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Radhamony R, Cross WM, Townsin L, Banik B. Culturally and Linguistically Diverse Community Access and Utilisation of the Mental Health Service: An Explanation Using Andersen's Behavioural Model. Issues Ment Health Nurs 2024; 45:758-765. [PMID: 38954511 DOI: 10.1080/01612840.2024.2359602] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 07/04/2024]
Abstract
Andersen's Behavioural Model of Health Service Use (ABMHSU) is a multilevel model that helps understand the factors influencing health service access and utilisation. This framework is a widely used model for health service use in general, as well as in immigrant populations and vulnerable populations. ABMHSU, in this project, provided a framework to explain how the mental health nurses' cultural competence can influence the Victorian CALD community members' mental health care access and utilisation. A unique model of ABMHSU in the current multiple-method project provided a theoretical framework for examining the factors associated with people from the CALD community accessing mental health services in an Australian context to answer the research questions. The key findings of the research were discussed with reference to the extant literature and with triangulation of research results with the ABMHSU in the context of Victoria. The researchers argue that even though predisposing, enabling, and need factors are necessary to determine whether a person is selected for expert care for mental health issues, these factors alone are insufficient. Ongoing research is essential to ascertain the potential of mental health nurses' cultural competence education and cultural responsiveness in addressing the mental health service access and utilisation of the heterogeneous CALD communities. Additional research is advocated to identify the supplementary factors, as there is a dearth of research exploring the potential of ABMHSU worldwide.
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Affiliation(s)
- Reshmy Radhamony
- Institute of Health and Wellbeing, Federation University, Berwick, Victoria, Australia
| | - Wendy M Cross
- School of Health, Federation University, Ballarat, Australia
| | - Louise Townsin
- School of Health, Federation University, Ballarat, Australia
- Research Office, Torrens University, Adelaide, South Australia, Australia
| | - Biswajit Banik
- Institute of Health and Wellbeing, Federation University, Berwick, Victoria, Australia
- Manna Institute, Regional Australia Mental Health Research and Training Institute, University of New England, Armidale, New South Wales, Australia
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Compton-McBride S, Andrews A, Reed A. Seek to Understand: Cultural Humility in Undergraduate Nursing Students and Faculty. Nurs Educ Perspect 2024; 45:233-235. [PMID: 37824428 DOI: 10.1097/01.nep.0000000000001194] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2023]
Abstract
ABSTRACT There exists a critical knowledge deficit in undergraduate nursing students when caring for multiculturally diverse clients. A mixed-methods study was conducted with a sample of undergraduate nursing faculty and students. Foronda's Cultural Humility Scale was used, along with a survey about cultural experiences in undergraduate nursing education. The study found that to provide opportunities for psychologically safe conversations and simulated cultural encounters, concepts related to cultural humility should be considered when redesigning nursing curricula.
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Affiliation(s)
- Sheri Compton-McBride
- About the Authors Sheri Compton-McBride, DNP, RN; Angela Andrews, PhD, RN; and Amy Reed, PhD, RN, are faculty at Southern Illinois University Edwardsville School of Nursing, Edwardsville, Illinois. The authors acknowledge and express gratitude to Dr. Cynthia Foronda for her feedback and expertise and for allowing them to utilize her cultural humility tool. For more information, contact Dr. Compton-McBride at
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Mukhopadhyay B, Thambinathan V, Kinsella EA. Towards anti-racist futures: a scoping review exploring educational interventions that address systemic racism in post graduate medical education. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2024:10.1007/s10459-024-10343-1. [PMID: 38874647 DOI: 10.1007/s10459-024-10343-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2023] [Accepted: 05/19/2024] [Indexed: 06/15/2024]
Abstract
Since 2020, brought to the forefront by movements such as Black Lives Matter and Idle No More, it has been widely acknowledged that systemic racism contributes to racially differentiated health outcomes. Health professional educators have been called to address such disparities within healthcare, policy, and practice. To tackle structural racism within healthcare, one avenue that has emerged is the creation of medical education interventions within postgraduate residency medical programming. The objective of this scoping review is to examine the current literature on anti-racist educational interventions, that integrate a systemic or structural view of racism, within postgraduate medical education. Through the identification and analysis of 23 papers, this review identified three major components of interest across medical interventions, including (a) conceptualization, (b) pedagogical issues, and (c) outcomes & evaluation. There were overlapping points of discussion and analysis within each of these components. Conceptualization addressed how researchers conceptualized racism in different ways, the range of curricular content educators chose to challenge racism, and the absence of community's role in curricular development. Pedagogical issues addressed knowledge vs. skills-based teaching, and tensions between one-time workshops and integrative curriculum. Outcomes and evaluation highlighted self-reported Likert scales as dominant types of evaluation, self-evaluation in educational interventions, and misalignments between intervention outcomes and learning objectives. The findings are unique in their in-depth exploration of anti-racist medical interventions within postgraduate medical education programming, specifically in relation to efforts to address systemic and structural racism. The findings contribute a meaningful review of the current state of the field of medical education and generate new conversations about future possibilities for a broader anti-racist health professions curriculum.
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Affiliation(s)
- Baijayanta Mukhopadhyay
- Office of Social Accountability and Community Engagement, Faculty of Medicine and Health Sciences, Institute of Health Sciences Education, McGill University, Montreal, QC, Canada.
| | - Vivetha Thambinathan
- Institute of Health Sciences Education, Faculty of Medicine and Health Sciences, McGill University, Montreal, QC, Canada.
| | - Elizabeth Anne Kinsella
- Department of Equity, Ethics and Policy, Faculty of Medicine and Health Sciences, Institute of Health Sciences Education, McGill University, Montreal, QC, Canada
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Mara M, Zea A, Culler C, Lituri K, Henshaw M. A service-learning framework to address accreditation standards: Self-Assessment, communication skills, health literacy, and cultural competence. J Dent Educ 2024. [PMID: 38795322 DOI: 10.1002/jdd.13597] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2023] [Revised: 03/29/2024] [Accepted: 05/04/2024] [Indexed: 05/27/2024]
Abstract
OBJECTIVES Pre-doctoral dental programs must provide opportunities for students to become proficient in self-assessment, communication skills, health literacy, and cultural competence, essential for independent unsupervised practice. This study aimed to assess how student learning through a classroom education service-learning program addresses the Commission on Dental Accreditation (CODA) standards 2-11 and 2-17; specifically through the examination of self-assessment, communication skills, health literacy, and cultural competence. METHODS This 2022 retrospective mixed methods cohort study examined unstructured faculty comments on drafted lesson plans and structured evaluations of classroom education service-learning rehearsal sessions. A random sample of faculty comments from three academic years, 2018, 2019, and 2020, were deidentified and analyzed by five researchers for emerging themes using NVivo. Quantitative data from rehearsal presentations were analyzed with descriptive statistics to assess the concordance of self and faculty feedback on specific evaluation criteria. RESULTS Six major themes from faculty lesson plan feedback emerged: knowledge, professionalism, communication, presentation skills, cultural competence, and program logistics. Concordance between faculty feedback and student self-assessment ranged from 83% to 92.4% across all evaluation criteria over the 3 years: spoke clearly and confidently at the right pace, provided accurate dental terminology and facts, used grade-appropriate language, provided clear instructions to follow, appeared enthusiastic throughout the rehearsal presentation, and designed a well thought out lesson plan that will engage children for the entire presentation. CONCLUSION Findings support the classroom education service-learning program as a framework to provide opportunities for student self-assessment and feedback on communication skills, health literacy, and cultural competence aligned with CODA standards 2-11 and 2-17.
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Affiliation(s)
- Matthew Mara
- Assistant Professor of General Dentistry, Office of Global and Population Health, Boston University Henry M. Goldman School of Dental Medicine, Boston, Massachusetts, USA
| | - Ana Zea
- Clinical Associate Professor of General Dentistry, Office of Global and Population Health, Director of Community-based Education, Boston University Henry M. Goldman School of Dental Medicine, Boston, Massachusetts, USA
| | - Corinna Culler
- Clinical Associate Professor of Health Policy and Health Services Research, Office of Global and Population Health, Director of School-based Programs, Boston University Henry M. Goldman School of Dental Medicine, Boston, Massachusetts, USA
| | - Kathy Lituri
- Clinical Asssistant Professor of Health Policy and Health Services Research, Office of Global and Population Health, Director of Oral Health Promotion, Boston University Henry M. Goldman School of Dental Medicine, Boston, Massachusetts, USA
| | - Michelle Henshaw
- Assistant Professor of General Dentistry, Office of Global and Population Health, Boston University Henry M. Goldman School of Dental Medicine, Boston, Massachusetts, USA
- Professor of Health Policy and Health Services Research, Associate Dean of Global and Population Health, Boston Univeristy Henry M. Goldman School of Dental Medicine, Boston, Massachusetts, USA
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Sarvarizadeh M, Miri S, Darban F, Farokhzadian J. Innovative cultural care training: the impact of flipped classroom methods on critical cultural competencies in psychiatric nursing: a quasi-experimental study. BMC Nurs 2024; 23:340. [PMID: 38773590 PMCID: PMC11106930 DOI: 10.1186/s12912-024-02001-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2023] [Accepted: 05/08/2024] [Indexed: 05/24/2024] Open
Abstract
INTRODUCTION Healthcare systems are encountering a growing number of diverse and multicultural clients due to globalization and migration. To effectively address the challenges associated with cross-cultural interactions, nurses require a comprehensive framework of critical cultural competencies. One potential approach to enhancing these competencies in mental health care settings is to use innovative methods such as the flipped classroom in cultural care training programs. This study evaluated the effect of using the flipped classroom method in cultural care training on the critical cultural competencies of nurses working in a psychiatric hospital. METHODS This quasi-experimental study involved 70 nurses working in a psychiatric hospital affiliated with the Kerman University of Medical Sciences in southeastern Iran. Through random sampling, the nurses were allocated into two groups of intervention (n = 35) and control (n = 35). The intervention group participated in a cultural care training program using the flipped classroom method, which consisted of four sessions conducted over a four-week period. To evaluate the nurses' critical cultural competence, the Almutairi's Critical Cultural Competence Scale was administered before the training and again one month later. RESULTS The study findings indicated no significant differences in the scores of critical cultural competencies between the intervention group (4.53 ± 0.64) and the control group (4.73 ± 0.42) during the pre-test stage (t = 1.53, p = 0.13). Both groups had a similar perception of critical cultural competencies, which was not particularly positive. However, in the posttest stage, the intervention group (5.33 ± 0.49) demonstrated a significant increase in critical cultural competencies compared to the control group (4.75 ± 0.44) (t = 5.14, p = 0.001). CONCLUSION The study results indicated that the use of the flipped classroom method in the cultural care training program effectively enhanced the critical cultural competencies of nurses. Given the importance of cultural care in both physical and psychiatric care settings for multicultural clients, it is crucial for nurses to receive ongoing in-service education that utilizes innovative and active methods such as the flipped classroom.
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Affiliation(s)
- Mahdiyeh Sarvarizadeh
- Reproductive Health, Family and Population Research Center, Kerman University of Medical Sciences, Kerman, Iran
| | - Sakineh Miri
- Health in Disasters and Emergencies Research Center, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
| | - Fatemeh Darban
- Department of Nursing, School of Medicine, Iranshahr University of Medical Sciences, Iranshahr, Iran
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De-María B, Topa G, López-González MA. Cultural Competence Interventions in European Healthcare: A Scoping Review. Healthcare (Basel) 2024; 12:1040. [PMID: 38786450 PMCID: PMC11120989 DOI: 10.3390/healthcare12101040] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2024] [Revised: 05/08/2024] [Accepted: 05/13/2024] [Indexed: 05/25/2024] Open
Abstract
Europe is undergoing rapid social change and is distinguished by its cultural superdiversity. Healthcare is facing an increasing need for professionals to adapt to this environment. Thus, the promotion of cultural competence in healthcare has become a priority. However, the training being developed and their suitability for the European context are not well known. The aim of this qualitative study has been to map the scientific literature in order to comprehend the current state of research on this topic. For this purpose, we conducted a systematic scoping review of the empirical publications focused on cultural competence interventions for healthcare professionals in European countries. The search was conducted in eight thematic (PsycINFO, MedLine, and PubPsych) and multidisciplinary databases (Academic Search Ultimate, E-Journals, Scopus, ProQuest, and Web of Science) to identify relevant publications up to 2023. Results were presented qualitatively. Out of the initial 6506 records screened, a total of 63 publications were included. Although the interventions were implemented in 23 different European countries, cultural competence interventions have not been widely adopted in Europe. Significant heterogeneity was observed in the conception and operacionalización of cultural competence models and in the implementation of the interventions. The interventions have mostly aimed at improving healthcare for minority population groups and have focused on the racial and ethnic dimensions of the individual. Future research is needed to contribute to the conceptual development of cultural competence to design programs tailored to European superdiversity. This scoping review has been registered in OSF and is available for consultation.
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Affiliation(s)
- Berta De-María
- Department of Social and Organizational Psychology, Faculty of Psychology, Universidad Nacional de Educación a Distancia (UNED), 28040 Madrid, Spain; (B.D.-M.); (G.T.)
| | - Gabriela Topa
- Department of Social and Organizational Psychology, Faculty of Psychology, Universidad Nacional de Educación a Distancia (UNED), 28040 Madrid, Spain; (B.D.-M.); (G.T.)
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Kulju E, Jarva E, Oikarinen A, Hammarén M, Kanste O, Mikkonen K. Educational interventions and their effects on healthcare professionals' digital competence development: A systematic review. Int J Med Inform 2024; 185:105396. [PMID: 38503251 DOI: 10.1016/j.ijmedinf.2024.105396] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2023] [Revised: 02/09/2024] [Accepted: 02/24/2024] [Indexed: 03/21/2024]
Abstract
INTRODUCTION The digitalisation of healthcare requires that healthcare professionals are equipped with adequate digital competencies to be able to deliver high-quality healthcare. Continuing professional education is needed to ensure these competencies. OBJECTIVE This systematic review aimed to identify and describe the educational interventions that have been developed to improve various aspects of the digital competence of healthcare professionals and the effects of these interventions. METHODS A systematic literature review following the Joanna Briggs Institute's guidelines for Evidence Synthesis was conducted. Five electronic databases (CINAHL, PubMed, ProQuest, Scopus and Medic) up to November 2023 were searched for studies. Two researchers independently assessed the eligibility of the studies by title, abstract and full text and the methodological quality of the studies. Data tabulation and narrative synthesis analysis of study findings were performed. The PRISMA checklist guided the review process. RESULTS This review included 20 studies reporting heterogeneous educational interventions to develop the digital competence of healthcare professionals. The participants were mainly nurses and interventions were conducted in various healthcare settings. The length of the education varied from a 20-minute session to a six-month period. Education was offered through traditional contact teaching, using a blended-learning approach and through videoconference. Learning was enhanced through lectures, slide presentations, group work, case studies, discussions and practical exercises or simulations. Educational interventions achieved statistically significant results regarding participants' knowledge, skills, attitudes, perception of resources, self-efficacy or confidence and output quality. CONCLUSIONS The findings of this review suggest that digital competence education of nurses and allied health professionals would benefit from a multi-method approach. Training should provide knowledge as well as opportunities to interact with peers and instructors. Skills and confidence should be enhanced through practical training. Adequate organisational support, encouragement, and individual, needs-based guidance should be provided.
