Specialized Field Work for International Health Education Students: A Survey of Need Prepared by Joyce W. Hopp, RN, MPH, PhD
‘
A survey to determine the status of, and need for, specialized field work experience for international students studying health education in US colleges and universities was initiated as a result of questions raised by members of the Committee on International Health Programs at the 1976 convention of the American School Health Association. Concern was expressed that it was often difficult for faculty and field work supervisors to find experiences that would be helpful to international students upon their return to their own countries. Extensive adaptation of experiences to the students’ own situations is often necessary, and sometimes the experiences here are unusable in other countries. Language and transportation problems only increase the difficulty of adequate field placement. The purpose of the study was to explore the existing situations in the nearly 200 colleges and universities offering undergraduate and graduate degrees in health education. If field work was offered or required for the degree, to what extent was it applicable to students from other countries? Did they have students from other countries studying health education? If the schools felt they had adequate field work experience for international students, did they have expertise or field work experience to share with other schools needing it? And, were they interested in exploring new field work opportunities for international students?
Findings A questionnaire was sent to each of the colleges or universities listed in Health Education (Nov/Dec 1976,pp27-33) offering specialization in graduate or undergraduate professional preparation in health education. Ninety-one of the 196 schools responded (47%). Of these respondents, 67% did have international students studying health education, although nearly half of that number had only a few such students. Eighty percent of the schools required field work for the degree offered, whether undergraduate or graduate, but of that number 19% offered field work only in the form of student teaching rather than community experience. Fifty-four percent reported they had no need for field work experiences for international students, but 36% indicated they needed more field work placement, or were interested in learning more about it. Ten percent indicated they had what they considered to be good field work placement, and many offered to share placement or expertise in planning such field work. Four percent requested written guidelines for such field work. OCTOBER 1977
Discussian It was evident from remarks made in response to the questions that the survey had raised the level of interest in the subject of placement of international students for field work. Many indicated they had difficulties in placing the few international students who had come to their schools. One pointed out that undoubtedly the more international students they had, the more problems they would encounter. Several faculty questioned the adequacy of their regular field work appointments to meet the needs of such students. A recurring comment was, “It just does not make sense to place a student in a traditional North American community health education field experience when he will be working in a totally different cultural setting. ” Some went further, to question the basic moral question of bringing students to this country for this type of education. Several offered suggestions for improving the quality of field work offered to international students. The suggestions were: (1) consider field experiences in the home country of the student with the student returning home for a quarter or semester of field work prior to graduation (coincidentally helping to solve the problem of the “brain drain” in that country by encouraging international students to return to their home countries!); (2) provide placement within local agencies, such as migrant worker agencies, offering crosscultural experiences; (3) provide cross-cultural experiences on Indian reservations or in nearby countries (Canada, Mexico); and (4) place students in rural, underdeveloped areas such as areas of the midwest and Appalachia. Schools in certain parts of the country felt confident that their areas offered cross-cultural or similar experiences to that of the developing countries. Several institutions in New York mentioned this, as did those in Kentucky, Tennessee, North Carolina, New Mexico, Arizona, Arkansas, and Nebraska. California and New York City schools mentioned the availability of working with Spanish-speaking populations; one California state university mentioned a Filipino-American community’s availability. Some schools faced the problem of international students for the first time. Eastern Kentucky University has 11 Saudi Arabian students this year, compared with 1 student from Ethiopia in the previous five years. Ian Newman, Chairman of the Department of Health Education at the University of Nebraska, underlines the need for a preceptor experienced in international health: THE JOURNAL OF SCHOOL HEALTH
481
One of my main concerns is that while any experience in the health educational process, particularly a field work experience, may not have direct applicability to a student’s home country, it is important that the principles learned or experienced in that field work be translated into terms and concepts meaningful to the student when he does return to his own home country. Often times the cultural overlay which marks the greatest differences between people conceals the underlying common principles which students must learn if they are to benefit from any education. The critical point in the educational process, in my mind, is not the nature of the field work experience but the opportunity to work with the preceptor who has had international experience and who understands the difficulties in translating learnings from one culture to another and also who understands the communication difficulties that any foreigner (English speaking or other) faces when working in a setting other than his own. the only way we can overcome cultural obstacles is to put them with preceptors or teachers who understand, from fairly long term experiences, the difficulties Such intercultural exchange programs create. The types of problems I am referring to are not the superficial day to day problems but the long term adjustmentslinterpretiveproblems associated with adjusting to a new setting. (written communication, January 25, 1977)
College of Health, Physical Education C Recreation University of Oregon Eugene, Oregon 97403 Attn: Warren E. Smith
Others, in responding to the questionnaite, also spoke to this point, indicating the need for faculty who themselves had long-term international experience. Schools volunteering assistance or advice in placement of international students were: School of Public Health University of California, Los Angeles 90024 Attn: Ruth Richards Dept. of Health Education University of Nebraska Lincoln, Nebraska 68588 Attn: Ian Newman College of Education University of Arkansas Fayetteville, Arkansas 72701 Attn: Rick Guyton
School of Health Loma Linda University Loma Linda, California 92354 Attn: Harold Googe
..
