized wholesrelated to internationalization as possible, by using forms of understanding originating from aholistic approach. © 1999 Harcourt Publishers Ltd

rtant to conduct such research.e nurse students were interviewed The interviews were analysed and

initiated by the Government, that the nueducation and training program in the futo be extended to encompass 120 credits

Nurse Education Today (1999) 19, 533–

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533

education. Thifull-time study

Nurse educofficial in 1992recommendatinurse educatiodemands. An EEuropean Econnurse educatiorules within th

In Sweden itopic of discusdocuments rela1973:2, UKÄ74VÅRD 77). Thewhich is the foSwedish nursegoals as an inccountries and ogeneral (SFS 191995:96,817). Gsciences’ nursedirection conceoften cited as ato run as a guidnurse educatioprepare the stunurses and to ediverse ethnic international a

Another geneducation is thstudents’ expemain purpose personal growwithin a holistthereby, expecto their decisiorelated situatio

Starting fromrelational and about externalassumed to be

Phenomenoabout the wconceptions

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Student nurses’ conceptions

s increased the previous 2 years of to 3 years (SFS 1993:100).ation in its present form became–1993 and included strongons aimed at making Swedishn conform to internationalES agreement (EES DS 1992:34,omic Area) directed that Swedishn was to follow the qualificatione European Union (EU).nternationalization has been asion since 1968 in variousted to nurse education (U68, SOU

, §2 SFS 1977:218, SOU 1978:50 present Higher Education Act,undation and guiding principle in education, includes such primaryreased understanding of otherf international conditions in92:1434; revised 1994:267,uidelines for all college of health education programmes give somerning internationalization. It is general educational goal intendeding thread through the entire

n process. The main purpose is todents for their future profession asnable them to interact with

groups in Sweden and to work innd multicultural environments.eral recommendation in nurse

at consideration be given to theriences in relation to learning. Theof such an approach is to increaseth by developing creative thinkingic framework. Students are,ted to develop flexibility in relationn-making and actions in nursing-ns.

the premise that knowledge iscreated through human thinking reality, students’ experiences arethe main foundation for learning:

graphers do not make statementsorld as such, but about people’s of the world. (Marton 1986, p 32)

art of the phenomenographicall of the expressed conceptions are outcome space:

henomenography is also mistaken conceptions of reality.

Thus phenomenography occupies a spacsomewhere between natural science(disciplines that deal with what to be truabout the world) and traditional socialsciences (which seek to discover laws ofmental operations and social existence).(Marton 1986, p 32)

The only reality that is investigated, is ththat is experienced by the individuals. It isassumed that individual experiences arepresented in human thinking in different w

The way in which a person experiences aphenomenon constitutes one facet of thephenomenon, seen from that person’sperspective, with that person’s biographybackground. When the researcher describdiffering ways of experiencing a phenomhe is describing the phenomenon partiallfrom the reports or inferences of the subjand it is this partial constitution of thephenomenon which is the researchersdescriptions. (Marton 1993, p126)

The study aimed to describe variations inways to conceptualize internationalization arepresented in a group of nursing students. paper shows that student nurses shared somparts or aspects of meaning related tointernationalization, whereas they did not sthe same conceptions of internationalizationwhole. This means that corresponding partsdifferent meanings, within the context of thwhole conception of internationalization,depending on how students relate parts to eother.

Research approachPhenomenography as a researchorientation

A qualitative approach, using phenomenogas a research orientation, was taken for thisstudy. The phenomenographic view used instudy is based on ontological and epistemolprinciples advocated by several authors (Ma1981, 1986, 1992a, 1992b, Svensson 1976, 1981984b, 1989, 1994, 1997, Marton & Booth 199Marton & Svensson 1978).