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Affiliation(s)
- E Kulju
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland.
| | - E Jarva
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland.
| | - A Oikarinen
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland.
| | - M Hammarén
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland.
| | - O Kanste
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland.
| | - K Mikkonen
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Medical Research Center Oulu, Wellbeing Services County of North Ostrobothnia, Oulu, Finland.
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Galan-Lominchar M, Roque IMS, Cazallas CDC, Mcalpin R, Fernández-Ayuso D, Ribeiro AS. Nursing students' internationalization: Virtual exchange and clinical simulation impact cultural intelligence. Nurs Outlook 2024; 72:102137. [PMID: 38340388 DOI: 10.1016/j.outlook.2024.102137] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2023] [Revised: 11/10/2023] [Accepted: 01/10/2024] [Indexed: 02/12/2024]
Abstract
BACKGROUND There is a need for globally competent nurses; however, some cannot train abroad. Internationalization at home strategies seek to teach intercultural and international competencies to all students, regardless of location. PURPOSE This study evaluated the impact of a virtual exchange and clinical simulation program on nursing students' cultural intelligence. METHODS The Global Nursing Care (GNC) program was designed to improve nursing students' global competencies, particularly cultural intelligence. It was implemented in two universities in Spain and the USA. A quasi-experimental, analytic, and longitudinal study involved 261 nursing students, 57 from the GNC program and 204 in the control group. Sociodemographic data were collected, and the Cultural Intelligence Scale was used to measure cultural intelligence. DISCUSSION All cultural intelligence dimensions were augmented following program participation. Moreover, students who participated in the program presented higher cultural intelligence than the control group. CONCLUSION The results suggest that program participation was associated with a statistically significant gain in nursing students' cultural intelligence.
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Affiliation(s)
- Maria Galan-Lominchar
- Comillas Pontifical University, Health Sciences Department. San Juan de Dios School of Nursing and Physical Therapy, Madrid, Spain; San Juan de Dios Foundation, Madrid, Spain.
| | | | | | - Rochelle Mcalpin
- West Coast University, BSN Nursing-Simulation Program, Irvine, CA
| | - David Fernández-Ayuso
- Comillas Pontifical University, Health Sciences Department. San Juan de Dios School of Nursing and Physical Therapy, Madrid, Spain; San Juan de Dios Foundation, Madrid, Spain
| | - Ana Sf Ribeiro
- Comillas Pontifical University, Health Sciences Department. San Juan de Dios School of Nursing and Physical Therapy, Madrid, Spain; San Juan de Dios Foundation, Madrid, Spain
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Cieślak I, Jaworski M, Panczyk M, Barzykowski K, Majda A, Theofanidis D, Gotlib-Małkowska J. Multicultural personality profiles and nursing student attitudes towards refugee healthcare workers: A national, multi-institutional cross-sectional study. NURSE EDUCATION TODAY 2024; 134:106094. [PMID: 38277758 DOI: 10.1016/j.nedt.2024.106094] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/20/2023] [Revised: 12/19/2023] [Accepted: 01/12/2024] [Indexed: 01/28/2024]
Abstract
BACKGROUND Multicultural organizations in the era of globalization require intercultural leadership skills. Healthcare, as a sector serving diverse populations, necessitates culturally sensitive staff. Intercultural nurse education should start in undergraduate education. A tailored approach is needed, especially in the context of Poland's refugee crisis. OBJECTIVE To investigate how a multicultural personality profile and specific intercultural perspectives affect the attitudes of nursing students towards Ukrainian refugee background healthcare professionals. DESIGN A nationwide cross-sectional multicentre online survey study was conducted. The questionnaire was distributed with the aid of the Lime Survey web platform. METHODS The study utilized a Polish version of the Multicultural Personality Questionnaire. The questionnaire also included demographics and questions assessing intercultural competence and attitudes towards refugee medical professionals. K-Means Cluster Analysis was used to classify different patterns of multicultural personality. P-value <0.05 was deemed to be statistically significant. PARTICIPANTS The study sample consisted of 1325 undergraduate nursing students from 39 nursing schools in Poland: 54.0% in first year, 28.7% in second year, and 17.3% in third year. Most respondents were female (N = 1229, 90%). RESULTS Using cluster analysis respondents were categorized into four groups based on their level of three analyzed multicultural personality traits: cultural empathy, social initiative, and open-mindedness (high, low, average or mixed level). Statistical analysis demonstrated that personality profiles significantly affected nursing students' attitudes towards refugee health professionals (p = 0.003). Additionally, students' willingness to engage in intercultural communication classes and their belief in the learnability of intercultural competence also impacted their attitudes (p < 0.001 for both). Further analysis revealed correlations between personality profiles, belief in competency acquisition, and willingness to enhance competencies. CONCLUSION The design of intercultural competence education for undergraduate nursing students should be preceded by a mapping of the students' personality profile and a needs analysis in this regard, which may contribute to long-term effectiveness of such initiatives.
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Affiliation(s)
- Ilona Cieślak
- Department of Education and Research in Health Sciences, Medical University of Warsaw, Litewska 14/16 street, Warsaw 00-581, Poland.
| | - Mariusz Jaworski
- Department of Education and Research in Health Sciences, Medical University of Warsaw, Litewska 14/16 street, Warsaw 00-581, Poland
| | - Mariusz Panczyk
- Department of Education and Research in Health Sciences, Medical University of Warsaw, Litewska 14/16 street, Warsaw 00-581, Poland
| | - Krystian Barzykowski
- Institute of Psychology, Faculty of Philosophy, Jagiellonian University, Ingardena 6 street, 30-060 Kraków, Poland
| | - Anna Majda
- Laboratory of Theory and Fundamentals of Nursing, Institute of Nursing and Midwifery, Faculty of Health Sciences, Jagiellonian University Medical College, Kopernika 25 street, 31-501 Kraków, Poland
| | - Dimitros Theofanidis
- Department of Nursing, International Hellenic University, PO. Box 141, Sindos, 57400 Thessaloniki, Greece
| | - Joanna Gotlib-Małkowska
- Department of Education and Research in Health Sciences, Medical University of Warsaw, Litewska 14/16 street, Warsaw 00-581, Poland
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Paatela S, Pohjamies N, Kanste O, Haapa T, Oikarainen A, Kääriäinen M, Mikkonen K. Registered nurses' cultural orientation competence for culturally and linguistically diverse nurses in the hospital setting: A cross-sectional study. J Adv Nurs 2024; 80:707-720. [PMID: 37583124 DOI: 10.1111/jan.15829] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2022] [Revised: 06/29/2023] [Accepted: 07/31/2023] [Indexed: 08/17/2023]
Abstract
AIMS To explore registered nurses' cultural orientation competence profiles for providing culturally and linguistically diverse (CALD) nurses with orientation in the hospital setting, and to identify which factors are associated with cultural orientation competence profiles. DESIGN A descriptive, explorative cross-sectional study. METHODS Data were collected from December 2020 to January 2021 using the Preceptors' Orientation Competence Instrument (POCI) and Preceptors' Cultural Orientation Competence Instrument (POCCI). A total of 844 registered nurses from one university hospital district in Finland participated, reflecting a response rate of 10%. A K-means cluster algorithm was employed to identify different cultural orientation competence profiles. RESULTS The cluster analysis identified three cultural orientation competence profiles (A, B and C). Nurses in Profile A evaluated their cultural orientation competence the highest, with members of profiles B and C demonstrating the second highest and lowest, respectively, cultural orientation competence scores. Several factors were associated with cultural orientation competence profiles, namely, orientation education and student mentoring education, support from managers and colleagues, motivation, willingness to act as a preceptor, time to provide orientation, sufficient clinical and theoretical nursing skills and current work title. CONCLUSION Cultural diversity and acceptance of it can be enhanced by building accepting culture towards new incomers and offering continuing education to improve the cultural competence of staff, which can further benefit patient care of CALD patients. Orientation practices can be improved by rewarding staff and building collaborative teamwork culture. IMPLICATIONS FOR PROFESSION AND/OR PATIENT CARE Organizations can strengthen nurses' cultural orientation competence; for example, by providing adequate orientation education and allocating more time to the orientation process. REPORTING METHOD The STROBE criteria were used to report the results of the observations critically. PATIENT OR PUBLIC CONTRIBUTION No patient or public contribution.
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Affiliation(s)
- Satu Paatela
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
| | - Netta Pohjamies
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
- Department of Musculoskeletal and Plastic Surgery, University of Helsinki and Helsinki University Hospital, Helsinki, Finland
| | - Outi Kanste
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
| | - Toni Haapa
- Nursing Research Center, University of Helsinki and Helsinki University Hospital, Helsinki, Finland
| | - Ashlee Oikarainen
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
| | - Maria Kääriäinen
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
- Medical Research Center Oulu, University Hospital and University of Oulu, Oulu, Finland
| | - Kristina Mikkonen
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
- Medical Research Center Oulu, University Hospital and University of Oulu, Oulu, Finland
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Ang W, Verpooten L, De Winter B, Bombeke K. Diversity Awareness in Medical Education: An Innovative Training with Visual Reflection Tools. PERSPECTIVES ON MEDICAL EDUCATION 2023; 12:480-487. [PMID: 37929201 PMCID: PMC10624131 DOI: 10.5334/pme.1080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/17/2023] [Accepted: 10/09/2023] [Indexed: 11/07/2023]
Abstract
Dealing with a diverse population is one of the most challenging topics in medicine, with consequences for health disparities as evidenced by poorer health of marginalised groups. An urgent need exists to build a diversity-responsive curriculum in medical education. At the core of such a curriculum are experiential learning and a focus on self-awareness and reflexivity via small group trainings. This Show and Tell paper describes the development and qualitative evaluation of such a training, that was implemented at the University of Antwerp in Belgium, presenting answers to some of the gaps and challenges described in the literature. This training is guided by three visual reflection tools - the kaleidoscope, the iceberg and the communication compass - to inspire learners on how to deal with the diversity of their future patients. The content, method, and educational aim of this hands-on training are described. We discuss some of the challenges the educational methods pose on reflexivity and awareness, looking at the lessons learned based on participants' feedback. While the visual reflection tools offer a dynamic space to broaden the way we look at patients, it remains imperative to create a safe environment for discussing tensions, sharing difficult topics and being aware of different voices. Taking time (space for discussion, small groups, training of faculty) and allowing for continuous reflection of the educators are key in the development of diversity-responsive education.
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Affiliation(s)
- Winny Ang
- Child and adolescent psychiatrist, communication skills teacher and PhD student in the Department of Family Medicine and Population Health at the University of Antwerp, Wilrijk, Belgium
| | - Liesbeth Verpooten
- General practitioner and communication skills teacher in the Department of Family Medicine and Population Health at the University of Antwerp, Wilrijk, Belgium
| | - Benedicte De Winter
- Head of the skills lab, vice-dean faculty Medicine and Health Sciences, University of Antwerp, Wilrijk, Belgium
| | - Katrien Bombeke
- General practitioner and professor communication skills in the Department of Family Medicine and Population Health at the University of Antwerp, Wilrijk, Belgium
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Ličen S, Prosen M. The development of cultural competences in nursing students and their significance in shaping the future work environment: a pilot study. BMC MEDICAL EDUCATION 2023; 23:819. [PMID: 37915004 PMCID: PMC10621240 DOI: 10.1186/s12909-023-04800-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/17/2023] [Accepted: 10/22/2023] [Indexed: 11/03/2023]
Abstract
BACKGROUND Working in a culturally diverse environment entails a moral and professional responsibility to provide culturally competent care. This has been recognised as an important measure to reduce health inequalities, improve the quality of care and increase patient satisfaction. The aim of this study was to assess the level of cultural competence in nursing students a decade after the introduction of transcultural nursing content into the nursing curriculum in Slovenia. METHODS A descriptive cross-sectional design with 180 s-year nursing students as a convenience sample was used. Cultural competence was assessed using the Cultural Competence Assessment Tool (CCATool) via an online survey. IBM SPSS facilitated statistical analysis, using descriptive statistics and inferential methods, including the chi-square test. Non-parametric tests (Mann Whitney U, Kruskal-Wallis H and Wilcoxon signed-rank) were used for non-normally distributed data (Shapiro-Wilk test, p < 0.05). The significance was set at p ≤ 0.05. RESULTS The results indicate that students demonstrate a high level of cultural competence, although there is room for improvement in terms of cultural sensitivity, as determined by coding the CCATool. The results also show a remarkable contrast between their self-assessed scores and the objective scores obtained from CCATool coding of the statements in each subscale (p < 0.005). In addition, significant differences (p = 0.002) are found in subscale "Cultural Knowledge" particularly between students who have lived abroad for more than 6 months and those who have not. The latter group has a higher score in the CCATool, indicating greater cultural knowledge. CONCLUSIONS The study suggests that the presence of transcultural elements in the Slovenian nursing curriculum is associated with higher self-reported levels of cultural competence among nursing students, although the present research design does not allow for causal interpretations. This competence is of immense importance in preparing students for their future professional environment. However, it is crucial to further refine the nursing curriculum, especially through greater integration of transcultural content in all health disciplines. In addition, the introduction of innovative teaching and learning approaches can better prepare students to deal with the diverse cultural experiences they will encounter in their nursing careers.
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Affiliation(s)
- Sabina Ličen
- Department of Nursing, Faculty of Health Sciences, University of Primorska, Polje 42, 6310, Izola, Slovenia.
| | - Mirko Prosen
- Department of Nursing, Faculty of Health Sciences, University of Primorska, Polje 42, 6310, Izola, Slovenia
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Notarnicola I, Ivziku D, Tartaglini D, Filomeno L, Gualandi R, Ricci S, Lommi M, Porcelli B, Raffaele B, Montini G, Ferramosca FMP, Di Maria E, De Benedictis A, Baysal E, Latina R, Rocco G, Stievano A. Self-Perceived Clinical Competence of Nurses in Different Working Experiences: A Cross-Sectional Study. Healthcare (Basel) 2023; 11:2808. [PMID: 37957953 PMCID: PMC10648505 DOI: 10.3390/healthcare11212808] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2023] [Revised: 10/19/2023] [Accepted: 10/21/2023] [Indexed: 11/15/2023] Open
Abstract
BACKGROUND Competence is an essential concept for measuring nurses' performance in terms of effectiveness and quality. To this end, our analysis highlighted the process of acquiring competencies, their self-evaluation into clinical practice, and how their proficiency levels change throughout the nursing career. In detail, this research explored nurses' perceived level of competence and the factors that influence it in different contexts. METHODS A cross-sectional survey using a structured questionnaire to assess the nursing participants' perception of their competencies in different clinical settings was accomplished. RESULTS A descriptive and bivariate analysis was performed on 431 nurses. Most respondents assessed their level of competence to be higher than their roles required. The Kruskal-Wallis test confirmed that nursing experience was a relevant factor influencing nursing competencies. CONCLUSIONS We suggest improving the competence of practicing nurses, using experience as a measurable effect of their development.
