Undergraduate nursing and allied health (NAH) students must integrate diverse cultural learning into their education to become effective global citizens. International Service-Learning (ISL) pedagogy is an effective approach for achieving this goal. Participating students in critical ISL programs have demonstrated an increased awareness of their own cultural beliefs and enhanced ability to interact with diverse populations in healthcare settings. The purpose of this manuscript is to discuss the theoretical foundations employed, outline student learning outcomes, and describe various elements of an ISL program for American students as they prepare and travel to Cambodia. In this context, student learning objectives and service activities were based upon critical service-learning pedagogy and the Theory of Cultural Humility. Curriculum and learning outcomes were structured around cultural reflection and learning, critical classroom curricula, community partnerships, and interprofessional service opportunities. In conclusion, detailed descriptions of curricula, pedagogy, and outcomes assessment are needed to increase the depth and breadth of research on ISL programs.
Yerges et al. (Mon,) studied this question.
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