Abstract
Nursing education in Haiti is in transition. This article describes the teaching/learning experiences of participants in a nursing educational project in Haiti. The project was guided by an integrative framework of the educational collaborative model, constructivism and situated learning theory. Reflections on the experiences lead to the realization of these four lessons: (a) the service provided must supplement, not negate the values and strengths of the host community; (b) it is important to provide sustainable service; (c) methods used by international educators must be respectful and relevant; and (d) international educators must be willing to engage in the identification and application of new and different strategies. This resulted in a paradigm shift which highlighted teaching as a mode of service delivery. The experience revealed service as the mutual giving and receiving of resources and expertise.
Keywords
integrative model, paradigm shift, teaching learning, international, Haiti
DOI
10.5038/2577-509X.3.1.1034
Recommended Citation
Mason, P., & James-Burga, J. C. (2019). Framework for collaborative teaching: Strengths and challenges for a different service paradigm in Haiti. Journal of Global Education and Research, 3(1), 1-9. https://www.doi.org/10.5038/2577-509X.3.1.1034
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
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Adult and Continuing Education Commons, Curriculum and Instruction Commons, Educational Methods Commons, Nursing Commons