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Affiliation(s)
- Ippolito Notarnicola
- Centre of Excellence for Nursing Scholarship, OPI of Rome, 00136 Rome, Italy; (G.R.); (A.S.)
- Department of Nursing, Catholic University “Our Lady of Good Counsel”, 1000 Tirana, Albania
| | - Dhurata Ivziku
- Department of Health Profession, Foundation Policlinic Universitario Campus Bio-Medico, 00128 Rome, Italy; (D.I.); (D.T.); (R.G.); (A.D.B.)
| | - Daniela Tartaglini
- Department of Health Profession, Foundation Policlinic Universitario Campus Bio-Medico, 00128 Rome, Italy; (D.I.); (D.T.); (R.G.); (A.D.B.)
| | - Lucia Filomeno
- Department of Biomedicine and Prevetion, University Tor Vergata, 00133 Rome, Italy; (L.F.); (F.M.P.F.)
| | - Raffaella Gualandi
- Department of Health Profession, Foundation Policlinic Universitario Campus Bio-Medico, 00128 Rome, Italy; (D.I.); (D.T.); (R.G.); (A.D.B.)
| | - Simona Ricci
- UOC Care to the Person, Local Health Authority Roma 2, 00159 Rome, Italy; (S.R.); (M.L.); (B.P.); (B.R.); (G.M.); (E.D.M.)
| | - Marzia Lommi
- UOC Care to the Person, Local Health Authority Roma 2, 00159 Rome, Italy; (S.R.); (M.L.); (B.P.); (B.R.); (G.M.); (E.D.M.)
| | - Barbara Porcelli
- UOC Care to the Person, Local Health Authority Roma 2, 00159 Rome, Italy; (S.R.); (M.L.); (B.P.); (B.R.); (G.M.); (E.D.M.)
| | - Barbara Raffaele
- UOC Care to the Person, Local Health Authority Roma 2, 00159 Rome, Italy; (S.R.); (M.L.); (B.P.); (B.R.); (G.M.); (E.D.M.)
| | - Graziella Montini
- UOC Care to the Person, Local Health Authority Roma 2, 00159 Rome, Italy; (S.R.); (M.L.); (B.P.); (B.R.); (G.M.); (E.D.M.)
| | | | - Erica Di Maria
- UOC Care to the Person, Local Health Authority Roma 2, 00159 Rome, Italy; (S.R.); (M.L.); (B.P.); (B.R.); (G.M.); (E.D.M.)
| | - Anna De Benedictis
- Department of Health Profession, Foundation Policlinic Universitario Campus Bio-Medico, 00128 Rome, Italy; (D.I.); (D.T.); (R.G.); (A.D.B.)
| | - Ebru Baysal
- Department of Fundamentals Nursing, Faculty of Health Sciences, Manisa Celal Bayar University, 45030 Manisa, Turkey;
| | - Roberto Latina
- Department of Health Promotion, Mother and Child Care, Internal Medicine and Medical Specialties, University of Palermo, 90128 Palermo, Italy;
| | - Gennaro Rocco
- Centre of Excellence for Nursing Scholarship, OPI of Rome, 00136 Rome, Italy; (G.R.); (A.S.)
- Department of Nursing, Catholic University “Our Lady of Good Counsel”, 1000 Tirana, Albania
| | - Alessandro Stievano
- Centre of Excellence for Nursing Scholarship, OPI of Rome, 00136 Rome, Italy; (G.R.); (A.S.)
- Department of Nursing, Catholic University “Our Lady of Good Counsel”, 1000 Tirana, Albania
- Department of Clinical and Experimental Medicine, University of Messina, 98100 Messina, Italy
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Vasli P, Hejazi S, AsadiParvar-Masouleh H. A concept analysis of cultural competence in nursing: A hybrid model approach. Int J Nurs Pract 2023. [PMID: 37795770 DOI: 10.1111/ijn.13209] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2022] [Revised: 08/01/2023] [Accepted: 09/14/2023] [Indexed: 10/06/2023]
Abstract
BACKGROUND Cultural competence is considered one of the criteria for high-quality nursing care. AIM This study aimed to analyse cultural competence in nursing. METHODS This study was performed using the hybrid concept analysis approach in three phases. In the theoretical phase, literature was reviewed by searching Persian and English language databases, and 94 articles were included. In the second or fieldwork phase, 11 semi-structured interviews were conducted with purposefully selected nurses. The results of both theoretical and fieldwork phases were analysed using conventional content analysis, and in the final analysis phase, the results of the previous phases were triangulated. RESULTS The attributes of cultural competence were obtained in the theoretical phase in six and the fieldwork phase in three categories. In the final phase, the categories obtained in both previous phases were triangulated: cultural competence in nursing is a continuous, developmental, flexible, extensive and complex process that is patient- and justice-oriented and emerges through learning and skills acquisition, including cultural knowledge, attitudes and practices. CONCLUSION Managers and planners of nursing education can use the results of this study to educate nursing students and nurses and evaluate outcomes as one of the criteria for quality care.
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Affiliation(s)
- Parvaneh Vasli
- Department of Community Health Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Sima Hejazi
- Department of Nursing, Bojnurd Faculty of Nursing, North Khorasan University of Medical Sciences, Bojnurd, Iran
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McCann J, Lau WM, Husband A, Todd A, Sile L, Doll AK, Varia S, Robinson‐Barella A. 'Creating a culturally competent pharmacy profession': A qualitative exploration of pharmacy staff perspectives of cultural competence and its training in community pharmacy settings. Health Expect 2023; 26:1941-1953. [PMID: 37357812 PMCID: PMC10485312 DOI: 10.1111/hex.13803] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/09/2023] [Revised: 05/15/2023] [Accepted: 06/12/2023] [Indexed: 06/27/2023] Open
Abstract
INTRODUCTION Cultural competence is an important attribute underpinning interactions between healthcare professionals, such as pharmacists, and patients from ethnic minority communities. Health- and medicines-related inequalities affecting people from underrepresented ethnic groups, such as poorer access to healthcare services and poorer overall treatment outcomes in comparison to their White counterparts, have been widely discussed in the literature. Community pharmacies are the first port of call for healthcare services accessed by diverse patient populations; yet, limited research exists which explores the perceptions of culturally competent care within the profession, or the delivery of cultural competence training to community pharmacy staff. This research seeks to gather perspectives of community pharmacy teams relating to cultural competence and identify possible approaches for the adoption of cultural competence training. METHODS Semistructured interviews were conducted in-person, over the telephone or via video call, between October and December 2022. Perspectives on cultural competence and training were discussed. Interviews were audio-recorded and transcribed verbatim. The reflexive thematic analysis enabled the development of themes. QSR NVivo (Version 12) facilitated data management. Ethical approval was obtained from the Newcastle University Ethics Committee (reference: 25680/2022). RESULTS Fourteen participants working in community pharmacies were interviewed, including eight qualified pharmacists, one foundation trainee pharmacist, three pharmacy technicians/dispensers and two counter assistants. Three themes were developed from the data which centred on (1) defining and appreciating cultural competency within pharmacy services; (2) identifying pharmacies as 'cultural hubs' for members of the diverse, local community and (3) delivering cultural competence training for the pharmacy profession. CONCLUSION The results of this study offer new insights and suggestions on the delivery of cultural competence training to community pharmacy staff, students and trainees entering the profession. Collaborative co-design approaches between patients and pharmacy staff could enable improved design, implementation and delivery of culturally competent pharmacy services. PATIENT OR PUBLIC CONTRIBUTION The Patient and Public Involvement and Engagement group at Newcastle University had input in the study design and conceptualisation. Two patient champions inputted to ensure that the study was conducted, and the findings were reported, with cultural sensitivity.
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Affiliation(s)
- Jessica McCann
- School of PharmacyNewcastle UniversityNewcastle upon TyneUK
| | - Wing Man Lau
- School of PharmacyNewcastle UniversityNewcastle upon TyneUK
| | - Andy Husband
- School of PharmacyNewcastle UniversityNewcastle upon TyneUK
- Population Health Sciences InstituteNewcastle UniversityNewcastle upon TyneUK
| | - Adam Todd
- School of PharmacyNewcastle UniversityNewcastle upon TyneUK
- Population Health Sciences InstituteNewcastle UniversityNewcastle upon TyneUK
| | - Laura Sile
- Alumni, School of PharmacyLiverpool John Moore UniversityLiverpoolUK
| | | | - Sneha Varia
- Centre for Pharmacy Postgraduate Education, School of Health SciencesUniversity of ManchesterManchesterUK
| | - Anna Robinson‐Barella
- School of PharmacyNewcastle UniversityNewcastle upon TyneUK
- Population Health Sciences InstituteNewcastle UniversityNewcastle upon TyneUK
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Yava A, Tosun B, Papp K, Tóthová V, Şahin E, Yılmaz EB, Dirgar E, Hellerová V, Tricas-Sauras S, Prosen M, Ličen S, Karnjus I, Tamayo MDB, Leyva-Moral JM. Developing the better and effective nursing education for improving transcultural nursing skills cultural competence and cultural sensitivity assessment tool (BENEFITS-CCCSAT). BMC Nurs 2023; 22:331. [PMID: 37752481 PMCID: PMC10523685 DOI: 10.1186/s12912-023-01476-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2022] [Accepted: 08/31/2023] [Indexed: 09/28/2023] Open
Abstract
BACKGROUND A clear need for the development of new comprehensive, reliable, sensitive and valid measurement tools to adequately asses the cultural competence and cultural sensitivity of nursing students exists. This study aimed to develop a new measurement tool to assess the nursing students' cultural competence and sensitivity. METHODS This cross-sectional, instrument development study's first phase included postgraduate nursing students (n = 60) for the piloting study, and the second one included undergraduate nursing students (n = 459) for the main survey. This study used two data collection forms: The Student Descriptive Information Form and the Better and Effective Nursing Education for Improving Transcultural Nursing Skills Cultural Competence and Cultural Sensitivity Assessment Tool (BENEFITS-CCCSAT) draft. The content validity index was calculated using the Davis method. Cronbach's α coefficient and the item total correlation were calculated during the reliability analysis. The Kaiser-Meyer-Olkin (KMO) coefficient test, Bartlett significance test, and explanatory factor analysis (EFA) were used to evaluate the validity of the assessment tool. RESULTS Scale validity and reliability analyses showed that the BENEFITS-CCCSAT included 26 items and five sub-dimensions: respect for cultural diversity; culturally sensitive communication; achieving cultural competence; challenges and barriers in providing culturally competent care; and perceived meaning of cultural care. CONCLUSION The BENEFITS-CCCSAT appears to be a valid and reliable instrument for measuring the cultural sensitivity and cultural competence of nursing students. This can be of great use, especially before attending clinical areas, and can offer both students and faculty reliable information to promote reflective and critical thinking, especially in areas where improvement is needed.
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Affiliation(s)
- Ayla Yava
- Faculty of Health Sciences, Nursing Department, Hasan Kalyoncu University, Gaziantep, Turkey
| | - Betül Tosun
- Faculty of Health Sciences, Nursing Department, Hasan Kalyoncu University, Gaziantep, Turkey.
| | - Katalin Papp
- Nursing Department, Faculty of Health Sciences, University of Debrecen, Nyíregyháza, Hungary
| | - Valérie Tóthová
- Faculty of Health and Social Sciences, Institute of Nursing, Midwifery and Emergency Care, University of South Bohemia, České Budějovice, Czech Republic
| | - Eda Şahin
- Faculty of Health Sciences, Nursing Department, Giresun University, Giresun, Turkey
| | - Emel Bahadir Yılmaz
- Faculty of Health Sciences, Nursing Department, Giresun University, Giresun, Turkey
| | - Ezgi Dirgar
- Gaziantep University, Faculty of Health Sciences, Department of Midwifery, Gaziantep, Turkey
| | - Věra Hellerová
- Faculty of Health and Social Sciences, Institute of Nursing, Midwifery and Emergency Care, University of South Bohemia, České Budějovice, Czech Republic
| | - Sandra Tricas-Sauras
- Department of Healthcare, Design and Technology, Erasmus Hogeschool Brussel, Brussels, Belgium
- Social Approaches to Health Research Centre, School of Public Health, Université Libre de Bruxelles (ULB), Brussels, Belgium
| | - Mirko Prosen
- Faculty of Health Sciences, Department of Nursing, University of Primorska, Polje 42, Izola, 6310, Slovenia
| | - Sabina Ličen
- Faculty of Health Sciences, Department of Nursing, University of Primorska, Polje 42, Izola, 6310, Slovenia
| | - Igor Karnjus
- Faculty of Health Sciences, Department of Nursing, University of Primorska, Polje 42, Izola, 6310, Slovenia
| | | | - Juan M Leyva-Moral
- Faculty of Medicine, Nursing Department, Universitat Autònoma de Barcelona, Barcelona, Spain
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Reeve L, Lavery J. Navigating cultural competence in district nursing. Br J Community Nurs 2023; 28:338-343. [PMID: 37369434 DOI: 10.12968/bjcn.2023.28.7.338] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/29/2023]
Abstract
Cultural diversity is an evolving feature of modern-day society. It is recognised that many factors contribute to culturally competent care and evidence suggests there are still inequalities in care provision to some populations. District nurses (DN) deliver care to individuals', families and communities across varying demographics, and aim to provide high quality evidencebased, person-centred care. The scope of the DN and the community nursing team's practice is far reaching and extends across generations and an array of chronic complex health conditions. Therefore, it is imperative that DNs are aware of aspects surrounding cultural diversity, to ensure they can holistically assess and manage patients on their caseloads and support teams to practice culturally competent care. This article aims to provide an outline of key areas for exploration in cultural competence. It will highlight communication, pain, end of life, nutrition and health disparities to consider barriers and challenges for district nursing practice.
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Al Shaer AS, Jabeen F, Jose S, Farouk S. Cultural intelligence and proactive service performance: mediating and moderating role of leader's collaborative nature, cultural training and emotional labor. J Health Organ Manag 2023; ahead-of-print. [PMID: 37163644 DOI: 10.1108/jhom-04-2022-0103] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
PURPOSE Drawing on cultural intelligence and social exchange theories, this study examines cultural intelligence and its effects on proactive service performance and the mediating role of leader's collaborative nature and the moderating role of cultural training and emotional labor, particularly deep acting and surface acting, in the relationship between cultural intelligence and proactive service performance. DESIGN/METHODOLOGY/APPROACH The study sample comprised 510 healthcare practitioners. Structural equation modeling was used to examine the hypotheses. FINDINGS The results show that cultural intelligence positively influences proactive service performance. Additionally, leadership's collaborative nature influences proactive service performance. The moderating effect of cultural training and deep acting positively influences the relationship between cultural intelligence and proactive service performance. In contrast, surface acting reveals a reverse effect, thus exhibiting a positive effect on this relationship. RESEARCH LIMITATIONS/IMPLICATIONS These findings suggest that public healthcare organizations should pay more attention in improving deep acting, cultural training and leadership's collaborative nature for optimal service performance. ORIGINALITY/VALUE The novelty of this study lies in its presentation of an integrated framework based on cultural intelligence and social exchange theories that can solve the contemporary challenges facing healthcare firms operating in emerging markets in integrating cultural intelligence and service performance.
