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  1. Arunasalam ND, Burton R
    Nurse Educ Today, 2018 Oct;69:165-171.
    PMID: 30092544 DOI: 10.1016/j.nedt.2018.07.011
    BACKGROUND: In recent years, many ASEAN countries, including Malaysia have embraced Transnational Higher Education (TNHE) post-registration top-up nursing degree programmes. These are bridging programmes that allow registered nurses to upgrade their diploma qualifications to a degree level.

    PURPOSE: To investigate the teaching and learning experiences of Malaysian nurses on Transnational Higher Education post-registration top-up degree programmes in Malaysia.

    DESIGN: Hermeneutic phenomenology and the ethnographic principle of cultural interpretation were used to explore the views of eighteen Malaysian nurses from two UK and one Australian TNHE universities (determined by convenience and snowball sampling methods) to ensure data saturation. Semi-structured interviews were conducted in English and Bahasa Malaysia (Malaysian language) to enable nurses' voices to define, describe and evaluate their TNHE classroom experiences.

    DATA ANALYSIS: Data were analysed using thematic analysis.

    FINDINGS: The nurses' experiences within the short one or 2 weeks TNHE intercultural teaching and learning environment identified four categories: language and teaching and learning issues; TNHE degree requirements, guidance and support; shock and coping strategies and acclimatisation. They suggest there was a conflict between the assumptions and expectations of the TNHE 'flying faculty' and nurses' about the programme of study. There were also mismatches between Western and Malaysian pedagogical preferences, guidance and support, and professional values.

    IMPLICATIONS FOR EDUCATION/PRACTICE: There is a need for TNHE 'flying faculty' to internationalise the theoretical knowledge to reduce cultural incongruities and dissimilarities. Cultural immersion will stimulate intercultural views and knowledge to equip nurses for promotional and/or global opportunities whilst enabling the 'flying faculty' to create new learning environments. The research provides insights to inform TNHE provider institutions to improve teaching and learning to enable nurses to make the theory-practice connection.

    Matched MeSH terms: Transcultural Nursing/education*
  2. Tomlinson A
    Nurs Times, 1993 Sep;89(35):40-1.
    PMID: 8139959
    Matched MeSH terms: Transcultural Nursing
  3. Chang KH
    Contemp Nurse, 2010 8 10;34(2):134-5.
    PMID: 20690223
    Matched MeSH terms: Transcultural Nursing/organization & administration*
  4. Musa AS
    J Transcult Nurs, 2016 Mar;27(2):117-25.
    PMID: 24867886 DOI: 10.1177/1043659614537305
    This study reported the differences in factor structure of the Spiritual Well-Being Scale (SWBS) among Jordanian Arab and Malaysian Muslim participants and further examined its validity and reliability. A convenience sample of 553 Jordanian Arab and 183 Malaysian Malay Muslim university students was recruited from governmental universities in northern Jordan. The findings of this study revealed that this scale consists of two factors for the Jordanian Arab group, representing the "Religious Well-Being" and the "Existential Well-Being" subscales, and consists of three factors for the Malaysian group, representing the "Affiliation/Meaning and Purpose," "Positive Existential Well-Being/God Caring and Love," and "Alienation/Despair" subscales. In conclusion, the factor structure of the SWBS for both groups in this study was psychometrically sound with evidence of acceptable to good validity and reliability. Furthermore, this study supported the multidimensional nature of the SWBS and the earlier notion that ethnicity shapes responses to this scale.
    Matched MeSH terms: Transcultural Nursing
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