The document evaluates the effectiveness of Skype as a tool to support nursing students on international placements and enhance internationalization of the nursing curriculum. An action research study was conducted with 22 student nurses undertaking placements abroad and communicating with peers and faculty via Skype. Thematic analysis of questionnaires and focus groups identified themes of operational issues, pastoral care, academic support, and cultural awareness development through the Skype interactions. The study found Skype can effectively provide communication, support, and cultural learning, but more work is needed to further develop cultural understanding among students. The authors recommend additional action research and guidance to optimize internationalization of the nursing curriculum using tools like Skype.

1. Evaluating the effectiveness of Skype as a tool for promoting internationalisation of the nursing curriculum Melanie Stephens and Dawn Hennefer School of Nursing & Midwifery University of Salford

2. The project focus was to gain an insight into the effectiveness of Skype as a medium for student support whilst on international placements and for use within action learning sets to enhance the international experience of the students/staff in the curriculum through virtual mobility Project aim

3. To evaluate the effectiveness of Skype as a medium of communication between students/staff within different countries To evaluate the effectiveness of Skype as a support mechanism for students/staff undertaking an international placement To explore the use of Skype as a tool to enhance the international experience of students/staff both physical and virtual Outcomes

4. Action learning was utilised to support the student on an international placement, alongside Skype (online synchronous tool) It was hoped that the use of this blended learning would help students meet the challenges of learning from experience and develop adaptive competence (Hager, 1998), keeping them on placement overseas instead of returning home (Simpson, 2000). Pedagogy

9. The narrative of the qualitative data was analysed thematically using Braun and Clarke’s (2006) 6 stage model of analysis: Becoming familiar with the data Creating initial codes Reflecting the participants words Searching for themes Reviewing themes Defining and naming themes and producing the report Thematic Analysis

10. Themes: Operational issues Pastoral care Academic support Cultural and personal awareness development. Thematic analysis

11. Operational issues: Training Ease of use Accessibility Usage Timing Netiquette Technological support Findings

12. Findings Pastoral: Face to Face Instructional immediacy Contact Support

13. Academic / Peer support: Assessment support Sharing of the experience Cultural awareness and development Other findings – action learning Findings

14. Discussion On reflection we should have considered evaluating the process using:- Salmon’s (2000) E -moderating Framework Laurillard’s (2000) Conversational Framework The Community of Inquiry Framework (Garrison et al, 2000)

15. Community of Inquiry Framework Operational Issues (Choy and Chi Ng, 2005, Pallof and Pratt, 2001, Volery and Lord, 2000). Pastoral Care / Academic and Peer support (Biggs, 2003, Hutchins, 2003, Sims, 2003, Ryan and Twimbell, 2000). Cultural Awareness ( Duffy et al, 2005) Curriculum development

16. Conclusion Skype therefore can be considered a useful medium of communication and support between staff and students in different countries, the added value is being able to see the face of the person who one is communicating with, providing extra non verbal communication signals to both recipients More work required to aid the development of cultural awareness and understanding of their peers.