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Affiliation(s)
- Aisha Saif Al Shaer
- College of Business Administration, Abu Dhabi University, Abu Dhabi, United Arab Emirates
| | - Fauzia Jabeen
- College of Business Administration, Abu Dhabi University, Abu Dhabi, United Arab Emirates
| | - Saju Jose
- College of Business Administration, Abu Dhabi University, Abu Dhabi, United Arab Emirates
| | - Sherine Farouk
- College of Business Administration, Abu Dhabi University, Abu Dhabi, United Arab Emirates
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Luukkonen AL, Kuivila H, Kaarlela V, Koskenranta M, Kaučič BM, Riklikiene O, Vizcaya-Moreno F, Pérez-Cañaveras RM, Filej B, Oikarainen A, Kääriäinen M, Mikkonen K. Mentors' cultural competence at mentoring culturally and linguistically diverse nursing students in clinical practice: An international cross-sectional study. Nurse Educ Pract 2023; 70:103658. [PMID: 37201266 DOI: 10.1016/j.nepr.2023.103658] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2022] [Revised: 03/31/2023] [Accepted: 05/04/2023] [Indexed: 05/20/2023]
Abstract
AIMS This study aimed to identify mentors' cultural competence profiles at mentoring culturally and linguistically diverse nursing students in clinical practice and explore associating factors. BACKGROUND Globalization has had a significant impact on healthcare, increasing the diversity of healthcare workforces and the number of culturally and linguistically diverse nursing students in clinical practice. The cultural competence of mentors is important to secure students' safe and successful learning. The mentor role in clinical practice contributes toward enabling and ensuring students' high-quality and goal-oriented development of competence. DESIGN This study implemented a cross-sectional design with a final sample of 270 clinical practice mentors from Finland, Lithuania, Spain and Slovenia. METHODS The data were collected using an online survey including the Mentors' Cultural Competence Instrument, Mentors' Competence Instrument and background questions during 2020-2021. The data were analyzed using a K-mean cluster algorithm to identify mentors' competency profiles. RESULTS Three significantly differing mentor competency profiles (Profile A 42%, Profile B 41%, Profile C 17%) were identified in this study. The cultural competence of the mentors in clinical practice varied between intermediate and high levels. Mentors rated their cultural competence as best in the area of cultural sensitivity and awareness, whereas the lowest scored area was cultural interaction and safety. CONCLUSIONS This study showed that the cultural competence of mentors in clinical practice varied and was influenced by mentors' work experience, age, job title and frequency of mentoring. This study provides new knowledge that could help to develop cultural competence operating models and education to enhance the cultural competence of healthcare professionals.
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Affiliation(s)
- Anna-Leena Luukkonen
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland.
| | - Heli Kuivila
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland
| | - Veera Kaarlela
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland
| | - Miro Koskenranta
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland
| | - Boris Miha Kaučič
- Faculty of Health Sciences in Celje, Institute of Nursing Research, Celje, Slovenia
| | - Olga Riklikiene
- Faculty of Nursing, Lithuanian University of Health Sciences, Kaunas, Lithuania
| | | | | | - Bojana Filej
- Faculty of Health Sciences in Celje, Institute of Nursing Research, Celje, Slovenia
| | - Ashlee Oikarainen
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland
| | - Maria Kääriäinen
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland; Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland; Wellbeing Services County of North Ostrobothnia, Oulu, Finland
| | - Kristina Mikkonen
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland; Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland.
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Soleimani M, Yarahmadi S. Cultural competence in critical care nurses and its relationships with empathy, job conflict, and work engagement: a cross-sectional descriptive study. BMC Nurs 2023; 22:113. [PMID: 37046274 PMCID: PMC10091659 DOI: 10.1186/s12912-023-01285-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2022] [Accepted: 04/01/2023] [Indexed: 04/14/2023] Open
Abstract
BACKGROUND Cultural competence is more important than ever for nurses today; therefore, it may be helpful to learn more about it and examine how it relates to empathy, job conflict, and work engagement. The purpose of this study was to determine (a) the level of cultural competence, empathy, job conflict, and work engagement; (b) the relationship between cultural competence, demographic information, and main variables; (c) the predictors of cultural competence among critical care nurses. METHODS A multicenter, descriptive cross-sectional study was conducted in Iran from August to October 2022. Through convenience sampling, 153 critical care nurses from three hospitals participated. The research tool consisted of five parts: Demographic information questionnaire, Cultural Competence Questionnaire, Jefferson Scale Empathy, Dobrin Job Conflict, and Utrecht Work Engagement, which were collected by paper self-report. Descriptive statistics, the correlation between variables, and linear regression were used to analyze the data. RESULTS Among critical care nurses (response rate 79.27%), the mean (SD) scores for cultural competence, empathy, job conflict, and work engagement were 74.05 (7.96), 83.44 (29.17), 11.00 (2.38), and 43.69 (16.33), respectively. There was a significant correlation between cultural competence and age (r = 0.46, p = 0.001), marital status (r = 0.27, p = 0.004), academic degree (r = 0.44, p = 0.001), work experiences (r = 0.43, p = 0.001), empathy (r = 0.50, p = 0.001), and job conflict (r=-0.16, p = 0.049). Academic degree (β = 0.36, p < 0.001) and empathy (β = 0.26, p < 0.001) were significant explanatory variables that predict cultural competence. CONCLUSION In Iranian critical care nurses, cultural competence and job conflict were moderate, empathy was good, and work engagement was poor. There was a significant relationship between cultural competence, age, marital status, academic degree, work experiences, empathy, and job conflict. Academic degree and empathy predict cultural competence.
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Affiliation(s)
- Mohsen Soleimani
- Nursing Care Research Center, Semnan University of Medical Sciences, Semnan, Iran
| | - Sajad Yarahmadi
- Student Research Committee, Semnan University of Medical Sciences, Semnan, Iran.
- Social Determinant of Health Research Center, School of Nursing & Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran.
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Fung JTC, Chan SL, Takemura N, Chiu HY, Huang HC, Lee JE, Preechawong S, Hyun MY, Sun M, Xia W, Xiao J, Lin CC. Virtual simulation and problem-based learning enhance perceived clinical and cultural competence of nursing students in Asia: A randomized controlled cross-over study. NURSE EDUCATION TODAY 2023; 123:105721. [PMID: 36774904 DOI: 10.1016/j.nedt.2023.105721] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/03/2022] [Revised: 12/17/2022] [Accepted: 01/18/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Both clinical and cultural competencies are of paramount importance in ensuring patients' safety and high-quality care. While problem-based learning (PBL) is a widely applied pedagogy in nursing education, an emerging technology-based pedagogy, virtual simulation provides a realistic clinical learning experience for students. It can be an effective solution for continuing clinical and cultural learning across countries in the era of the pandemic. OBJECTIVES This study aimed to compare the effectiveness of virtual simulation and PBL on the perceived clinical and cultural competence for nursing students. DESIGN A randomized controlled cross-over study design was used. SETTINGS AND PARTICIPANTS Sixty-one undergraduate and postgraduate nursing students from five Asian regions were selected for participation. METHODS Participants were randomized to receive either virtual simulation (group A) or PBL (group B) for one day, followed by another intervention on the second day. Three self-reported questionnaires were used: Clinical Competence Questionnaire (CCQ), Inventory for Assessing the Process of Cultural Competence among Healthcare Professionals-Student Version (IAPCC-SV), and demographic questionnaire. RESULTS The results revealed that students in both arms had significant improvements in CCQ total score (A: d = 21.500, P < 0.001; B: d = 16.710, P = 0.001), nursing professional behavior (A: d = 8.233, P < 0.001; B: d = 6.323, P < 0.001), and advanced nursing skills (A: d = 2.533, P = 0.008; B: d = 2.129, P = 0.029) after two interventions. In addition, both arms demonstrated significant improvements in IAPCC-SV total score (A: d = 3.467, P = 0.037; B: d = 4.032, P = 0.010) and cultural skills (A: d = 0.767, P = 0.012; B: d = 1.000, P = 0.001). No significant differences were observed between the two arms. CONCLUSIONS The findings indicated that both virtual simulation and PBL were effective in promoting students' perceived clinical and cultural competence. As both education modes have their own uniqueness and effectiveness in both outcomes, the combination of both could enhance the variability of learning modalities. Notably, the use of virtual simulation first could engage students better in learning and achieve better educational outcomes.
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Affiliation(s)
- John Tai Chun Fung
- School of Nursing, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pokfulam, Hong Kong
| | - Siu Ling Chan
- School of Nursing, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pokfulam, Hong Kong
| | - Naomi Takemura
- School of Nursing, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pokfulam, Hong Kong
| | - Hsiao-Yean Chiu
- School of Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan
| | - Hui-Chuan Huang
- School of Nursing, College of Nursing, Taipei Medical University, Taipei, Taiwan
| | - Jong-Eun Lee
- College of Nursing, The Catholic University of Korea, Republic of Korea
| | | | - Mi Yuel Hyun
- College of Nursing, Health and Nursing Research Institute, Jeju National University, Jeju, Republic of Korea
| | - Mei Sun
- Xiangya Nursing School, Central South University, Changsha, China
| | - Wei Xia
- School of Nursing, Sun Yat-sen University, Guangzhou, China
| | - Jinnan Xiao
- Xiangya Nursing School, Central South University, Changsha, China
| | - Chia-Chin Lin
- School of Nursing, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pokfulam, Hong Kong; Alice Ho Miu Ling Nethersole Charity Foundation Professor in Nursing, Hong Kong.
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22
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Thomson AE, Smith N, Karpa J. Teaching Professional Boundaries in Psychiatric Nursing: Resource Development. J Nurs Educ 2023; 62:97-100. [PMID: 36779904 DOI: 10.3928/01484834-20221213-05] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/14/2023]
Abstract
BACKGROUND A standard of practice in psychiatric nursing pertains to the ability to maintain professional boundaries within a nurse-patient relationship. Nursing students are inexperienced in maintaining nurse-patient relationships and are at risk of crossing professional boundaries. Research regarding boundary instruction and available resources is needed to guide educators. METHOD Psychiatric nurse educators (n = 11) and psychiatric nurses (n = 9) were interviewed to determine what resources psychiatric nursing educators use to teach professional boundaries to undergraduate students. Following the interviews and preliminary analysis, eight participants also attended a focus group. RESULTS Participants reported resources such as textbooks were useful for defining professional boundaries. Participants also described case studies as a resource available to help operationalize boundaries in psychiatric nursing practice. CONCLUSION Resources should be developed to address changes in care provision and technology to include cultural competence and guidelines for the use of social media. [J Nurs Educ. 2023;62(2):97-100.].
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23
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Isakov T, Kamau S, Koskenranta M, Kuivila H, Oikarainen A, Ropponen P, Mikkonen K. Culturally and linguistically diverse nurses' experiences of how competence facilitates integration into the working environment: A qualitative study. Nurse Educ Pract 2023; 67:103553. [PMID: 36657318 DOI: 10.1016/j.nepr.2023.103553] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2022] [Revised: 12/22/2022] [Accepted: 01/03/2023] [Indexed: 01/15/2023]
Abstract
AIM This study aims to describe culturally and linguistically diverse nurses' experiences of how they transferred their competence to meet professional competence requirements in non-English speaking environment. BACKGROUND Competence is one factor that affects culturally and linguistically diverse nurses' integration into the working environment. In this study, knowledge, skills, values and personal traits are included in the holistic competence concept. DESIGN Qualitative. METHODS A total of 24 culturally and linguistically diverse nurses involved in Finnish health care participated in this qualitative study. Data were collected through snowball sampling during the summer of 2021 using semi-structured interviews. The collected data were analysed using inductive content analysis. RESULTS The data analysis revealed a total of five main categories describing culturally and linguistically diverse nurses' experiences: 1) before immigration; 2) competence requirements in the country of immigration; 3) assessment of competencies; 4) support factors; and 5) hardships. CONCLUSION Degree recognition, colleagues' tolerance towards culturally and linguistically diverse nurses at the workplace and continuous education focusing on local language could improve culturally and linguistically diverse nurses' integration into the working environment.
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Affiliation(s)
- T Isakov
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu. Attendo Finland/Silkroad, Espoo, Finland.
| | - S Kamau
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland; Department of healthcare and social services, Jyvaskyla university of applied sciences, Jyvaskyla, Finland.
| | - M Koskenranta
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - H Kuivila
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - A Oikarainen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - P Ropponen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland; Diaconia University of Applied Sciences, Helsinki, Finland.
| | - K Mikkonen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland; Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland.
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24
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Osmancevic S, Großschädl F, Lohrmann C. Cultural competence among nursing students and nurses working in acute care settings: a cross-sectional study. BMC Health Serv Res 2023; 23:105. [PMID: 36726095 PMCID: PMC9890795 DOI: 10.1186/s12913-023-09103-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2022] [Accepted: 01/24/2023] [Indexed: 02/03/2023] Open
Abstract
BACKGROUND The increasing cultural diversity in healthcare in European countries, including Austria, has highlighted the need to enhance nurses' cultural competence. Assessing cultural competence and identifying relevant influencing factors can help to improve culturally competent care. The aim of this study was to assess the cultural competence of nurses and nursing students working in Austrian acute care settings and to identify influencing factors using the Cultural Competence Assessment scale. METHODS A cross-sectional design was used. Data collection was carried out in March 2021 with nurses and nursing students in the last year of their studies who were working in Austrian acute care settings. Descriptive analysis was applied to display the general characteristics of the study participants and the levels of their overall cultural competence. A multiple linear regression analysis was conducted to analyze the influencing factors of cultural competence. RESULTS The nurses' cultural competence level was moderate to high (mean = 3.89; SD = .48). Their age, educational level, cultural diversity training and self-perceived cultural competence significantly influenced the level (F (6, 875) = 18.971, p < .0000, adj. R2 = 1.09). CONCLUSIONS Providing culturally competent healthcare services for culturally diverse patients is essential for all healthcare professionals, and especially for nurses who spend the most time with patients. Effective interventions, such as educational training, need to be implemented in order to deliver culturally competent care and potentially reduce disparities in healthcare and improve patient outcomes.
