TransfOrming Transnational intErcultural sensitivity for Midwifery students through an inclusive mobility model: A mixed-method evaluation of the TOTEMM project

Borrelli, Sara; Konstantinidis, Stathis; Fumagalli, Simona; Kärema, Annely; Mets-Oja, Silja; Nespoli, Antonella; Sands, Gina; Smit, Anne-Marike; van Oost, Maria A; Walker, Louise; Spiby, Helen

Abstract

Background: Contemporary midwifery curricula require that student midwives have insight and understanding of global health practice and intercultural sensitivity. The current mobility model excludes large numbers of students from engaging in transnational learning. Objectives: 1) to evaluate midwifery students' experiences of blended mobility; 2) to investigate if the combination of virtual and physical mobility activities supported development of intercultural sensitivity and soft skills. Design: Multi-centre mixed-methods study. Settings: Four European Higher Education Institutions located in England, Italy, Estonia and The Netherlands. Participants: Sixty-four midwifery students studying in one of the four partner institutions selected as study sites and who participated in the TOTEMM blended mobility scheme took part in the evaluation. Methods: Data were collected through two online surveys, face-to-face focus groups and learning analytics. Descriptive summary statistical analysis of survey data was undertaken. Focus group discussions were subjected to thematic analysis. Findings from the quantitative survey and qualitative focus groups were merged using a convergent mixed methods approach. Learning Analytics were interpreted as complementary to the above components, to further triangulate the findings. Results: Both virtual and physical components were evaluated positively by students, with high engagement confirmed by learning analytics. A statistically significant increase in the mean of the Total Intercultural Sensitivity Scale score was seen between the pre- and post-mobility surveys, indicating participation in the TOTEMM mobility model was associated with enhanced intercultural sensitivity. Positive effects on confidence, open-mindedness, empathy, interaction and non-judgment were shared by participants. Conclusions: TOTEMM is an innovative inclusive approach to enable a diverse student group to benefit from transnational learning, including the development of intercultural sensitivity. The TOTEMM blended mobility model has potential for integration into future midwifery curricula and programmes in the four partner settings involved in TOTEMM and utility for the wider European context.

Citation

Borrelli, S., Konstantinidis, S., Fumagalli, S., Kärema, A., Mets-Oja, S., Nespoli, A., …Spiby, H. (2024). TransfOrming Transnational intErcultural sensitivity for Midwifery students through an inclusive mobility model: A mixed-method evaluation of the TOTEMM project. Nurse Education Today, 138, Article 106186. https://doi.org/10.1016/j.nedt.2024.106186

• Journal Article Type: Article
• Acceptance Date: Mar 24, 2024
• Online Publication Date: Mar 28, 2024
• Publication Date: 2024-07
• Deposit Date: Apr 8, 2024
• Publicly Available Date: Apr 10, 2024
• Journal: Nurse Education Today
• Print ISSN: 0260-6917
• Electronic ISSN: 1532-2793
• Publisher: Elsevier
• Peer Reviewed: Peer Reviewed
• Volume: 138
• Article Number: 106186
• DOI: https://doi.org/10.1016/j.nedt.2024.106186
• Keywords: Intercultural sensitivity, Midwifery, E-learning, Erasmus, Physical mobility, Survey, Student mobility, Virtual mobility
• Public URL: https://nottingham-repository.worktribe.com/output/33294895
• Publisher URL: https://www.sciencedirect.com/science/article/pii/S0260691724000960?via%3Dihub
• Additional Information: This article is maintained by: Elsevier; Article Title: TransfOrming Transnational intErcultural sensitivity for Midwifery students through an inclusive mobility model: A mixed-method evaluation of the TOTEMM project; Journal Title: Nurse Education Today; CrossRef DOI link to publisher maintained version: https://doi.org/10.1016/j.nedt.2024.106186; Content Type: article; Copyright: © 2024 The Authors. Published by Elsevier Ltd.