title: A critical analysis of undergraduate students' cultural immersion experiences.
abstract: OBJECTIVE
  This paper is concerned with the impact of an international health promotion experience on the understanding of culture among university students. Such immersion experiences are often cited as a strategy to prepare nurses for culturally appropriate practice. We describe students' epistemic movements over time with respect to cultural perspectives prior to, during and after a field study in Malawi.
  
  
  METHODS
  Data were collected at three time points from students in undergraduate nursing (n = 14) and non-nursing (n = 8) programs at a Canadian university. Two essays narrating participants' understanding of culture were submitted by consenting class members. A subgroup of nine participants (four nursing students, five from other disciplines) completed a third narrative following a subsequent field study course in Malawi.
  
  
  METHODS
  Using narrative analysis, themes and structures in the participants' writing were identified and located within a constructivist or essentialist paradigm of cultural understanding.
  
  
  RESULTS
  Overwhelmingly, students' narratives were initially portrayed and informed by an essentialist understanding of culture. Later narratives demonstrated varying degrees of epistemic movement towards more constructivist viewpoints. Narratives that initially exhibited constructivist characteristics tended to display strengthened convictions in that paradigm.
  
  
  CONCLUSIONS
  We challenge the claim that an international immersion experience immediately transforms participants into cultural experts; our evidence suggests that students experienced existential growth, but their understanding of culture did not change as a result of their brief stay in a different cultural context. Cultural immersion is a phenomenon that requires more critical analysis and systematic investigation to determine how such experiences contribute to learning about culture among nursing students.
authors.affiliation: Faculty of Health Sciences, University of Lethbridge, Lethbridge, AB, Canada. harrjn@uleth.ca
authors.forename: J N
authors.initials: JN
authors.lastname: Harrowing
authors.forename: D M
authors.initials: DM
authors.lastname: Gregory
authors.forename: P S
authors.initials: PS
authors.lastname: O'Sullivan
authors.forename: B
authors.initials: B
authors.lastname: Lee
authors.forename: L
authors.initials: L
authors.lastname: Doolittle
mesh_terms: D002170:Canada; D018864:Cultural Diversity; D006293:Health Promotion; D038622:Internationality; D008295:Malawi; D013338:Students, Nursing / Q000523:psychology*; D014956:Writing