Teachers College Columbia University New York 10027 Attn: James L. Malfetti Herbert H. Lehman College City University of New York Bedford Park Blvd West Bronx, New York 10468 Attn: Nicholas Galli
THE JOURNAL OF SCHOOL HEALTH
Central Michigan University Mount Pleasant, Michigan 48859 Attn: Loren Bensley Dept. of Health, Physical Education & Recreation University of New Mexico Albuquerque, New Mexico 9713 1 Attn: Donald McAfee School of Allied Health & Social Professions East Carolina University Greenville, North Carolina 27834 Attn: Donald Dancy
Conclusions and Recommendations It seemed apparent from the survey that considerable interest exists in providing specialized field work for international health education stddents studying in US colleges and universities. Although not all schools yet face the problems posed by international students, with the increasing number of students in this category, there will be a greater need for special attention to their needs. Respondents indicated a willingness to share their expertise and information regarding field placement opportunities. They also requested information on the results of the survey, and in particular, a set of guidelines in arranging for such field work placement. Such guidelines may well prove to be a part of a larger set outlining the responsibilities of any school accepting students from other countries for study in health education. These recommendations will be considered by the Committee on International Health Programs at its next session in Atlanta, October 13-16. Readers wishing to contribute, or requesting further information, may write to: Dr. Loren Bensley, Chairman, Committee on International Health Programs, Central Michigan University, Mt. Pleasant, Michigan 48859.
OCTOBER 1977
‘
A survey to determine the status of, and need for, specialized field work experience for international students studying health education in US colleges and universities was initiated as a result of questions raised by members of the Committee on International Health Programs at the 1976 convention of the American School Health Association. Concern was expressed that it was often difficult for faculty and field work supervisors to find experiences that would be helpful to international students upon their return to their own countries. Extensive adaptation of experiences to the students’ own situations is often necessary, and sometimes the experiences here are unusable in other countries. Language and transportation problems only increase the difficulty of adequate field placement. The purpose of the study was to explore the existing situations in the nearly 200 colleges and universities offering undergraduate and graduate degrees in health education. If field work was offered or required for the degree, to what extent was it applicable to students from other countries? Did they have students from other countries studying health education? If the schools felt they had adequate field work experience for international students, did they have expertise or field work experience to share with other schools needing it? And, were they interested in exploring new field work opportunities for international students?
