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Item type Presentation

Format Text-based Document

Title The Lived Experience of Global InterprofessionalCompassionate Caring in Guatemala

Authors Argent, Autumn L.; Dunn, Dorothy J.

Downloaded 3-Jun-2018 03:24:44

Link to item http://hdl.handle.net/10755/601829

THE LIVED EXPERIENCE OF GLOBAL

INTERPROFESSIONAL COMPASSIONATE

CARING IN GUATEMALA: DISCOVERING

THE MEANING

Autumn Argent, MS, RNC-OB, CCE, Doctoral Student

Dorothy J. Dunn PhD, RN, FNP-BC, AHN-BC

Northern Arizona University

Flagstaff Mountain Campus

Flagstaff, AZ

DISCLOSURE

-WE HAVE NOTHING TO DISCLOSE

OBJECTIVES

Interprofessional education (IPE) is the lived experience of two or

more professions who have the opportunity to learn about, from, and

with each other.

• Provide students and nurses with interprofessional education

experiences to learn and practice skills

• Improve students and nurses with the ability to communicate and

collaborate in interprofessional settings

• Develop leadership qualities and respect for each other

• Provide a global and cultural context

• Experiential learning in the global environment

LITERATURE REVIEW

• Estimated 20 million higher education students in the US

participate in a study abroad program

• Over 29,000 participated in 175 different countries

• Research is devoid of details about advantages to the student or

the global community

• The importance of these programs is noted, but not evaluated

independently

• Only evaluations are within the school or within the program

• Gap: no measurable outcomes to evaluate student participation in

global IPE

5

PURPOSE

Describe and interpret the experiences of participants in an

interprofessional study abroad global healthcare program in Santa

Maria de Jesus, Guatemala

THEORETICAL FRAMEWORK

• Narrative theory

– The story builds the lived experience

– Stories or narratives:

• capture and shape the lived experience

• aid in the construction and reconstruction of the individual and

shared memory

• play an important role in self and social understanding and

determination

• help us to make meaning of ourselves and our experiences

• help us cope with changing circumstances

DESIGN

• Qualitative Phenomenological Study

• IRB approval obtained from Northern Arizona University

• Sample

– 6 participants responded

– 35% response rate

DESIGN

• Data Collection

– March 2014 global healthcare in Guatemala were asked to volunteer

to provide a written narrative 2 months after the experience

– 2 month time frame chosen to allow for processing of the

experience

– In order to obtain the narrative form of the lived experience, guided

questions were provided

• Data Analysis

– Stories were read, reread, compared, and validated by two

independent researchers with the intent to describe meaning

beyond the stories

– Statements analyzed, categorized, and themes were identified by

two independent researchers

9

RESULTS

• 18 Categories identified

• 4 dominate themes

• Making a difference

• Cultural collaboration

• Compassionate presence

• Intentional knowing

• Meaning

– Cultural compassionate collaboration

Core Theme Key Statement

Making a difference impact, fulfilled, resources, applications, attuned and adjustments

Cultural collaboration collaborative care, compassionate care, communication, global community

Compassionate presence depth of being, awareness, new discoveries

Intentional Knowing earning, experience, applications, attuned and adjustments, validation, values

11

IDENTIFICATION OF CORE THEMES

12

Categories Data to support categories Themes

Wanted to experience nsg; wishing; travel and

nursing together (dream)

Making a difference; Intentional knowing

Opportunity Values, resources, future, practice, learning Making a difference; Intentional knowing

Motivators Global health, validation of education pursuit,

experiences

Intentional knowing; Making a difference

IPT Collaborative care, cultural communication,

resource allocation, team work

Cultural collaboration

Application of skills; sensory “stuff” five senses Skills and senses attuned and adjusted Intentional knowing

Depth of being/ presence Warm and friendly, sense of community,

welcoming, new discoveries, responsibilities,

compassionate care,

Compassionate presence

Succession for global community Cultural collaboration

Profound impact/making a difference Professionally and personally, resources,

fulfilled, awareness

Making a difference

Sharing Cultural collaboration

ANALYSIS

• Profound Intention (desire to come to know diversity): IK

• Compassion caring: CP

• Discoveries: PN

• Dunn’s Theory of Compassion Energy

13

IMPLICATIONS

• Compassionate cultural competence education with nurses

• Continue to research: patient outcomes based on collaborative

practice

• Practice in terms of diversity, healthcare providers facing diversity

so therefore examining best practice in a global society

14

REFERENCES

Dunn, D. J. (2009). Intentionality of compassion energy. Holistic Nursing Practice,

23(4), 221-228

Institute of International Education (2013). Annual Report 2013. Retrieved from

http://www.iie.org/Who-We-Are/Annual-Report

Jackson, D. S. & Nyoni, F. P. (2012). Reflections on study abroad education:

guidelines on study abroad preparation and process. Journal of Human Behavior in the

Social Environment, 222011-212. DOI: 10.1080/10911359.2011.647480

National Academy of Sciences (2013). Interprofessional education for collaboration:

learning how to improve health from interprofessional models across the continuum of

education to practice. Retrieved from

http://www.nap.edu/catalog.php?record_id=13486

World Health Organization (2010). Framework for action on interprofessional education

and collaborative practice. Retrieved from

http://www.who.int/hrh/resources/framework_action/en/index.html