This study proposes that reality presentsin human minds in different ways. Conceptdescribed are related to language and a soci

9) 19, 533–542 © 1999 Harcourt Publish

of internationalization

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xt, and are, therefore, closely empirical lifeworld, experienced byts. The concept of ‘lifeword’, such phenomenographic researchosely related to the tradition ofgy (Husserl 1976, 1977, Merleau-nd linked to Gestalt psychologists’1945) view on whole qualities, and,om a strict social constuctioniste the phenomenographic approach

dualistic ontological view:

eal with are people experiencingthat world–neither bearers of mentalnor behaviourist actors … thene between ‘the outer’ and ‘theppears. There are not two things,not held to explain the other. Therel world ‘out there’ and a subjectiveere’. (Marton & Booth 1997, p13)

menographic approach assumes

is not constructed by the learner nored upon her, but it is constituted as relation between them. There isorld, but it is a world we, a world in which we live, a world. (Marton & Booth 1997, p 13)

menographic view of knowledge is,onstituted internal relation between the outer, which is of interest as at:

iew of knowledge is that it isnot only empirical or rational, butough thinking about externalensson 1997, p 165)

ographic research results areategories presented in a complexcome space. Each category throughnterpretation describes andonception of internationalization asthe students in the interviews.ries are separated through analysisation based on delimitation,

, abstraction, and comparison ofch category is a delimited wholetively different in characteristics orn compared to the other categories. phenomenography is to describeeptions in order to reveal how

humans experience various phenomena inqualitatively different ways. Ways ofexperiencing, thinking, and relating tophenomena in the lifeworld differ qualitataccording to the phenomenographic view,may represent a holistic or an atomistic ap(Svensson 1985, 1994, 1997).

In this study a holistic approach wascharacterized by students’ use of specificprinciples to organize different parts into awhole. This use was identified through theprocess of discriminating the responses inmeaning units and thereafter categorizinginto wholes concerning internationalizatioWhen analysing data, the focus was directtowards discerning structurally significandifferences to describe how the students dand thought about internationalization.

An atomistic approach is the opposite oholistic approach; content is viewed in a mgeneral and fragmentary way and the partnot organized or integrated into a whole. Iconceptualizing phenomena (in this case,internationalization) different parts or aspmay be partly shared or not shared withingroup or culture. In this study, the variatioconceptions related to internationalizationseen as a matter of differences in meaningstudent nurses’ thinking.

The interviews

The qualitative interview, used in this studadvocated by a number of authors (Donm1990, Kvale 1987, 1996, Schofield 1990, Seid1991, Stake 1994). It is described as a tool away of providing the investigator with reldescriptions of participants’ lifeworld realexperienced, thought of, and expressed byparticipants.

The phenomenographic interview is to analysed and interpreted with the purposerevealing whole qualities of meaning relatthe delimited phenomena (AlexanderssonFleming 1986, Larsson 1993, Marton 1988, & Dahlgren et al. 1977, Patton 1990, MartoSvensson 1978, Svensson 1997, Taylor & B1984).

Two different colleges of health scienceincluded in the study. Each interview tookbetween 30 and 90 minutes. The participatstudent nurses were interviewed at their

Nurse Education Today (1999) 19, 533–5

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respective schothey were faminformed in a gthe study; the pdescribed imminterview in orand natural sitAn interview tstudent receivebefore and durguide providedexperience evethrough follow

For instanceis not necesasking and things formintervieweeon specific pconceptionsexplorationdelimitationobjects (Sve

Participants

Twenty-five stmen, were interepresented inborn in the 194all participatedThis programmquality with nuwithin the EU,demands concrequirements. and second yeanursing at the Helsingborg.

Students whhad somethingconcerning intwide range of increase the vaexperiences. Inpossible were iotherwise in thexperiences of immigrants anabroad) were a

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536 Nurse Education Today (199 ish


ols in an environment with whichiliar. The students were at firsteneral way about the purpose ofurpose of the study was again

ediately before every individualder to create a relaxed, trusting,uation during the actual interview.heme guide was used so that eachd the same type of informationing the interview. The theme a similarly structured interview

n though responses were explored-up questions:

in an interview this means that itsarily explorative in the sense oftalking about a lot of differenting part of the experience of an. The interview becomes focusedarts of the interview expressing

of objects or phenomena and the concerns the interviewees and experienced meaning of these

nsson 1994, p18).

udent nurses, 20 women and 5rviewed in 1991. The age group the study ranged from students0s to those born in the 1970s. They in the new nurse programme.e was initiated to correspond inrse education in other countries

and, therefore, to be equal inerning international admissionThe participants were in their firstrs of study in the department of

College of Health Science, in Lund-

o were of the opinion that they to contribute or discuss

ernationalization were included. Astudents were targeted in order toriation in life and work the group as many men asncluded, since these weree minority. Some students withdifferent cultures (such as those ofd practical experience or studieslso included.enographic analysis aims toents (utterances in the interviews

related to internationalization) representindifferent perspectives as well as to analysedifferent statements within the same perspso that these statements can be compared other. Therefore, an effort has been made istudy, through the selection of participantinclude as many perspectives as possible.