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Affiliation(s)
- Selvedina Osmancevic
- grid.11598.340000 0000 8988 2476Medical University of Graz, Institute of Nursing Science, Universitätsplatz 4, 8010 Graz, Austria
| | - Franziska Großschädl
- grid.11598.340000 0000 8988 2476Medical University of Graz, Institute of Nursing Science, Universitätsplatz 4, 8010 Graz, Austria
| | - Christa Lohrmann
- grid.11598.340000 0000 8988 2476Medical University of Graz, Institute of Nursing Science, Universitätsplatz 4, 8010 Graz, Austria
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25
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El Arab RA, Urbanavice R, Jakavonyte-Akstiniene A, Skvarcevskaja M, Austys D, Mateos JT, Briones-Vozmediano E, Rubinat-Arnaldo E, Istomina N. Cultural competency among Lithuanian nurses and preparedness to work with intercultural immigrants: A quantitative study protocol. Front Public Health 2022; 10:1025508. [PMID: 36452953 PMCID: PMC9702516 DOI: 10.3389/fpubh.2022.1025508] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2022] [Accepted: 10/17/2022] [Indexed: 11/16/2022] Open
Abstract
Introduction Health care providers are increasingly required to provide care to patients from diverse cultural backgrounds. A culturally competent approach could be used to address gaps in the health care of migrants, whether they are refugees, asylum seekers, or undocumented migrants. From June 2021 onward, there are estimated to be 4,300 asylum seekers in Lithuania who crossed the Belarusian border. Furthermore, ~65 thousand Ukrainians registered within 6 months of the beginning of the war on 24 February 2022. Aim To determine the cultural competence of Lithuanian nurses using the Nurse Cultural Competence Scale (NCCS) questionnaire. Methods A quantitative study evaluating the cultural competency of nursing professionals will be conducted using the Lithuanian version of the Nurse Cultural Competence Scale (NCCS). The study will be conducted in Lithuanian municipalities and will involve primary, secondary, and tertiary health care providers. Discussion This study will provide data that can guide the development and evaluation of interventions designed to reduce health disparities among migrants, including the need to identify the appropriate type of cultural competency training for nurses. In addition to the results of this study, it may provide an indication of other cultural competency required for nurses. This includes consideration of religion, sexual orientation, gender identity, household classifications on the basis of urban vs. rural areas, language spoken, and country of origin.
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Affiliation(s)
- Rabie Adel El Arab
- Faculty of Nursing and Physiotherapy, University of Lleida, Lleida, Spain,Healthcare Research Group (GRECS), Institute for Biomedical Research (IRBLleida), Lleida, Spain,Health and Social Services for Asylum Seekers Research Group, Vilnius University, Vilnius, Lithuania,*Correspondence: Rabie Adel El Arab
| | - Rita Urbanavice
- Health and Social Services for Asylum Seekers Research Group, Vilnius University, Vilnius, Lithuania,Department of Nursing, Faculty of Medicine, Institute of Health Sciences, Vilnius University, Vilnius, Lithuania
| | - Agne Jakavonyte-Akstiniene
- Health and Social Services for Asylum Seekers Research Group, Vilnius University, Vilnius, Lithuania,Department of Nursing, Faculty of Medicine, Institute of Health Sciences, Vilnius University, Vilnius, Lithuania
| | - Marija Skvarcevskaja
- Health and Social Services for Asylum Seekers Research Group, Vilnius University, Vilnius, Lithuania,Department of Nursing, Faculty of Medicine, Institute of Health Sciences, Vilnius University, Vilnius, Lithuania
| | - Donatas Austys
- Department of Nursing, Faculty of Medicine, Institute of Health Sciences, Vilnius University, Vilnius, Lithuania
| | - Jose Tomas Mateos
- Faculty of Nursing and Physiotherapy, University of Lleida, Lleida, Spain,Healthcare Research Group (GRECS), Institute for Biomedical Research (IRBLleida), Lleida, Spain
| | - Erica Briones-Vozmediano
- Faculty of Nursing and Physiotherapy, University of Lleida, Lleida, Spain,Healthcare Research Group (GRECS), Institute for Biomedical Research (IRBLleida), Lleida, Spain
| | - Esther Rubinat-Arnaldo
- Faculty of Nursing and Physiotherapy, University of Lleida, Lleida, Spain,Healthcare Research Group (GRECS), Institute for Biomedical Research (IRBLleida), Lleida, Spain
| | - Natalja Istomina
- Health and Social Services for Asylum Seekers Research Group, Vilnius University, Vilnius, Lithuania,Department of Nursing, Faculty of Medicine, Institute of Health Sciences, Vilnius University, Vilnius, Lithuania
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26
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Golz C, Oulevey Bachmann A, Defilippis TS, Kobleder A, Peter KA, Schaffert R, Schwarzenbach X, Kampel T, Hahn S. Preparing students to deal with the consequences of the workforce shortage among health professionals: a qualitative approach. BMC MEDICAL EDUCATION 2022; 22:756. [PMID: 36333793 PMCID: PMC9636659 DOI: 10.1186/s12909-022-03819-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/19/2022] [Revised: 09/26/2022] [Accepted: 10/19/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Healthcare is facing a shortage of qualified healthcare professionals. The pandemic has brought to light the fragile balance that affects all healthcare systems. Governments have realized that these systems and the professionals working in them need support at different levels to strengthen the retention of the workforce. Health professionals' education can play an important role in ensuring that new generations of workers have sound personal and professional competencies to successfully face the challenges of professional practice. These challenges are described in the literature, but the extent to which they are considered in health professionals' education is less clear. METHODS This qualitative study compares the professional challenges and educational needs described in the literature with the current curricula for health professionals offered in Switzerland. Data were collected nationally through focus group interviews with 65% of Switzerland's directors of bachelor's and master's programs of health professions (nursing, physiotherapy, occupational therapy, midwifery, nutrition and dietetics, osteopathy, radiologic medical imaging technology, health promotion and prevention, and health sciences). The data attained were analyzed using knowledge mapping. RESULTS The results reveal a gap among education programs with regard to occupational health promotion and cultural diversity. Both topics are taught with a sole focus on patients, and students are expected to adopt similar strategies for their health promotion and stress management. Physicians are insufficiently involved in interprofessional education. The programs fail to enhance health professionals' political, economic and digital competencies. CONCLUSION The results of this study offer clear guidance about what topics need to be integrated into curricula to improve health professionals' well-being at work and their preparedness to face daily professional challenges.
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Affiliation(s)
- Christoph Golz
- Department of Health Professions, Bern University of Applied Sciences, Murtenstrasse 10, 3008, Bern, Switzerland.
| | - Annie Oulevey Bachmann
- La Source School of Nursing, HES-SO University of Applied Sciences and Arts Western Switzerland, Lausanne, Switzerland
| | - Tiziana Sala Defilippis
- Department of Business Economics, Health and Social Care, University of Applied Sciences and Arts of Southern Switzerland, Locarno, Switzerland
| | - Andrea Kobleder
- Department of Health, Eastern Switzerland University of Applied Sciences, St. Gallen, Switzerland
| | - Karin Anne Peter
- Department of Health Professions, Bern University of Applied Sciences, Murtenstrasse 10, 3008, Bern, Switzerland
| | - René Schaffert
- School of Health Professions, Zurich University of Applied Sciences, Winterthur, Switzerland
| | - Xenia Schwarzenbach
- Department of Health Professions, Bern University of Applied Sciences, Murtenstrasse 10, 3008, Bern, Switzerland
| | - Thomas Kampel
- La Source School of Nursing, HES-SO University of Applied Sciences and Arts Western Switzerland, Lausanne, Switzerland
| | - Sabine Hahn
- Department of Health Professions, Bern University of Applied Sciences, Murtenstrasse 10, 3008, Bern, Switzerland
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Singh VP, Ramakrishna A, Sinha N, Khandelwal B, Joseph N, Barua P. Perception of health care students towards lectures as a teaching and learning method in the COVID era - A multicentric cross-sectional study from India. F1000Res 2022; 11:665. [PMID: 36339975 PMCID: PMC9623191 DOI: 10.12688/f1000research.110100.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 10/07/2022] [Indexed: 11/05/2022] Open
Abstract
The sudden precipitation of the pandemic forced undergraduates to take refuge at home, deserting the campus. Consequently, the age-old classroom in person teaching-learning (T-L) method shifted and lessons had to be conducted online. In previous decades, archetypical classroom lectures survived a lot of criticism in the face of the quasi-passive nature of T-L methodology. There are very few studies that reflect undergraduate students' perceptions of lectures. This study aimed to evaluate undergraduate students' perceptions of lectures using an online questionnaire with 13 items, which was circulated to undergraduate students of medical, physiotherapy, and nursing courses in three settings at different locations of private and public health schools. There was a total of 877 responses. The surveyed students were in favor of lectures and considered them indispensable for undergraduate learning. They preferred it as a kind of organized learning through the teacher's own experiences. Our study suggests that it is not the 'lecture' that requires mending but possibly teachers require better training, application of effective audio-visual aids, and innovative techniques to sustain students' interest in the class.
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Affiliation(s)
- Vijay Pratap Singh
- Department of Physiotherapy, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education, Manipal, India,
| | - Anand Ramakrishna
- Department of Respiratory Medicine & Medical Education, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education, Manipal, India
| | - Neloy Sinha
- Department of Dermatology, College of Medicine and JNM Hospital, West Bengal, Kalyani, India
| | - Bidita Khandelwal
- Department of Medicine, Sikkim Manipal Institute of Medical Sciences, Sikkim Manipal University, Gangtok, India
| | - Nitin Joseph
- Department of Community Medicine, Kasturba Medical College, Mangalore, Manipal Academy of Higher Education, Manipal, India
| | - Purnima Barua
- Department of Microbiology, Jorhat Medical College, Jorhat, Assam, India
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28
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Byrne D. Understanding and mitigating low health literacy. Nurs Stand 2022; 37:27-34. [PMID: 35856242 DOI: 10.7748/ns.2022.e11875] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/27/2022] [Indexed: 06/15/2023]
Abstract
To take control of their health, patients and their families and carers need to understand the information they receive from healthcare professionals and be able to apply that information - in short, they require optimal health literacy. People with low health literacy may find it challenging to manage their condition and take steps to prevent ill-health, which may lead to an increased use of healthcare services. Low health literacy is one of the main barriers preventing healthcare professionals from adequately transmitting information to people in their care. It is crucial that nurses do not assume that everyone will understand information about their health, so nurses should adapt their communication and create an environment where people feel empowered to ask questions. This article describes factors affecting health literacy, explains the consequences of low health literacy, and identifies strategies and techniques nurses can use to mitigate low health literacy.
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Affiliation(s)
- Dominique Byrne
- critical care, Queen Alexandra Hospital, Portsmouth Hospitals NHS Trust, Portsmouth, England
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29
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Oikarainen A, Kaarlela V, Heiskanen M, Taam-Ukkonen M, Lehtimaja I, Kärsämänoja T, Tuomikoski AM, Kääriäinen M, Tomietto M, Mikkonen K. Educational intervention to support development of mentors' competence in mentoring culturally and linguistically diverse nursing students: A quasi-experimental study. NURSE EDUCATION TODAY 2022; 116:105424. [PMID: 35714426 DOI: 10.1016/j.nedt.2022.105424] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/22/2021] [Revised: 05/13/2022] [Accepted: 05/25/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Those who mentor nursing students from diverse backgrounds should be educationally prepared to provide safe, culturally appropriate mentoring in clinical learning environments. OBJECTIVE To evaluate the effects of an educational intervention on mentors' competence in mentoring culturally and linguistically diverse nursing students during clinical placement. DESIGN Nonrandomised, quasi-experimental study. SETTINGS The study was conducted at two hospitals located in Finland. PARTICIPANTS Mentors responsible for mentoring nursing students during clinical placements. METHODS The intervention group (n = 49) completed blended learning mentoring education containing a cultural competence component. The control group (n = 62) completed online mentoring education lacking a cultural competence component. Data were collected from both groups at baseline, immediately after education, and at six-months follow-up using the Mentors' Competence Instrument and Mentors' Cultural Competence Instrument. Wilcoxon signed-rank test and Mann-Whitney U test were used to determine differences before and after education. Mixed model for repeated measures was used to compare the differences between the two groups. RESULTS Pretest-posttest results revealed statistically significant improvements in both groups on general mentoring competences. Both groups evaluated their competence in cultural sensitivity and awareness highly throughout the study period. Following education, competence in cultural interaction and safety and cultural skills increased statistically significantly in the intervention group. The intervention group was statistically significantly more satisfied with mentoring education, and reported that it had statistically significantly higher impact on their ability and willingness to mentor students. Comparison between groups revealed statistically nonsignificant differences in mentors' competence in mentoring culturally and linguistically diverse nursing students following education. CONCLUSIONS The study provides evidence on the development and evaluation of education designed to improve mentors' competence in mentoring, which may help nursing students from diverse backgrounds overcome challenges faced during clinical placements. Reinforcement strategies following education are needed in order to facilitate the maintenance of competence over time. CLINICALTRIALS gov (ID:NCT04280172).
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Affiliation(s)
- Ashlee Oikarainen
- Research Unit of Nursing Science and Health Management, University of Oulu, Finland.
| | - Veera Kaarlela
- Research Unit of Nursing Science and Health Management, University of Oulu, Finland.
| | - Marjut Heiskanen
- Clinical Development, Education and Research Centre of Nursing, Kuopio University Hospital, Finland.
| | - Minna Taam-Ukkonen
- Clinical Development, Education and Research Centre of Nursing, Kuopio University Hospital, Finland.
| | - Inkeri Lehtimaja
- Department of Finnish, Finno-Ugrian and Scandinavian Studies, University of Helsinki, Finland.
| | | | - Anna-Maria Tuomikoski
- Research Unit of Nursing Science and Health Management, University of Oulu, Finland; Oulu University of Applied Sciences, Finland.
| | - Maria Kääriäinen
- Research Unit of Nursing Science and Health Management, University of Oulu, Finland; Medical Research Center Oulu, Northern Ostrobothnia Hospital Disctrict, Oulu University Hospital, Finland.
| | - Marco Tomietto
- Department of Nursing, Midwifery and Health, Faculty of Health and Life Sciences, Northumbria University, Newcastle upon Tyne, United Kingdom.
| | - Kristina Mikkonen
- Research Unit of Nursing Science and Health Management, University of Oulu, Finland.
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Kashyap K, Gielen J. Improving Access and Health Outcomes in Palliative Care through Cultural Competence: An exploration of opportunities and challenges in India. Indian J Palliat Care 2022; 28:331-337. [DOI: 10.25259/ijpc_21_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2021] [Accepted: 07/06/2022] [Indexed: 11/04/2022] Open
Abstract
People who belong to ethnic, racial and cultural minorities often have less access to healthcare and have poorer health outcomes when compared to the majority population. In the COVID pandemic, too, health disparities have been observed. Similar disparities have been noted in patients with advanced disease and suffering from pain, with minority patients having less access to or making less use of palliative care. In the US, a range of solutions has been proposed to address the issue of inequality in access to healthcare, with cultural competence figuring prominently among them. This study explores whether and how cultural competence may be applied to palliative care in India to improve access and health outcomes. In the literature, it is argued that, in diverse societies, cultural competence is an essential part of the solution towards equitable healthcare systems. Solutions to problems of healthcare disparities must go beyond an increase in financial resources as more financial resources will not necessarily make the healthcare system more equitable. A culturally competent system recognises and integrates at all levels the culture as a significant component of care, which is particularly relevant at the end of life. If efficiently implemented, cultural competence will lead to higher patient satisfaction, better follow-up and patient compliance and an improved reputation of palliative care among minorities. This may help to reduce inequalities in access and health outcomes in palliative care.
