Enriching elective international placement through online narrative-based activity. The story so far

This research output was a poster presentation delivered at the 2017 QUB School of Nursing and Midwifery Annual Research Showcase, presenting an innovative approach to supporting student learning during elective international placements through online narrative-based pedagogic activity.

The poster reported on a project that used an online collaborative platform to enable nursing and midwifery students undertaking international placements to document, reflect on, and share their professional and personal experiences while abroad. The pedagogic approach was grounded in narrative pedagogy, critical reflection, and interpretive thinking, allowing students to move beyond competency checklists and engage more deeply with contextual, cultural, and ethical dimensions of practice.

The poster outlined how students used structured online journaling to record experiences in real time, receive formative feedback from academic staff, and later share selected narratives with peers. This enabled both experiential learning (learning through one’s own placement) and vicarious learning (learning through the experiences of others), enriching the overall cohort learning experience. Qualitative findings highlighted personal and professional growth, enhanced critical thinking, and improved student engagement.

This work directly supported multiple UN Sustainable Development Goals through its focus on preparing nursing and midwifery students for ethically informed practice in low-resource and global health contexts. By enabling students to critically reflect on health care delivery in settings affected by poverty, food insecurity, and structural inequality, the project contributed to SDG 3 (Good Health and Well-being), SDG 2 (Zero Hunger), and SDG 1 (No Poverty). The narrative-based, peer-shared reflections foregrounded issues of access, power, and equity in health systems, aligning strongly with SDG 10 (Reduced Inequalities). The collaborative, digitally mediated learning model fostered cross-border knowledge exchange and collective learning, supporting SDG 17 (Partnerships for the Goals), while the innovative use of online narrative pedagogy to enhance experiential and vicarious learning directly advanced SDG 4 (Quality Education). Collectively, the project demonstrated how digital educational interventions can ethically and effectively prepare healthcare professionals for practice in diverse and resource-constrained environments.