Analysis of interview data usingHyperQual

The data, 25 interviews, were all tape-recoand transcribed by the researcher word byinto a computer software program namedHyperQual, a software program designedspecifically for qualitative analysis of data(Raymond V. Padilla 1991, 1993, Miles &Huberman 1984, 1994, Tesch 1990). Theinterviews were analysed and interpreted phenomenographic research approach.

Five main themes concerning issues aboInternationalization were used as a startinfor the interviews, these themes were the sfor all of the students involved in the studthemes purpose was to turn the focus of thconversation on to internationalization. Sinstudy’s purpose was to explore as many vways of thinking about internationalizatiopossible no categories were defined ‘a priointerview themes were constructed by theresearcher to insure that many variations imeaning would occur in the data and at thtime assure that the participants focused ophenomenon of internationalization.

The first theme opened up the participapossibility to talk about everything they corelate to Internationalization and, thereforanswered the question about student nurs‘general conceptions of internationalizatioother four themes focused on more specifipedagogical issues, but were also analysedpurpose to reveal everything that was relaa more general way, to internationalizationmeans, that the qualitative interview apprused in this study includes one analytical pthe similarity in starting the five themes wwere the same for all students; one explorapart: the follow-up questions generated ththe respondents answers. The first part wafoundation) connected to the analytical pathe analysis of data conducted in this stud(because of the similarity in all the main

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Student nurses’ conceptions of internationalization

questions asked of the participants). The secondpart was (the foundation) connected to theexplorative part in the analysis (because of thedifferences in the follow-up questions).

The data analysis in this study proceeded fromthe principle of maintaining an open andreflexive approach in categorizing the students’statements abstatements reway, were, atimportant in

A differenrevealed throtheir referentphenomena oappeared to t

It happenewere statemebelonged to mall cases the mallocated to o

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Table 1 Partly shared meaning units by students

Category Student frequency Main category

1 3 students

a prototype 12

b 6

2 4 students

a prototype 10

b 5

c 1

d 7

3 9 students

a 6

b 3

c prototype 13

d 7

4 3 students

a 8

b Prototype 11

5 6 students

a 11

b 4

c prototype 13

d 6

1. Increasing possibilities

a. Students relates to their own needs and wants

b. Students own needs and wants in focus andsome inclusiveness of others.

2. An international valid swedish nurse education

a. International acknowledgement of (the) Swedishnurse education

b. Possibilities to work abroad as a nurse

c. Increasing prestige related to the Swedish nurseprofession

d. Increasing understanding about othernationalities related to the future profession as anurse.

3. A free flow between countries (open boundaries)

a. All countries as one is internationalization

b. Free flow of services, merchandize andknowledge across boundaries

c. Exchange between countries in general, ofcultural equalities and differences

d. Specific integration between countriesconcerning: languages, customs, sciences, etc.

4. Exchange between countries constituted bycommon rules

a. Exchange of students, scientists, initiated bystrictly constituted common rules

b. Exchange between countries in general,constituted by superior common laws.

5. The need of a Swedish adaptation to othercountries in certain fields

a. Focus on Swedish adaptation in general, towardsother countries

b. An international common adaptation through acommon language

c. Focus on equal adaptation between countries

Box 1 Category variations (1,2,3,4,5) andaspect-groups examples (a, b, c, d, e)

out internationalization. Alllated to internationalization, in any the outset, seen as equallyrevealing students’ conceptions.tiation and delimitation of parts,ugh similarities and differences ofial meaning in relation to thef internationalization as thesehe students, was carried out.d in a single interview that therents about internationalization thatore than one category. However, inain focus of the interview was

ne main category (Table 1).rization of the constellation ofs is presented as the variation in

different ways of experiencinginternationalization, that is, as descriptionstudents’ conceptions of internationalizati

Research findingsIn this study different thoughts and meaninternationalization are described in fivecategories and presented in an outcome sp(Box 1). The outcome space in this studydescribes categories, which are atomistic (


d. Swedish nurse education must adapt tointernational standard demands.

