Co-designing an International Nursing Course on Workplace Violence in Ethiopia, Sweden, and Tanzania
A Collective Autoethnography
Bibliographic Data
| ID | 15736699 |
|---|---|
| Authors | Martin Salzmann-Erikson (0000-0002-2610-8998, University of Gävle, corresponding author), Elisabet Eriksson (0000-0002-6869-6863, University of Gävle), Tilahun Saol Tura (0000-0001-6540-7467, Wolaita Sodo University), Tumbwene E Mwansisya (0000-0002-4659-0873, Aga Khan University), Loveluck Mwasha (0000-0003-1231-6224, Aga Khan University), Malin Jordal (0000-0002-8349-918X, University of Gävle) |
| Year | 2025 |
| Volume | 12 |
| Pages | 23333936251393222-23333936251393222 |
| Publication date | 2025-11-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Global Qualitative Nursing Research (JOURNAL) |
| Journal identifiers | ISSN: 2333-3936 • E-ISSN: 2333-3936 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/23333936251393222 |
| PMID | 41245072 |
| OpenAlex | W4416213998 |
| Language | EN |
| References cited | 43 |
This study explores whether and how the co-creation of an international university course on workplace violence served as a site of transformative learning for us as nursing educators across Sweden, Ethiopia, and Tanzania. Using collaborative autoethnography, our team of six faculty members critically reflected on pedagogical assumptions, educator identities, and experiences of cross-cultural collaboration. The data comprised written reflections, meeting transcripts, and observational notes. Through this process, our pedagogical approaches and professional identities were reshaped, shifting from content deliverers to reflective co-learners within the cross-cultural partnership. Our analysis highlights the interplay of cultural negotiation, logistical frictions, and unspoken yet influential power dynamics that shaped the collaboration. These pedagogical transformations extended beyond the course itself, contributing to curricular innovations at our home institutions. By offering thick, reflexive descriptions of educator learning, the study proposes a nuanced model for equitable knowledge co-production, showing that the relational and institutional work of partnership is as critical as the pedagogical content itself
Autoethnography · Ethnography · General partnership · Power (physics · Professional development · Reflexivity · Transformative learning · Work (physics · Cultural Competency in Health Care · Nursing education and management · Workplace Violence and Bullying
Interpretive Autoethnography
The Psychology of Literacy
Prevalence of workplace violence against healthcare workers
Prevalence of workplace violence against health care workers in hospital and pre-hospital settings
Post Qualitative Inquiry, the Refusal of Method, and the Risk of the New
The Whole Culture of Nursing Needs to Change”
Good Autoethnography
Teacher educators' collective professional agency and identity – Transforming marginality to strength
Uncovering power asymmetries in North-South research collaborations – An example from sustainability research in Tanzania
Having Hard Conversations About Racism Within Nursing Education
Autoethnography
Doing Duoethnography
Toward a Moderate Autoethnography
Why Post Qualitative Inquiry
Ethics in Autoethnography and Collaborative Autoethnography
Qualitative Data Analysis After Coding
Performing Autoethnography
| Citation velocity | historical |
|---|---|
| Highly cited | No |