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Emerson C, Keen D, Barnett K, Wade-Berg JA. Intercultural competence development: A qualitative case study. Nurse Educ Pract 2024; 79:104082. [PMID: 39111021 DOI: 10.1016/j.nepr.2024.104082] [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: 05/17/2024] [Revised: 07/18/2024] [Accepted: 07/22/2024] [Indexed: 08/30/2024]
Abstract
AIM The aim of this study was to explore Bachelor of Science in Nursing (BSN) students' perceptions of the effectiveness of a unique teaching-learning strategy using their results from the Intercultural Development Inventory (IDI), an instrument for the assessment of intercultural competence, with their customized Intercultural Development Plan (IDP) in enhancing their cultural competence development in a nursing senior practicum. The study also examined student insights about how having a plan to develop their intercultural competence will have an impact on their future nursing practice. BACKGROUND Intercultural competence is vital for providing quality healthcare, yet there is a gap in understanding how educational interventions are designed and implemented to enhance cultural competence among nursing students. This paper describes a strategy for developing intercultural competence. The IDI was administered to Bachelor of Science in Nursing (BSN) students in the fourth semester of a five-semester BSN program. Based on their IDI results, each student received a customized IDP that suggested specific activities and encouraged guided self-reflection to enhance intercultural competence development. In the fifth-semester senior practicum course, the students developed personal intercultural competence development goals based on their IDP. They also kept weekly journals on their intercultural competence development during their practicum. DESIGN This study used a Qualitative Case Study design. METHODS This study was conducted from January to July 2021 with 47 senior practicum students in a large BSN program in the Southeastern United States. Data consisted of student written responses to prompts on how the IDI/IDP influenced their intercultural development and its potential effect on their future practice. The data were analyzed through inductive content analysis. RESULTS Three key themes emerged: self-awareness, recognition of cultural influences and growth goals. Student reflections suggested that they desired to develop intercultural competence so they could provide the best possible nursing care for their patients. Still, most students did not have a plan for how to grow in this area. Many students reported that their IDI/IDP heightened cultural awareness throughout their practicum, guiding their development of intercultural competence and leading to a deeper and broader understanding of culture. Students suggested that this enhanced cultural understanding, along with their IDP, will facilitate their continued development of intercultural competence in their future professional practice. CONCLUSION This study contributes to existing knowledge about intercultural competence development and effective teaching methods by providing empirical evidence of the positive impact of the IDI/IDP on nursing students' perceived intercultural development. These findings can inform the development and implementation of pedagogical strategies to enhance intercultural competence, which will ultimately improve patient care outcomes in all healthcare settings.
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Affiliation(s)
- Christie Emerson
- Wellstar School of Nursing, 520 Parliament Garden Way NW, MD 4102, Kennesaw, GA 30144, United States.
| | - Diane Keen
- Wellstar School of Nursing, 520 Parliament Garden Way NW, MD 4102, Kennesaw, GA 30144, United States.
| | - Katherine Barnett
- Wellstar School of Nursing, 520 Parliament Garden Way NW, MD 4102, Kennesaw, GA 30144, United States.
| | - Jennifer A Wade-Berg
- Department of Social Work and Human Services, 520 Parliament Garden Way NW, Kennesaw, GA 30144, United States.