537

categories 1 &categories 3–5or way of thinmeans that thperspective anrelated to inte

The data resome meaning

(Table 1), ameaning of thinternationalizall of the studmeaning of inpicture becam4 and 5 were mthese categoriperspective (winternationalizand 2, which operspective w(e.g. the studeneeds and des

Each categothat are closelrepresenting sin Box 1. Thesrepresent aspe

It was possindividuals incategory. Howeach individumain categoryanalysis and idirection of thinternationalizcategory (Tab

The relatiomeaning withcharacter. Themeaning was categories (Ta

The five caconceptions ois an objectifiemeaning of inone subcategosub-category wsubcategory c(presented in 3c, 4b, 5c) andpart, as well apart, of the cu

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538 Nurse Education Today (19 her


2) or holistic in character (Box 1,). In this study a holistic approachking about internationalization alsoe student included more than oned many meaning units (aspects)

rnationalization.vealed that student nurses shared units identified in the study

t a basic level. On this level, theese units in relation toation seemed to be understood by

ents. However, when it came to theternationalization as a whole, thee quite different, since categories 3,

ore complex in character sincees involved more than oneay of looking atation) compared to categories 1nly involved one perspective. A

hich was mostly ‘self centred’nts reasoned from out of their ownires).ry encompasses various aspects

y linked to each other. Headings,ubcategories or parts are presentede are labelled a, b, c, d, and e andcts of meaning within the category.ible to place statements uttered by the interview into more than oneever, the referential meaning of

al interview was allocated to one since the data showed, through

nterpretation, that the mainought expressed aboutation was in line with one main

le 1).nship between the aspects ofin each category differed in relationship between aspects offragmentary within the first twoble 1).tegories describe differentf internationalization. Each categoryd abstraction representing a centralternationalization. In each categoryry was dominant over the other

ithin that category. Such aan be seen as a prototypeTable 1 Box 1 and Table 1 as 1a, 2a, is more likely to be an importants a more anchored and focusedlture, than other subcategories. In

this study, the prototype category also turnto be the most frequently representedsubcategory within the category. Dominanbe interpreted as a subcategory, which to aextent than other subcategories, was moreexplicitly and exhaustively described byparticipants in this study.

The five categories (Box 1) are presentedbelow. Quotations (examples from the dataderived from the interviews are presented order to substantiate and illustrate the natuthe characteristics of each of the categories.

Category one: increasing possibilitiesgeneral

This category represents a meaning ofinternationalization that expressed personaneeds and wants (wishes and desires). Thethat constituted the whole were focused onstudents’ wishes to be able to work, study, live abroad, in general, with no specific refeto ongoing education as a nurse.

Working possibilities of different kinds internationally based labour market were mrelated to the students’ own needs and wisThe possibility for people from other countcome to Sweden to live, work, and study wdiscussed at all, or at most, was discussed iterms of a minimal possibility. The partsexpressed were self-centred and fragmentacharacter.

In summary, and as illustrated in thefollowing student response, internationalizbecame synonymous with different wishesexpressed by the students concerning practmatters:

Student: I think about … well specificalabout things that concern me as a studenmaybe the possibility to be able to spendyear abroad … to be allowed to accompl(note: not necessarily a nurse education)education abroad, and maybe later on bto work abroad as well.

