Table 2.
Placement of individual themes into overarching domains
| Study | No. of themes | Cognitive | Affective | Perceptual | Cultural dissonance | Skills/engagement |
|---|---|---|---|---|---|---|
| Choi et al. [13] (2015) | 5 | Commitment to change | Appreciation of life | Meaning of being an American, socio-political awareness | Engagement with South Africans and their local communities | |
| Crowe et al. [17] (2016) | 4 | Mind, body, spirit connection, increased openness | Challenges of integrating traditional and western medicine | Natural remedies | ||
| Goodman [14] (2016) | 9 | Connection with: community, others, the future | Connection with: self and internal peace, nursing | Connection with: environment | Connection with: one’s own comfort level | Connection with: local partners, underserved communities |
| Hipolito-Delgado et al. [9] (2011) | 3 | Increased knowledge | Increased awareness | Increased skills | ||
| Ishii et al. [8] (2009) | 5 | Cognitive reactions | Affective reactions, empathy | Perceptual reactions | Cultural dissonance | |
| Peiying et al. [12] (2012) | 5 | Cultural immersion and development | Recognizing and appreciating differences | Increased vigilance and adaptation, uncertainty and anticipation, grappling with supremacy | ||
| Prosek and Michel [16] (2016) | 3 | Global connection | Cultural self-awareness, witnessing peer growth | |||
| Shannonhouse et al. [15] (2015) | 9 | Encouragers/ barriers | Personal characteristics, emotional reaction, relational connections | Past experiences, awareness | Coping, communications | Personal and professional changes |
| Smith-Augustine et al. [11] (2014) | 4 | Cultural pride and appreciation | Discrimination and prejudice, cultural sensitivity, self-awareness | |||
| Themes within domain | 9 | 9 | 15 | 8 | 6 |
Cognitive: learning related to conscious intellectual activities such as thinking, reasoning, or knowledge acquisition. Affective: learning involving feelings or emotions. Perceptual: learning that influenced the participant’s awareness of his or her surroundings through senses and/or spirituality. Cultural dissonance: lack of agreement with the culture in which the participant was immersed. Skills/engagement: engagement with a culturally different native population and/or skills gained.