Akademik Veri Yönetim Sistemi
2. Uluslararası Hemşirelik Eğitiminin Geleceği Kongresi, Ankara, Türkiye, 17 - 19 Eylül 2025, ss.1-2, (Özet Bildiri)
Background and Aim: The increasing global mobility of students has made health education programs more dynamic and multidimensional in terms of cultural diversity. International nursing students experience not only technical skill acquisition during preclinical laboratory practice but also engage in learning within a foreign language and cultural context. This study aims to explore the experiences of international nursing students in psychomotor skills education within the laboratory setting.
Materials and Methods: This study was conducted using a qualitative descriptive design. The participants consisted of 20 international undergraduate nursing students, selected through maximum variation sampling to capture diverse dimensions of psychomotor learning experiences. Data were collected via semi-structured, in-depth individual interviews. The data were analyzed thematically using MAXQDA Analytics Pro 24 software. The analysis process incorporated both conceptually informed categories based on the research questions and inductively derived themes from participant narratives. The coding process was guided by Mezirow’s Transformative Learning Theory and Kolb’s Experiential Learning Model. During the analysis, the theoretical stages provided by these models were used to identify intersections between emergent themes and conceptual components. Ethical approval from the relevant university ethics committee and institutional permission were obtained prior to data collection.
Results: Thematic analysis revealed four main themes: (1) Cognitive and emotional transformation, (2) Facilitators of learning, (3) Barriers to learning, and (4) Psychomotor learning pathways. Students described experiences such as professional identity development, growing self-confidence, visual material support, and learning by doing. These findings are in line with both transformative and experiential learning processes. Language limitations, cultural differences, and performance anxiety were major learning barriers.
Conclusion: Psychomotor skill learning among international nursing students involves not only technical training but also layered processes such as identity development, cognitive restructuring, and emotional adaptation. Culturally responsive, visually enriched, and individually supported instructional strategies are strongly recommended in laboratory education.