Category two: an internationally valSwedish nurse education

In this category thoughts aboutinternationalization were closely linked to ongoing nurse education. Students focuseddifferent possibilities of studying abroad w

99) 19, 533–542 © 1999 Harcourt Publis


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Most studinternationalthe same factmedicine, phIncreasing uncultural condbe of importaprofession asThe parts expfragmentary

In summainternationalpersonal posfuture professtudent respo

Student: I possibilitythe nurse pwork in a accepted i

Student: Was we are …including only 80 cre

Category thcountries, ocountries

The aspects ocategory werongoing nursincrease in evsimilarities anenhanced unsimilarities wboundaries wof the world the underlyinstudents’ perwere discussdifferent partfollowed up b

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Student nurses’ conceptions of internationa

ramme and being able to work ines (mainly within the EU) as a nurseucation was complete. The change

urse education from 2 years to 3n as being related to

ization. Most of the students’ternationalization focused on the

ty of Swedish nurse education.ents thought thatization ought to be about learnings about subjects such as physiology,armacology, and anatomy.derstanding about other ethnic anditions and differences, which couldnce in relation to their future nurses, was only briefly mentioned.ressed were mainly self-centred and

in character.ry, aspects related toization were closely linked tosibilities and were connected to asion as a nurse. The followingnses illustrate this category:

think … first I think of the … to go abroad and work … thatrofession is an international kind of

way of speaking … that one isn more or less the whole world.

hen participating in this education which is a higher education

120 academic credits … it used to bedits … it’s easier to work abroad.

ree: open boundaries betweenr a free flow between

f meaning emphasized in thise related to matters far beyond thee education. They concerned anerybody’s understanding of thed differences between people. An

derstanding of differences andas seen to be possible if allere more or less abolished. The idea

as one huge common country wasg conception. Aspects related tosonal growth were also noted. Theseed in a way that included manys given through examples and werey reasoning about consequences.

Many aspects of meaning were discussed related to each other in different combinatgiving meaning to internationalization. Thperspective of this category accommodatebroad range of thought about possibilities

In summary, internationalization wasdescribed in relation to an underlying prinwhich advocated that open boundaries becountries will lead to a globalinternationalization. The following responillustrate the broad range of thinking incluthis category:

Student: Exchange of different experienwe all have different experiences in difcountries … from country to country …does not do things the same way … ondifferent cultures, manners, and ways athings … one trades and exchanges culopen boundaries will makeinternationalisation possible.

Student: … one will achieve moreunderstanding about other countries’ c… and internationalisation is when sombecomes more universal … greater … severybody will have some understandieverybody…

Student: one has to be flexible in one’spersonality when meeting other culturphenomena … I become more conscioubroadening my horizon including diffeways of thinking about things…

Category four: exchange betweencountries constituted by common ru

The students’ thoughts about internationaderived from ideas about a common legalagreed on equal terms among countries mwithin the EU. The category as a wholeconstituted significant parts, which focuseexamples of possible exchanges among coconcerning students, research, scientists, rprograms or projects, enterprises, merchaand labour. All these exchanges were to refoundation established and controlled by different levels of society.

In summary, aspects within the categorillustrated in the following student responwere linked to a common legal system’s rregulations.


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Student: Tharea/brancmany counand the sam

Student: Hexample ifEU are tryiare trying make hum

Category fivSwedish adcertain field

The characterconstituted thdifferent posscountries. Maidea that Sweadapt to othenorms and cuEU in relationand the use olanguage in Sparticipants pbetween counminority. In sthe category padaptation tocultural and lExamples of rfollows:

Student: Win the worlThere is mthat has nonurse-proglarge range(read, abouhave a lot t

Student: …the EU … teconomicawhole … athe world.

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540 Nurse Education Today (19 he


en I think about … within oneh there could be many countries …tries which work according to onee pattern … the same concept…

uman rights … within the EU for you take human rights … then theng to make these equal … the EU

through a common law system toan rights the same in all countries…

e: the need for some level ofaptation to other countries ins

istic aspects of meaning thatis category were focused onibilities of adaptation betweeninly the aspects were related to theden in the first instance ought tor countries’ rules, laws, and culturalstoms. Swedish adaptations to the to the nurse education program

f English as a common mainweden were mentioned. Someroposed more equal adaptationtries; however, these were in aummary, aspects revealed withinointed to the need for Swedish

other countries’ rules, norms, andegal systems, as well as to the EU.esponses in this category are as

e have to adapt to what is going ond and how things are out there.uch that we haven’t discussed ort even been mentioned (read, in theram/education) … they have a very of experience and tradition abroadt nurse-caring) … from which weo learn.

adapt to the rest of the world ando international conditions … bothlly and humanly … yes on thedapt to how things are in the rest of

and differences whenholes

racteristic differences in studentstanding and ways of thinking of

internationalization, were those betweenstudents’ answers placed in categories 1 ancompared with those placed in categories 3Categories 1 and 2 represented an atomisticof thinking in relation to internationalizatiocompared with categories 3–5, which reprea holistic form of thinking.