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Affiliation(s)
- Komal Kashyap
- Department of Onco-Anaesthesia and Palliative Medicine, Dr. B.R. Ambedkar Institute Rotary Cancer Hospital, All India Institute of Medical Sciences, New Delhi, India,
| | - Joris Gielen
- Center for Global Health Ethics, Duquesne University, Pittsburgh, Pennsylvania, USA,
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Wilson L, Wilkinson A, Tikao K. Health professional perspectives on translation of cultural safety concepts into practice: A scoping study. FRONTIERS IN REHABILITATION SCIENCES 2022; 3:891571. [PMID: 36189045 PMCID: PMC9397926 DOI: 10.3389/fresc.2022.891571] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/07/2022] [Accepted: 06/29/2022] [Indexed: 11/13/2022]
Abstract
People from unique and diverse populations, (i.e., social groupings excluded by the dominant majority by, for example, ethnicity, gender, age, sexual orientation, disability or even rurality), experience dissimilar health outcomes. Members of such populations who have long-term health conditions experience further health disparities through inefficient management and treatment. This remains a significant hindrance to achieving equity in health outcomes. Being responsive and acting upon the cultural needs of unique and diverse populations within health services is pivotal in addressing health disparities. Despite provision of professional training to health professionals, cultural competency remains an elusive goal. This scoping study summarized available literature about what helped health professionals translate cultural safety concepts into practice. We searched electronic databases using MeSH terms and keywords for English language articles and reference lists of potentially included studies. Quality appraisal was undertaken using Joanna Briggs Institute critical appraisal tools. Data were charted, with a descriptive numerical summary and thematic analysis of study findings undertaken. Twelve qualitative studies with n = 206 participants were included. Learning through and from direct experience, and the individual qualities of professionals (i.e., individual capacity for relational skills and intentionality of engagement with one's own values and biases) facilitated translation of cultural safety concepts into practice. Also important was the need for cultural training interventions to address both issues of content and process within course design. Doing this would take into consideration the benefits that can come from learning as a part of a collective. In each of these themes was evidence of how health professionals needed the ability to manage emotional discomfort as part of the process of learning. A dearth of information exists exploring professionals' perspectives on translating cultural safety concepts into practice. There may be merit in designing educational interventions that look beyond the classroom. We also suggest that nurturing people's relational skills likely holds benefits to growing culturally safe practice as does increasing health professional's capacity to sit with the discomfort that occurs when paying attention to one's own and others values and biases.
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Nkhoma G, Lim CX, Kennedy GA, Stupans I. Attitudes and Knowledge of, and Preferences for Learning about Cultural Competence: A Study of Pharmacy Students from One Australian Pharmacy Program. PHARMACY 2022; 10:pharmacy10030066. [PMID: 35736780 PMCID: PMC9230435 DOI: 10.3390/pharmacy10030066] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2022] [Revised: 06/08/2022] [Accepted: 06/16/2022] [Indexed: 02/01/2023] Open
Abstract
Culturally and linguistically diverse populations, particularly asylum seekers, face challenges in accessing healthcare services. Pharmacists need to be capable of identifying and responding appropriately to the needs of diverse population groups. The aims of this study were to clarify student pharmacists’: knowledge of, and attitudes to, asylum seekers; their understanding of themselves with regard to cultural competence; their exposure to culturally and linguistically diverse clinical settings; their potential receptivity to learning opportunities directed towards cultural competence; and the extent to which they interpreted the current curriculum as improving their cultural competence. Pharmacy students’ viewpoints and perspectives were essential as emerging pharmacy professionals. This study employed mixed methods and convenience sampling. There were no significant (p > 0.05) associations between demographics and any of the survey items. Five themes emerged from the interviews: namely, exposure, formal vs. informal, positive views, conflict, and sufficiency. Pharmacy curriculum should ideally provide sufficient knowledge to meet culturally diverse healthcare consumers’ needs, especially asylum seekers. The most efficacious models for teaching cultural competence are as yet still undetermined. Interactive learning in cultural competence was recommended as essential.
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Affiliation(s)
- Gloria Nkhoma
- School of Health and Biomedical Sciences, STEM College, Royal Melbourne Institute of Technology, Bundoora, Melbourne, VIC 3083, Australia; (C.X.L.); (G.A.K.); (I.S.)
- Correspondence:
| | - Chiao Xin Lim
- School of Health and Biomedical Sciences, STEM College, Royal Melbourne Institute of Technology, Bundoora, Melbourne, VIC 3083, Australia; (C.X.L.); (G.A.K.); (I.S.)
| | - Gerard A. Kennedy
- School of Health and Biomedical Sciences, STEM College, Royal Melbourne Institute of Technology, Bundoora, Melbourne, VIC 3083, Australia; (C.X.L.); (G.A.K.); (I.S.)
- Institute of Health and Wellbeing, Federation University, P.O. Box 663, Ballarat, VIC 3353, Australia
- Institute for Breathing and Sleep, Austin Health, 145 Studley Rd., Heidelberg, VIC 3084, Australia
| | - Ieva Stupans
- School of Health and Biomedical Sciences, STEM College, Royal Melbourne Institute of Technology, Bundoora, Melbourne, VIC 3083, Australia; (C.X.L.); (G.A.K.); (I.S.)
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Walshe N, Condon C, Gonzales RA, Burke E, Chianáin LN, Thamanam N, Smart A, Jordaan G, Regan PO. Cultural Simulations, Authenticity, Focus, and Outcomes: A Systematic Review of the Healthcare Literature. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2022.05.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
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Educational Needs of European Intensive Care Nurses with Respect to Multicultural Care: A Mix-Method Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19020724. [PMID: 35055547 PMCID: PMC8775701 DOI: 10.3390/ijerph19020724] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/27/2021] [Revised: 01/06/2022] [Accepted: 01/08/2022] [Indexed: 11/23/2022]
Abstract
The aim of the study is the analysis of educational needs of European intensive care nurses (ICNs) with regard to multicultural care. A mixed-method multinational study was performed among 591 ICNs coming from 15 European countries. An online survey was utilised with three research tools: participants’ sociodemographic details, Healthcare Provider Cultural Competence Instrument, and a tool to assess the educational needs of ICU nurses with respect to multicultural care. The highest mean values in self-assessment of preparation of ICU nurses to provide multicultural nursing care and their educational needs in this regard were detected in the case of nurses coming from Southern Europe (M = 4.09; SD = 0.43). With higher age, nurses recorded higher educational needs in the scope of multicultural care (r = 0.138; p = 0.001). In addition, speaking other languages significantly correlated with higher educational needs related to care of patients coming from different cultures (Z = −4.346; p < 0.001) as well as previous education on multicultural nursing care (Z = −2.530; p = 0.011). Experiences of difficult situations when caring for culturally diverse patients in ICU were classified into categories: ‘treatment procedures and general nursing care’, ‘family visiting’, ‘gender issues’, ‘communication challenges’, and ‘consequences of difficult experiences’. The educational needs of intensive care nurses in caring for culturally diverse patients are closely related to experiencing difficult situations when working with such patients and their families.
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Mustikasari M, Fadhillah H, Sunadi A, Nursalam N, Mediawati AS, Adam M. The Impact of COVID-19 on Psychological and Social Stigma for Indonesian Nurses: A Cross-Sectional Survey. Front Psychiatry 2022; 13:895788. [PMID: 35958636 PMCID: PMC9360331 DOI: 10.3389/fpsyt.2022.895788] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/14/2022] [Accepted: 06/21/2022] [Indexed: 11/15/2022] Open
Abstract
INTRODUCTION Nurses are on the front line and are at high risk of experiencing a mental health crisis during the pandemic due to the psychological impact and stigma. The aim of this study was to identify the role of psychological status and social stigma in anxiety, fear, depression, and mental health crises during the pandemic. MATERIALS AND METHODS A cross-sectional design during December 2020-August 2021. A total of 2,156 nurses who work in health facilities, either hospitals, or communities based on the criteria of nurses who interact directly with COVID-19 patients, work at least 3 months, age 20-54 years, are literate, have internet access, and have the ability to access the electronic form. The eligible participants filled in online questionnaires that were sent to them via WhatsApp. Data were analyzed using Spearman rho correlation test with statistically significant p value < 0.05. RESULTS A total of 2,156 respondents responded to the questionnaire, and the response rate was 100%. The psychological status of nurses was 78.4% moderate, 18.5% experienced social stigma, 44.0% showed an anxiety response, 53.5% fear, 64.5% depression in the very severe category, and 63.5% fell into a mental health crisis. The results of the inferential analysis showed that all P < 0.05 which indicated that psychological status and social stigma had a significant relationship with anxiety, fear, depression, and mental health crisis in nurses. CONCLUSION The psychological status and social stigma experienced by nurses during the COVID-19 pandemic indicate a bad situation and lead to a mental health emergency crisis.
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Affiliation(s)
| | - Harif Fadhillah
- Faculty of Health Science, Muhammadiyah University of Jakarta, Jakarta, Indonesia.,Indonesian National Nursing Association, Jakarta, Indonesia
| | - Apri Sunadi
- Universitas Respati Indonesia, Yogyakarta, Indonesia
| | - Nursalam Nursalam
- Indonesian National Nursing Association, Jakarta, Indonesia.,Faculty of Nursing, Universitas Airlangga, Surabaya, Indonesia
| | | | - Muhammad Adam
- Faculty of Nursing, Universitas Indonesia, Jakarta, Indonesia
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Mikkonen K, Kuivila HM, Sjögren T, Korpi H, Koskinen C, Koskinen M, Koivula M, Koskimäki M, Lähteenmäki ML, Saaranen T, Sormunen M, Salminen L, Mäki-Hakola H, Wallin O, Holopainen A, Tuomikoski AM, Kääriäinen M. Social, health care and rehabilitation educators' competence in professional education-Empirical testing of a model. HEALTH & SOCIAL CARE IN THE COMMUNITY 2022; 30:e75-e85. [PMID: 34009683 DOI: 10.1111/hsc.13414] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/26/2020] [Revised: 02/22/2021] [Accepted: 04/04/2021] [Indexed: 06/12/2023]
Abstract
The social and health care educator's role in educating future professionals need to be stronger emphasised and deserves international recognition. The purpose of this study was to develop and test an empirical model of social and health care educators' competence in higher and professional education. The presented research employed a cross-sectional study design. Data were collected using HeSoEduCo-instrument from 28 educational institutions in Finland. The model was empirically tested with confirmatory factor analysis through Structural Equation Modelling that applied the Full Imputation Maximum Likelihood estimator. A total of 422 social and health care educators participated in the study. The empirical model of social and health care educators including eight competence areas: leadership and management, collaboration and societal, evidence-based practice, subject and curriculum, mentoring students in professional competence development, student-centred pedagogy, digital collaborative learning, and cultural and linguistic diversity. All of the connections between concepts of the empirical model were found to be statistically significant. There were strong connections between most of the identified competence concepts; however, two weak connections were found, namely, the link between competence in evidence-based practice and competence in subject and curriculum, along with the link between competence in digital collaborative learning and competence in student-centred pedagogy. The presented empirical model can help stakeholders identify which areas of social and health care educators' curricula should be further developed. The model is also relevant for improving continuous education, allowing educators to assess their competence levels and evaluating educators' performance at the organisational level.
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Affiliation(s)
- Kristina Mikkonen
- Faculty of Medicine, Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland
| | - Heli-Maria Kuivila
- Faculty of Medicine, Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland
| | - Tuulikki Sjögren
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| | - Hilkka Korpi
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| | - Camilla Koskinen
- Faculty of Education and Welfare Studies, Department of Caring Science, Åbo Akademi University, Vaasa, Finland
- Faculty of Health Sciences, Department of Caring and Ethics, University of Stavanger, Stavanger, Norway
| | - Monika Koskinen
- Faculty of Education and Welfare Studies, Department of Caring Science, Åbo Akademi University, Vaasa, Finland
| | - Meeri Koivula
- Faculty of Social Sciences, Tampere University, Tampere, Finland
| | - Minna Koskimäki
- Faculty of Social Sciences, Tampere University, Tampere, Finland
| | | | - Terhi Saaranen
- Faculty of Health Sciences, Department of Nursing Science, University of Eastern Finland, Kuopio, Finland
| | - Marjorita Sormunen
- Faculty of Health Sciences, Institute of Public Health and Clinical Nutrition and Department of Nursing Science, University of Eastern Finland, Kuopio, Finland
| | - Leena Salminen
- Faculty of Medicine, Department of Nursing Science, Tukru University Hosital, Turku, Finland
| | - Hanne Mäki-Hakola
- Pedagogical R&D, Tampere University of Applied Sciences, Tampere, Finland
| | - Outi Wallin
- Degree Programme in Social Services, Tampere University of Applied Sciences, Tampere, Finland
| | - Arja Holopainen
- Nursing Research Foundation, Finland
- The Finnish Centre for Evidence-Based Health Care: A Joanna Briggs Institute Affiliated Group, Finland
- WHO Collaborating Centre for Nursing, Helsinki, Finland
| | - Anna-Maria Tuomikoski
- Nursing Research Foundation, Finland
- The Finnish Centre for Evidence-Based Health Care: A Joanna Briggs Institute Affiliated Group, Finland
- WHO Collaborating Centre for Nursing, Helsinki, Finland
| | - Maria Kääriäinen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland
- Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland
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Fagbamigbe AF, Tolba MF, Amankwaa EF, Mante PK, Sylverken AA, Zahouli JZB, Goonoo N, Mosi L, Oyebola K, Matoke-Muhia D, de Souza DK, Badu K, Dukhi N. Implications of WHO COVID-19 interim guideline 2020.5 on the comprehensive care for infected persons in Africa Before, during and after clinical management of cases. SCIENTIFIC AFRICAN 2021; 15:e01083. [PMID: 34957351 PMCID: PMC8683379 DOI: 10.1016/j.sciaf.2021.e01083] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2020] [Revised: 11/11/2021] [Accepted: 12/16/2021] [Indexed: 01/08/2023] Open
Abstract
The novel coronavirus disease 2019 (COVID-19) is one of the biggest public health crises globally. Although Africa did not display the worst-case scenario compared to other continents, fears were still at its peak since Africa was already suffering from a heavy load of other life-threatening infectious diseases such as HIV/AIDS and malaria. Other factors that were anticipated to complicate Africa's outcomes include the lack of resources for diagnosis and contact tracing along with the low capacity of specialized management facilities per capita. The current review aims at assessing and generating discussions on the realities, and pros and cons of the WHO COVID-19 interim guidance 2020.5 considering the known peculiarities of the African continent. A comprehensive evaluation was done for COVID-19-related data published across PubMed and Google Scholar (date of the last search: August 17, 2020) with emphasis on clinical management and psychosocial aspects. Predefined filters were then applied in data screening as detailed in the methods. Specifically, we interrogated the WHO 2020.5 guideline viz-a-viz health priority and health financing in Africa, COVID-19 case contact tracing and risk assessment, clinical management of COVID-19 cases as well as strategies for tackling stigmatization and psychosocial challenges encountered by COVID-19 survivors. The outcomes of this work provide links between these vital sub-themes which may impact the containment and management of COVID-19 cases in Africa in the long-term. The chief recommendation of the current study is the necessity of prudent filtration of the global findings along with regional modelling of the global care guidelines for acting properly in response to this health threat on the regional level without exposing our populations to further unnecessary adversities.