Findings A questionnaire was sent to each of the colleges or universities listed in Health Education (Nov/Dec 1976,pp27-33) offering specialization in graduate or undergraduate professional preparation in health education. Ninety-one of the 196 schools responded (47%). Of these respondents, 67% did have international students studying health education, although nearly half of that number had only a few such students. Eighty percent of the schools required field work for the degree offered, whether undergraduate or graduate, but of that number 19% offered field work only in the form of student teaching rather than community experience. Fifty-four percent reported they had no need for field work experiences for international students, but 36% indicated they needed more field work placement, or were interested in learning more about it. Ten percent indicated they had what they considered to be good field work placement, and many offered to share placement or expertise in planning such field work. Four percent requested written guidelines for such field work. OCTOBER 1977
Discussian It was evident from remarks made in response to the questions that the survey had raised the level of interest in the subject of placement of international students for field work. Many indicated they had difficulties in placing the few international students who had come to their schools. One pointed out that undoubtedly the more international students they had, the more problems they would encounter. Several faculty questioned the adequacy of their regular field work appointments to meet the needs of such students. A recurring comment was, “It just does not make sense to place a student in a traditional North American community health education field experience when he will be working in a totally different cultural setting. ” Some went further, to question the basic moral question of bringing students to this country for this type of education. Several offered suggestions for improving the quality of field work offered to international students. The suggestions were: (1) consider field experiences in the home country of the student with the student returning home for a quarter or semester of field work prior to graduation (coincidentally helping to solve the problem of the “brain drain” in that country by encouraging international students to return to their home countries!); (2) provide placement within local agencies, such as migrant worker agencies, offering crosscultural experiences; (3) provide cross-cultural experiences on Indian reservations or in nearby countries (Canada, Mexico); and (4) place students in rural, underdeveloped areas such as areas of the midwest and Appalachia. Schools in certain parts of the country felt confident that their areas offered cross-cultural or similar experiences to that of the developing countries. Several institutions in New York mentioned this, as did those in Kentucky, Tennessee, North Carolina, New Mexico, Arizona, Arkansas, and Nebraska. California and New York City schools mentioned the availability of working with Spanish-speaking populations; one California state university mentioned a Filipino-American community’s availability. Some schools faced the problem of international students for the first time. Eastern Kentucky University has 11 Saudi Arabian students this year, compared with 1 student from Ethiopia in the previous five years. Ian Newman, Chairman of the Department of Health Education at the University of Nebraska, underlines the need for a preceptor experienced in international health: THE JOURNAL OF SCHOOL HEALTH
481
One of my main concerns is that while any experience in the health educational process, particularly a field work experience, may not have direct applicability to a student’s home country, it is important that the principles learned or experienced in that field work be translated into terms and concepts meaningful to the student when he does return to his own home country. Often times the cultural overlay which marks the greatest differences between people conceals the underlying common principles which students must learn if they are to benefit from any education. The critical point in the educational process, in my mind, is not the nature of the field work experience but the opportunity to work with the preceptor who has had international experience and who understands the difficulties in translating learnings from one culture to another and also who understands the communication difficulties that any foreigner (English speaking or other) faces when working in a setting other than his own. the only way we can overcome cultural obstacles is to put them with preceptors or teachers who understand, from fairly long term experiences, the difficulties Such intercultural exchange programs create. The types of problems I am referring to are not the superficial day to day problems but the long term adjustmentslinterpretiveproblems associated with adjusting to a new setting. (written communication, January 25, 1977)
College of Health, Physical Education C Recreation University of Oregon Eugene, Oregon 97403 Attn: Warren E. Smith
Others, in responding to the questionnaite, also spoke to this point, indicating the need for faculty who themselves had long-term international experience. Schools volunteering assistance or advice in placement of international students were: School of Public Health University of California, Los Angeles 90024 Attn: Ruth Richards Dept. of Health Education University of Nebraska Lincoln, Nebraska 68588 Attn: Ian Newman College of Education University of Arkansas Fayetteville, Arkansas 72701 Attn: Rick Guyton
School of Health Loma Linda University Loma Linda, California 92354 Attn: Harold Googe
..
Teachers College Columbia University New York 10027 Attn: James L. Malfetti Herbert H. Lehman College City University of New York Bedford Park Blvd West Bronx, New York 10468 Attn: Nicholas Galli
THE JOURNAL OF SCHOOL HEALTH
Central Michigan University Mount Pleasant, Michigan 48859 Attn: Loren Bensley Dept. of Health, Physical Education & Recreation University of New Mexico Albuquerque, New Mexico 9713 1 Attn: Donald McAfee School of Allied Health & Social Professions East Carolina University Greenville, North Carolina 27834 Attn: Donald Dancy
Conclusions and Recommendations It seemed apparent from the survey that considerable interest exists in providing specialized field work for international health education stddents studying in US colleges and universities. Although not all schools yet face the problems posed by international students, with the increasing number of students in this category, there will be a greater need for special attention to their needs. Respondents indicated a willingness to share their expertise and information regarding field placement opportunities. They also requested information on the results of the survey, and in particular, a set of guidelines in arranging for such field work placement. Such guidelines may well prove to be a part of a larger set outlining the responsibilities of any school accepting students from other countries for study in health education. These recommendations will be considered by the Committee on International Health Programs at its next session in Atlanta, October 13-16. Readers wishing to contribute, or requesting further information, may write to: Dr. Loren Bensley, Chairman, Committee on International Health Programs, Central Michigan University, Mt. Pleasant, Michigan 48859.
OCTOBER 1977