When comparing categories 1 and 2, cat1 represents a more atomistic way of thinkithan category 2. Both categories describeperspectives that take as their starting poinstudents’ own personal (i.e. self-centred) newants, and desires in relation tointernationalization.

In comparing categories 3–5, one can spesome characteristic similarities concerningperspective, but each category has a differefocus. Thoughts ranged from ‘no boundaribetween countries at all’ to ‘internationalisawill be regulated by itself’ (category 3), to‘exchanging experiences between countriesstrictly by the rules’ (category 4). There wethoughts focusing on Swedish adaptation tdifferent habits of other countries (categoryStudents’ own needs did not form the startpoint in any of these categories. They all inexamples of content from different levels ohuman relations, namely, individual, groupsociety, international, and global levels.

Categories 3 and 5 indicate a more holisof thinking about internationalization thancategory 4. Category 3 indicates the most hway of thinking since this conception implithinking and reasoning over a wide area. Tthoughts included a variety of perspectivesrelating to a number of combinations of aspmeaning and concerned all levels of humaninteraction: individual, group, social,international and global.

Some aspects of meaning represented wcategories 1 and 2 were also included (to a or lesser extent) in the other categories. Hothe reverse was not so, since thoughts incategories 1 and 2 were less complex than tin categories 3–5.

DiscussionThe study showed that student nurses, whethinking of internationalization, understooshared some of the general aspects of meanHowever, when conceptualizing those aspe

99) 19, 533–542 © 1999 Harcourt Publis


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Within eacwas dominanis to be seen a5c). The protoimportant parfocused part,

Pedagogica

Teaching aboin the nurse ebe anchored ishould also bthe material tunderstood acontent preseKroksmark 19Marton & Daview on learnand requires maintain andin their own plearning. It alawareness’. Itinternationalilearning situaprogramme, tconsidered in

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Student nurses’ conceptions of internationaliz

ther as wholes, these wholesntent and character, principallyo reasons. Firstly, the resultss of understanding that were eitherolistic in character. This implies thats have a more atomistic andorm of understanding and thinkinginternationalization (categories 1red with other students who have a

and flexible way of thinking4 & 5). Secondly, responses from theontained examples of differentaning, in various combinations anderent levels of human interaction3 & 4). As wholes, these indicatedlexity since they also involved morepective, compared to the othertegories 1 & 2) which involved onlyve.h category one of the subcategoriest over the other subcategories, ands a prototype (Box 1: 1a, 2a, 3c, 4b &type category, is assumed to be ant, as well as a more anchored andof the culture.

l implications

ut, for example, internationalizationducation programme is supposed ton students’ life experiences. Ite linked to how the students relateo their experience when they havend conceptualized the educationalnted (Ahlberg 1992, Jarvis 1992,87, Marton & Neuman 1989,

hlberg et al. 1977). Such a relationaling and knowledge presupposesthat students’ have the ability to take an active and responsible roleersonal individual process of

so requires increased ‘teacher is suggested that whenzation is in focus in differenttions within the nurse educationhis study’s outcome space could be the teaching programme.

for future research

f interest to conduct further researchurses’ conceptions of

internationalization; particularly research mspecifically related to the factual educationacontent presented within the nurse educatioprogramme. Such an investigation wouldprovide an opportunity to confirm the findthis study, and also to refine and sharpen aof meaning as well as to reveal new aspectsmeaning more closely related to the ongoinnurse programme’s educational content.

The findings from this study point to theimportance of developing teaching principlguide the students’ learning process in thedirection of flexible and holistic forms of thand learning about internationalization in neducation. This may be done by confrontinstudents with as many existing variations oconceptualized wholes, related tointernationalization, as possible, and especiby using forms of understanding originatinfrom a holistic approach.

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