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Key Words
- AFCOR, Africa Task Force for Novel Coronavirus
- AIDS, acquired immune deficiency syndrome
- ARDS, acute respiratory distress syndrome
- Africa
- C02, carbon dioxide
- COVID-19
- Clinical management
- Contact tracing
- ECMO, extracorporeal membrane oxygenation
- GGE, general government expenditure
- GGHE, general government health expenditure
- H2O, Hydrogen
- HIV, Human immunodeficiency virus
- MERS, Middle East Respiratory Syndrome
- NHS, national health services
- O2, Oxygen
- PCR, polymerase chain reaction
- PTSD, post-traumatic stress disorder
- RECOVERY, Randomized Evaluation of COVID-19 Therapy
- SARS, severe acute respiratory syndrome
- Stigmatization
- US-CDC, United States Centre for Disease Control
- WHO guidelines
- WHO, World Health Organization
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Affiliation(s)
- Adeniyi Francis Fagbamigbe
- The African Academy of Sciences, Nairobi, Kenya.,Department of Epidemiology and Medical Statistics, Faculty of Public Health, College of Medicine, University of Ibadan, Nigeria
| | - Mai F Tolba
- The African Academy of Sciences, Nairobi, Kenya.,Department of Pharmacology and Toxicology, Faculty of Pharmacy and The Centre of Drug Discovery Research and Development, Ain Shams University, Cairo 11566, Egypt.,School of Life and Medical Sciences, University of Hertfordshire Hosted by Global Academic Foundation, New Capital City, Egypt
| | - Ebenezer F Amankwaa
- The African Academy of Sciences, Nairobi, Kenya.,Department of Geography and Resource Development, University of Ghana, Accra, Ghana
| | - Priscilla Kolibea Mante
- The African Academy of Sciences, Nairobi, Kenya.,Department of Pharmacology, Kwame Nkrumah University of Science and Technology, Kumasi, Ghana
| | - Augustina Angelina Sylverken
- The African Academy of Sciences, Nairobi, Kenya.,Department of Theoretical and Applied Biology, Kwame Nkrumah University of Science and Technology, Ashanti, UPO/PMB, Kumasi, Ghana.,Kumasi Centre for Collaborative Research in Tropical Medicine, Kumasi, Ghana
| | - Julien Z B Zahouli
- The African Academy of Sciences, Nairobi, Kenya.,Centre d'Entomologie Médicale et Vétérinaire, Université Alassane Ouattara, Bouaké, Côte d'Ivoire
| | - Nowsheen Goonoo
- The African Academy of Sciences, Nairobi, Kenya.,Biomaterials, Drug Delivery and Nanotechnology Unit, Centre for Biomedical Biomaterials Research, University of Mauritius, Reduit, Mauritius
| | - Lydia Mosi
- The African Academy of Sciences, Nairobi, Kenya.,Department of Biochemistry Cell and Molecular Biology, University of Ghana, Ghana.,West African Centre for Cell Biology of Infectious Pathogens, University of Ghana, Legon, Ghana
| | - Kolapo Oyebola
- The African Academy of Sciences, Nairobi, Kenya.,Nigerian Institute of Medical Research, Lagos, Nigeria.,Department of Zoology, Faculty of Science, University of Lagos, Nigeria
| | - Damaris Matoke-Muhia
- The African Academy of Sciences, Nairobi, Kenya.,Centre for Biotechnology Research and Development, Kenya Medical Research Institute, Nairobi, Kenya
| | - Dziedzom K de Souza
- The African Academy of Sciences, Nairobi, Kenya.,Noguchi Memorial Institute for Medical Research, College of Health Sciences, University of Ghana, Accra, Ghana
| | - Kingsley Badu
- The African Academy of Sciences, Nairobi, Kenya.,Department of Theoretical and Applied Biology, Kwame Nkrumah University of Science and Technology, Ashanti, UPO/PMB, Kumasi, Ghana.,Kumasi Centre for Collaborative Research in Tropical Medicine, Kumasi, Ghana
| | - Natisha Dukhi
- The African Academy of Sciences, Nairobi, Kenya.,Human and Social Capabilities Division, Human Sciences Research Council, 116-118 Buitengracht Street, Merchant House, 3rd floor, Cape Town, Western Cape 8001, South Africa
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Davidson KW, Mangione CM, Barry MJ, Cabana MD, Caughey AB, Davis EM, Donahue KE, Doubeni CA, Krist AH, Kubik M, Li L, Ogedegbe G, Pbert L, Silverstein M, Simon M, Stevermer J, Tseng CW, Wong JB. Actions to Transform US Preventive Services Task Force Methods to Mitigate Systemic Racism in Clinical Preventive Services. JAMA 2021; 326:2405-2411. [PMID: 34747970 DOI: 10.1001/jama.2021.17594] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Abstract
IMPORTANCE US life expectancy and health outcomes for preventable causes of disease have continued to lag in many populations that experience racism. OBJECTIVE To propose iterative changes to US Preventive Services Task Force (USPSTF) processes, methods, and recommendations and enact a commitment to eliminate health inequities for people affected by systemic racism. DESIGN AND EVIDENCE In February 2021, the USPSTF began operational steps in its work to create preventive care recommendations to address the harmful effects of racism. A commissioned methods report was conducted to inform this process. Key findings of the report informed proposed updates to the USPSTF methods to address populations adversely affected by systemic racism and proposed pilots on implementation of the proposed changes. FINDINGS The USPSTF proposes to consider the opportunity to reduce health inequities when selecting new preventive care topics and prioritizing current topics; seek evidence about the effects of systemic racism and health inequities in all research plans and public comments requested, and integrate available evidence into evidence reviews; and summarize the likely effects of systemic racism and health inequities on clinical preventive services in USPSTF recommendations. The USPSTF will elicit feedback from its partners and experts and proposed changes will be piloted on selected USPSTF topics. CONCLUSIONS AND RELEVANCE The USPSTF has developed strategies intended to mitigate the influence of systemic racism in its recommendations. The USPSTF seeks to reduce health inequities and other effects of systemic racism through iterative changes in methods of developing evidence-based recommendations, with partner and public input in the activities to implement the advancements.
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Affiliation(s)
| | - Karina W Davidson
- Feinstein Institutes for Medical Research at Northwell Health, New York, New York
| | | | | | | | | | - Esa M Davis
- University of Pittsburgh, Pittsburgh, Pennsylvania
| | | | | | - Alex H Krist
- Fairfax Family Practice Residency, Fairfax, Virginia
- Virginia Commonwealth University, Richmond
| | | | - Li Li
- University of Virginia, Charlottesville
| | | | - Lori Pbert
- University of Massachusetts Medical School, Worcester
| | | | | | | | - Chien-Wen Tseng
- University of Hawaii, Honolulu
- Pacific Health Research and Education Institute, Honolulu, Hawaii
| | - John B Wong
- Tufts University School of Medicine, Boston, Massachusetts
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Lin JS, Hoffman L, Bean SI, O'Connor EA, Martin AM, Iacocca MO, Bacon OP, Davies MC. Addressing Racism in Preventive Services: Methods Report to Support the US Preventive Services Task Force. JAMA 2021; 326:2412-2420. [PMID: 34747987 DOI: 10.1001/jama.2021.17579] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Abstract
IMPORTANCE In January 2021, the US Preventive Services Task Force (USPSTF) issued a values statement that acknowledged systemic racism and included a commitment to address racism and health equity in recommendations for clinical preventive services. OBJECTIVES To articulate the definitional and conceptual issues around racism and health inequity and to describe how racism and health inequities are currently addressed in preventive health. METHODS An audit was conducted assessing (1) published literature on frameworks or policy and position statements addressing racism, (2) a subset of cancer and cardiovascular topics in USPSTF reports, (3) recent systematic reviews on interventions to reduce health inequities in preventive health or to prevent racism in health care, and (4) health care-relevant professional societies, guideline-making organizations, agencies, and funding bodies to gather information about how they are addressing racism and health equity. FINDINGS Race as a social category does not have biological underpinnings but has biological consequences through racism. Racism is complex and pervasive, operates at multiple interrelated levels, and exerts negative effects on other social determinants and health and well-being through multiple pathways. In its reports, the USPSTF has addressed racial and ethnic disparities, but not racism explicitly. The systematic reviews to support the USPSTF include interventions that may mitigate health disparities through cultural tailoring of behavioral interventions, but reviews have not explicitly addressed other commonly studied interventions to increase the uptake of preventive services or foster the implementation of preventive services. Many organizations have issued recent statements and commitments around racism in health care, but few have provided substantive guidance on operational steps to address the effects of racism. Where guidance is unavailable regarding the proposed actions, it is principally because work to achieve them is in very early stages. The most directly relevant and immediately useful guidance identified is that from the GRADE working group. CONCLUSIONS AND RELEVANCE This methods report provides a summary of issues around racism and health inequity, including the status of how these are being addressed in preventive health.
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Affiliation(s)
- Jennifer S Lin
- Kaiser Permanente Evidence-based Practice Center, Center for Health Research, Kaiser Permanente, Portland, Oregon
| | | | - Sarah I Bean
- Kaiser Permanente Evidence-based Practice Center, Center for Health Research, Kaiser Permanente, Portland, Oregon
| | - Elizabeth A O'Connor
- Kaiser Permanente Evidence-based Practice Center, Center for Health Research, Kaiser Permanente, Portland, Oregon
| | - Allea M Martin
- Kaiser Permanente Evidence-based Practice Center, Center for Health Research, Kaiser Permanente, Portland, Oregon
| | - Megan O Iacocca
- Kaiser Permanente Evidence-based Practice Center, Center for Health Research, Kaiser Permanente, Portland, Oregon
| | | | - Melinda C Davies
- Kaiser Permanente Evidence-based Practice Center, Center for Health Research, Kaiser Permanente, Portland, Oregon
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Sarkhani N, Negarandeh R, Dashti R. Psychometric properties of the Persian version of the Cultural Competence Scale in Clinical Nurses. Nurs Open 2021; 9:1218-1227. [PMID: 34921748 PMCID: PMC8859058 DOI: 10.1002/nop2.1163] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2021] [Revised: 11/06/2021] [Accepted: 12/01/2021] [Indexed: 11/09/2022] Open
Abstract
AIM Cultural competence is a crucial component of nursing competency, and a valid and reliable scale is needed to measure it. This study was conducted to investigate the psychometric properties of the Persian version of the Cultural Competence Scale among Iranian clinical nurses. DESIGN A methodological design was used. METHODS The scale was translated into Persian, and its content, face and construct validity, and reliability were examined. RESULTS Two items with a content validity ratio of 0.6 were removed. In the case of the content validity index, one item with a content validity index lower than 0.70 was removed. The mean content validity index for the scale was reported as 0.99. All 31 items with an impact score index higher than 1.5 were approved. The exploratory factor analysis revealed four factors explaining 59.92% of the total variance. Cronbach's alpha and the intraclass correlation coefficient were calculated at 0.95 and 0.94, respectively.
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Affiliation(s)
- Naeimeh Sarkhani
- Nursing and Midwifery Care Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Reza Negarandeh
- Nursing and Midwifery Care Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Raziyeh Dashti
- School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
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Radhamony R, Cross WM, Townsin L. Nursing Education to Enhance Culturally and Linguistically Diverse (CALD) Community Access to Mental Health Services: A Scoping Review. Issues Ment Health Nurs 2021; 42:1048-1063. [PMID: 34080932 DOI: 10.1080/01612840.2021.1925792] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
Research has found that training health care professionals can enhance the access of the culturally diverse community to appropriate mental health services. Yet, little research has been conducted that explicitly focuses on improving nursing knowledge, skills, attitudes, and behaviours that can enhance the access of the Culturally and Linguistically Diverse (CALD) community. This scoping review aims to locate, summarise, and recap what is known in the academic literature about educational interventions and programs to improve mental health nurses' cultural competence. Examining how educational interventions and programs can improve mental health nurses' knowledge, skills, attitudes, and behaviours to facilitate Culturally and Linguistically Diverse (CALD) community access to mental health services can also identify gaps in knowledge to report future research areas. Fifteen studies included in the review reported a positive effect of cultural competence interventions; however, it was difficult to establish a single effective intervention method due to the significant heterogenicity in cultural competence intervention strategies. Most studies in this scoping review included nurses as participants. However, only one study solely focussed on cultural competence intervention for mental health nurses. Two other studies included mental health nurses as participants, along with other mental health professionals. Henceforth, there is a prerequisite for more research focussing on enhancing mental health nurses' cultural competency. Additional research is required to evaluate educational interventions' impact on improving cultural competence attributes on specific practitioner behaviours and the effects on health care and health care outcomes. This review can form a basis for future research studies that will emphasise the impact of cultural competence interventions for mental health nurses.
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Affiliation(s)
- Reshmy Radhamony
- School of Health, Federation University Australia, Berwick, Victoria, Australia
| | - Wendy M Cross
- School of Health, Federation University Australia, Berwick, Victoria, Australia
| | - Louise Townsin
- Research Office, Torrens University Australia, Adelaide, South Australia, Australia.,Federation University Australia, Berwick, Victoria, Australia
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Kula Y, Cohen O, Clempert N, Grinstein-Cohen O, Slobodin O. Educating nursing students for cultural competence in emergencies: a randomized controlled trial. BMC Nurs 2021; 20:184. [PMID: 34587960 PMCID: PMC8479710 DOI: 10.1186/s12912-021-00704-1] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2021] [Accepted: 09/15/2021] [Indexed: 12/02/2022] Open
Abstract
BACKGROUND Racial and ethnic minorities suffer significantly more than others in the wake of disasters. Despite the growing recognition of the importance of culturally competent health services, systematic cultural competence training in the medical education system is still scarce, especially in the field of emergency. The current study aimed to examine the effectiveness of an online culturally informed intervention for increasing cultural competence in emergencies among nursing students. METHODS A randomized controlled trial was used to test the intervention effectiveness in increasing nursing students' cultural competence in four domains: attitudes, knowledge, skills, and encounters. The study included 72 undergraduate nursing students recruited from two academic institutes. Participants were randomized (1:1 ratio) to an intervention (n = 34) and control group (n = 38). The study adheres to the Consolidated Standards of Reporting Trials (CONSORT). Data analysis was based on multivariate analysis of variance with repeated measures, followed by post hoc analyses with Bonferroni correction for multiple comparisons. RESULTS Results showed that the intervention was effective in increasing the participants' culturally competent knowledge. The effect of the intervention on the skills domain approached significance. No group differences were identified in the attitudes and the encounters domains. CONCLUSIONS An online culturally informed intervention, incorporated in the curriculum, was effective in enhancing the cognitive aspect of cultural competence (especially at the basic knowledge and understanding levels), but not other domains. Our results encourage the development of future intervention programs that are based on a deep understanding of local values, needs, and preferences.
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Affiliation(s)
- Yosef Kula
- School of Public Health, Faculty of Health Sciences, Ben-Gurion University of the Negev, Beer-Sheva, Israel
| | - Odeya Cohen
- Department of Nursing, Recanati School for Community Health Professions, Faculty of Health Sciences, Ben-Gurion University of the Negev, Beer-Sheva, Israel
| | - Neta Clempert
- Department of Middle East Studies, Ben-Gurion Universityof the Negev, Beer-Sheva, Israel
| | - Orli Grinstein-Cohen
- Department of Nursing, Recanati School for Community Health Professions, Faculty of Health Sciences, Ben-Gurion University of the Negev, Beer-Sheva, Israel
| | - Ortal Slobodin
- Department of Education, Ben-Gurion University of the Negev, 84105, Beer-Sheva, Israel.
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Vora S, Dahlen B, Adler M, Kessler DO, Jones VF, Kimble S, Calhoun A. Recommendations and Guidelines for the Use of Simulation to Address Structural Racism and Implicit Bias. Simul Healthc 2021; 16:275-284. [PMID: 34398114 DOI: 10.1097/sih.0000000000000591] [Citation(s) in RCA: 26] [Impact Index Per Article: 8.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
SUMMARY STATEMENT Simulation-based education is a particularly germane strategy for addressing the difficult topic of racism and implicit bias due to its immersive nature and the paradigm of structured debriefing. Researchers have proposed actionable frameworks for implicit bias education, particularly outlining the need to shift from recognition to transformation, with the goal of changing discriminatory behaviors and policies. As simulation educators tasked with training health care professionals, we have an opportunity to meet this need for transformation. Simulation can shift behaviors, but missteps in design and implementation when used to address implicit bias can also lead to negative outcomes. The focus of this article is to provide recommendations to consider when designing simulation-based education to specifically address racism and implicit bias.
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Affiliation(s)
- Samreen Vora
- From the Simulation Program (S.V.), Children's Minnesota, Minneapolis, MN; Center for Professional Development and Practice (B.D.), Children's Minnesota, Minneapolis, MN; Department of Pediatrics and Medical Education (M.A.), Feinberg School of Medicine, Northwestern University, Chicago, IL; Department of Emergency Medicine (D.K.), Columbia University Vagelos College of Physicians and Surgeons, New York City, NY; Department of Pediatrics (V.F.J.), University of Louisville, Louisville, KY; Division of Education and Training (S.K.), The University of Texas MD Anderson Cancer Center, Houston, TX; and Department of Pediatricsa (A.C.), University of Louisville, Norton Children's Hospital, Louisville, KY
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The effectivity role of community mental health worker for rehabilitation of mental health illness: A systematic review. CLINICAL EPIDEMIOLOGY AND GLOBAL HEALTH 2021. [DOI: 10.1016/j.cegh.2021.100709] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022] Open
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Slobodin O, Kula Y, Clempert N, Cohen O. Building capacity in times of crisis: Increasing cultural competence of healthcare professionals in the context of the COVID-19. J Clin Nurs 2021. [PMID: 34114289 DOI: 10.1111/jocn.15897] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2021] [Revised: 04/12/2021] [Accepted: 05/10/2021] [Indexed: 11/29/2022]
Abstract
BACKGROUND Nurses are the frontline healthcare professionals fighting the medical and social effects of the current COVID-19 pandemic. Although they work with diverse populations, there is a lack of literature on culturally competent education during an emergency such as a pandemic. AIMS AND OBJECTIVES To examine the effectiveness of an online education programme aimed at increasing cultural competence among rescue teams and healthcare professionals facing the challenges of the COVID-19 pandemic. DESIGN Pre-post-web-based intervention study. METHODS Pre-post-intervention surveys were administered to a matched sample of Israeli healthcare and rescue organisation professionals. The initial sample included 303 participants (52% women) who completed the pre-intervention survey. More than half of the sample (56%, n = 170) were paid workers or volunteers in health organisations. Of the initial sample, 154 participants completed the post-intervention survey following the online cultural competence education programme. Descriptive statistics and multivariate analysis were used to evaluate participants' gains in culturally competent attitudes, knowledge, skills and encounters. This study followed the STROBE guidelines. RESULTS Participants found the online programme useful in improving their cultural competence during the COVID-19 pandemic. The highest gains were found in the attitudes domains, whereas the lowest in the knowledge domain. Pre-intervention cultural competence scores and incorporating the programme in the educational curricula predicted increased gains in cultural competence. CONCLUSIONS Online educational interventions showed potential for increasing professionals' awareness of cultural biases, differences and attitudes, leading to more open and accepting attitudes towards patients of different backgrounds. RELEVANCE TO CLINICAL PRACTICE Recognising the need for real-time, low-cost and available training, the World Health Organization recommended using online courses for healthcare professionals struggling in the pandemic frontline. Online education programmes provide a useful platform for training health professionals in times of emergency.
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Affiliation(s)
- Ortal Slobodin
- Department of Education, Ben-Gurion University of the Negev, Beer-Sheva, Israel
| | - Yosef Kula
- Masters' Program in Emergency Medicine, School of Public Health, Faculty of Health Sciences, Ben-Gurion University of the Negev, Beer-Sheva, Israel
| | - Neta Clempert
- Department of Middle East Studies, Ben-Gurion University of the Negev, Beer-Sheva, Israel
| | - Odeya Cohen
- Department of Nursing, Recanati School for Community Health Professions, Ben-Gurion University of the Negev, Beer-Sheva, Israel
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Chae D, Kim Y, Ryu J, Asami K, Kim J, Kim K. E-learning cultural competence for public health workers: A feasibility and pilot study. Public Health Nurs 2021; 38:897-906. [PMID: 34019724 DOI: 10.1111/phn.12923] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2021] [Accepted: 04/21/2021] [Indexed: 01/18/2023]
Abstract
OBJECTIVE To describe the development, feasibility, and preliminary efficacy of a seven-module e-learning for enhancing cultural competence of public health workers. DESIGN The study was based on the framework of the new Medical Research Council; a mixed methods design was used. SAMPLE A four-week pilot cluster-randomized controlled trial was conducted with 39 public health workers and 74 migrants in South Korea. Feasibility and preliminary efficacy were assessed according to initiation, retention, adherence, usability, acceptability, individual and organizational cultural competence, and migrant trust and satisfaction. Quantitative data were collected at baseline, 4 weeks, and 12 weeks. Focus group interviews were conducted with eight public health workers at 12 weeks. RESULTS Initiation, retention, and adherence rates were high. Participants agreed on acceptability, but exhibited mixed results on usability. Participants were satisfied with "well-structured content," "authentic case stories and videos," "increased interest in migrant care," and "opportunity for self-reflection." However, "flawless and trouble-free system," "screen design for easy navigation," "instructor's expertise," and "more situational cases and videos" were desired. Statistically significant differences were observed for individual cultural competence, migrant trust, and satisfaction. CONCLUSION Generally, the intervention seems feasible and has preliminary efficacy, yet usability improvement is necessary for full-scale randomized controlled trials.
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Affiliation(s)
- Duckhee Chae
- College of Nursing, Chonnam National University, Gwangju, South Korea
| | - Yunekyong Kim
- Department of Nursing, Masan University, Changwon, South Korea
| | - Jeeheon Ryu
- Department of Education, Chonnam National University, Gwangju, South Korea
| | - Keiko Asami
- College of Nursing, Chonnam National University, Gwangju, South Korea
| | - Jaseon Kim
- College of Nursing, Chonnam National University, Gwangju, South Korea
| | - Kukhyeon Kim
- Department of Education, Chonnam National University, Gwangju, South Korea
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Leung DY, Kumlien C, Bish M, Carlson E, Chan PS, Chan EA. Using internationalization-at-home activities to enhance the cultural awareness of health and social science research students: A mixed-method study. NURSE EDUCATION TODAY 2021; 100:104851. [PMID: 33711583 DOI: 10.1016/j.nedt.2021.104851] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/26/2020] [Revised: 02/15/2021] [Accepted: 02/25/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Despite healthcare scholars valuing diversity, current cultural awareness training does not address mechanisms that drive societal patterns, that generates cultural insensitivity and reinforces stereotypes of minority groups. The influence of culture on thinking is an important issue because of potential ethnocentric biases on the design, data collection, analysis, and dissemination of research. OBJECTIVES Using internationalization-at-home activities to explore the mechanisms that enhance the development of cultural awareness in postgraduate health and social science research students. DESIGN AND METHODS A pragmatic critical realist study, qualitatively dominant, using mixed-methods to integrate and analyze qualitative and quantitative data. Data were collected pre- and post-internationalization-at-home activities. Qualitative data were collected from online discussion forums and focus groups, and quantitative data were collected from a pre-test and post-test measure of cultural awareness. SETTING AND PARTICIPANTS Eighteen research students in postgraduate health and social science programs from three universities (Australia, Hong Kong, and Sweden) participated in five formal internationalization-at-home webinars and informal international group activities. RESULTS Participants reported four mechanisms counteracting structures (i.e., ethnocentric biases) toward the emergence of cultural awareness: 1. awareness of cultural issues motivating people toward achieving a common goal; 2. reflexivity within psychological safety; 3. deliberations that challenge the veracity of individual assumptions; 4. courage coupled with curiosity. When some or all the mechanisms occurred, properties of enhanced cultural awareness emerged, as confirmed by the quantitative data. CONCLUSIONS Cultural awareness training should emphasize social relations to allow cultural safety to develop for postgraduate health and social science research students. Without skills revealing unconsciously held ethical values, this study argues that postgraduate health and social science students may inadvertently reconstitute and reinforce in their research the discrimination of underserved groups.
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Affiliation(s)
- Doris Y Leung
- School of Nursing, The Hong Kong Polytechnic University, 11 Yuk Choi Road, Hung Hom, Hong Kong Special Administrative Region.
| | | | - Melanie Bish
- La Trobe Rural Health School, La Trobe University, Edwards Rd, Flora Hill, Victoria 3550, Australia.
| | | | - Pui Sze Chan
- School of Nursing, The Hong Kong Polytechnic University, 11 Yuk Choi Road, Hung Hom, Hong Kong Special Administrative Region.
| | - E Angela Chan
- School of Nursing, The Hong Kong Polytechnic University, 11 Yuk Choi Road, Hung Hom, Hong Kong Special Administrative Region.
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Sung S, Park HA. Effect of a mobile app-based cultural competence training program for nurses: A pre- and posttest design. NURSE EDUCATION TODAY 2021; 99:104795. [PMID: 33621852 DOI: 10.1016/j.nedt.2021.104795] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/31/2020] [Revised: 01/18/2021] [Accepted: 01/26/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Importance of providing culturally competent nursing care and cultural competence training for nurses has increased due to diversification of the cultural backgrounds of patients in South Korea. Currently there is little cultural competence training provided to nurses in South Korea. OBJECTIVES This study aimed to develop and evaluate a mobile app-based cultural competence training program for nurses working at a tertiary teaching hospital in South Korea. DESIGN A one group pre- and posttest intervention design. SETTINGS A tertiary teaching hospital in South Korea. PARTICIPANTS A total of 49 nurses participated in the study. METHODS A mobile app-based cultural competence training program for nurses was developed using the five stages of the ADDIE instructional model. Cultural competence scores were compared between pre- and posttest using the paired t-test. The differences in cultural competence scores between pre- and posttests were also compared by participant characteristics using analysis of variance, the Kruskal-Wallis test, and the Mann-Whitney-Wilcoxon test. RESULTS The mean total score of the nurses increased significantly after participating in the program, from 63.00 to 81.06 (p < 0.001). Comparisons of differences in cultural competence scores between pre- and posttests by participant characteristics revealed that the improvement in cultural competence was greater in those with no experience abroad for longer than 1 month compared to those who had experience abroad for longer than 1 month (p < 0.001) and in those who had never cared for a foreign patient compared to those who had cared for more than three foreign patients per week (p < 0.05). CONCLUSIONS The mobile app-based cultural competence training program developed in this study was demonstrated to be effective in improving the cultural competence of nurses in South Korea. Our novel training program can be applied as on-the-job training to improve the cultural competence of nurses.
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Affiliation(s)
- Sumi Sung
- College of Nursing, Seoul National University, 103 Daehak-ro, Jongno-gu, Seoul 03080, Republic of Korea; The Research Institute of Nursing Science, College of Nursing, Seoul National University, 103 Daehak-ro, Jongno-gu, Seoul 03080, Republic of Korea
| | - Hyeoun-Ae Park
- College of Nursing, Seoul National University, 103 Daehak-ro, Jongno-gu, Seoul 03080, Republic of Korea; The Research Institute of Nursing Science, College of Nursing, Seoul National University, 103 Daehak-ro, Jongno-gu, Seoul 03080, Republic of Korea
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Marja SL, Suvi A. Cultural competence learning of the health care students using simulation pedagogy: An integrative review. Nurse Educ Pract 2021; 52:103044. [PMID: 33866235 DOI: 10.1016/j.nepr.2021.103044] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/10/2020] [Revised: 03/07/2021] [Accepted: 03/10/2021] [Indexed: 11/25/2022]
Abstract
The objective of this literature review was to identify the current evidence available on the learning of cultural competence among health care students using simulation pedagogy. An integrative literature review was conducted systematically. The CINAHL, PubMed and ERIC databases were searched for articles published between 2009 and 2019, resulting in including 17 articles in the review. The data were analyzed using descriptive synthesis. The participants of most of the studies were nursing students. The used simulation methods included low- and high-fidelity simulations, standardized patients, virtual and video-streamed simulations and role-play. The educational contents involved assessing advanced communication skills or focusing on patients' socioeconomic, cultural and environmental needs in care. The learning outcomes included knowledge of cultural competence, culturally competent communication skills, culturally competent nursing skills, self-awareness of cultural diversity and self-efficacy in diverse cultural situations. A variety of simulation methods has been used in the cultural competence education and produced several learning outcomes, including an improved understanding of cross-cultural communication and encouragement to discuss various culturally bound health issues. Further research is needed to find an effective combination of teaching methods using innovative ways to foster learning cultural competence.
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Affiliation(s)
- Silén-Lipponen Marja
- Savonia University of Applied Sciences, Unit of Health Care, Kuopio P.O. Box 6, FI-70201 Kuopio, Finland.
| | - Aura Suvi
- Savonia University of Applied Sciences, Unit of Health Care, Kuopio P.O. Box 6, FI-70201 Kuopio, Finland
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Cai D, He W, Klug D. Cultural competence among nurses and its influencing factors: A cross-sectional study. Nurs Health Sci 2021; 23:411-418. [PMID: 33577132 DOI: 10.1111/nhs.12821] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2020] [Revised: 02/07/2021] [Accepted: 02/10/2021] [Indexed: 11/30/2022]
Abstract
The purpose of this study was to investigate the level of cultural competence and its influencing factors among Chinese nurses by using a cross-sectional design. Participants were recruited from four tertiary hospitals in Jiangsu, China, and 325 nurses completed the Cultural Competence Inventory for Nurses in China. Data were analyzed using stepwise multiple regression to identify factors influencing cultural competence. The results showed that Chinese nurses self-rated cultural competence at a moderate level (mean value of 101.7 out of 145), which indicates that cultural training is necessary to improve their cultural competence. Nurses who were younger and had fewer years of working experience, had lower educational backgrounds, seldom learned about different cultures via mass media, and rarely resided in or visited places with different cultures tended to have lower cultural competence levels, and should be provided more opportunities for cultural training. By considering demographic characteristics that influence cultural competence among Chinese nurses, educators can specifically design cultural training content at an appropriate level, targeting trainees' needs and thereby enhance training effectiveness.
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Affiliation(s)
- Duanying Cai
- School of Nursing, Jiujiang University, Jiujiang, China
| | - Wei He
- School of Nursing, Queensland University of Technology, Brisbane, Queensland, Australia
| | - David Klug
- School of Nursing, Queensland University of Technology, Brisbane, Queensland, Australia
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