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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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Sawhney M, Li JS, Patterson M, Gumapac NP, Sau C, Akbari A. Addressing Culturally Based Hidden Bias and RacisM (A-CHARM) Using Simulation Experiences, Nik's Story: A Quasi-Experimental Study. Can J Nurs Res 2024:8445621241253124. [PMID: 38751073 DOI: 10.1177/08445621241253124] [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: 05/26/2024] Open
Abstract
BACKGROUND/PURPOSE Racism and hidden bias experienced by underrepresented nursing students contribute to a loss of confidence and anxiety. The A-CHARM nursing project developed virtual simulation experiences for nursing students to practice how to address racism. 'Nik's Story' virtual simulation was created as part of the A-CHARM project. The purpose of this study was to examine the effectiveness of an education intervention, that included Nik's story, on cultural humility and cultural diversity awareness. METHOD This quasi-experimental study included a convenience sample of final year nursing students. After informed consent, participants completed a pre-intervention questionnaire that included the Cultural Humility Scale "context for difference in perspective" subscale, and the Cultural Diversity Awareness questionnaire to assess baseline knowledge. Students participated in an education intervention that included a lecture, Nik's story virtual simulation experience, a debrief and then completed a post-education/simulation questionnaire that included usability/learner engagement questions and the Cultural Humility Scale "context for difference in perspective" subscale, and the Cultural Diversity Awareness questionnaire. RESULTS Forty-seven students consented and completed the pre/post intervention questionnaire. Participants rated the effectiveness, engagement and usability of the simulation experience highly. There was a significant positive change in cultural humility "context for difference in perspective" subscale (pre-scores = 6.9, SD = 3.3; post-scores = 31.0, SD = 3.8, p < 0.001), and cultural diversity awareness (pre-scores = 95.4, SD = 8.9; post-scores = 103.4, SD = 9.8, p < 0.001). DISCUSSION This intervention was effective in improving cultural humility and cultural diversity awareness in nursing students. CONCLUSION Simulation experiences regarding racism in the clinical setting provide a strategy for students to learn how to professionally navigate unwanted experiences.
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Affiliation(s)
- Monakshi Sawhney
- School of Nursing, Faculty of Health Sciences, Queens University, Kingston, ON, Canada
| | - Jenny S Li
- Intensive Care Unit, North York General Hospital, Toronto, ON, Canada
| | - Michaela Patterson
- Cardiovascular Intensive Care Unit, Unity Health, St. Micheal's Hospital, Toronto, ON, Canada
| | - Nathaniel P Gumapac
- Critical Care Resource Pool, Kingston Health Sciences Centre, Kingston, ON, Canada
| | - Crystal Sau
- Mental Health, Kingston Health Sciences Centre, Kingston, ON, Canada
| | - Ali Akbari
- School of Nursing, Queen's University, Kingston, ON, Canada
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Ndiwane A, Truong K, Young I, Kariuki A, Shah S. Examining Student Preparation for Advancing Care in a Diverse Society. J Nurs Educ 2024; 63:228-232. [PMID: 38581715 DOI: 10.3928/01484834-20240207-01] [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: 04/08/2024]
Abstract
BACKGROUND Although many nursing programs include health equity in their curriculum, research investigating the efficacy of such curricula often is lacking. METHOD Using criterion sampling, school of nursing alumni who could speak about their graduate preparation and current experiences working with diverse patient populations were recruited for this study. Semistructured interviews were conducted with 22 alumni regarding their curricular, clinical, and co-curricular experiences as graduate students to better understand the strengths and gaps in their preparation as health professionals. RESULTS Four major themes emerged from the analysis of interview transcripts (n = 22). These themes included: (1) diversity and representation; (2) implicit bias and microaggressions; (3) skills and knowledge areas; and (4) supplemental learning through co-curricular experiences. CONCLUSION Implications for policy, curriculum innovation, and clinical practice can better prepare students to advance care for a diverse society. [J Nurs Educ. 2024;63(4):228-232.].
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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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L Mackavey C, Henderson C, Stout T. Stepping outside national borders: International active learning educational collaboration events. Int Nurs Rev 2024; 71:5-12. [PMID: 38156728 DOI: 10.1111/inr.12927] [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: 12/27/2022] [Accepted: 12/13/2023] [Indexed: 01/03/2024]
Abstract
AIM This paper discusses the benefits of international collaborations for advanced practice nursing education. It identifies new perspectives and innovative practices to enhance cultural competency. BACKGROUND Competent, well-trained advanced practice nurses (APNs) are necessary to provide high-quality and safe patient care, improve access to care, and address health disparities that are no longer geographically bound. In 2021, an international network of advanced practice educators established an active learning program to teach students their role in global citizenship and increase awareness of health disparities. APN students from Scotland, Wales, Minnesota, Houston, and Rotterdam participated in presentations, online discussions, and in-country scholarships. SOURCES OF EVIDENCE Growing health disparities have created the need for efficient international collaboration to develop new concepts, approaches, and bidirectional exchange of experiences, culture, and knowledge. Integrating global health into curricula engages students' curiosity and integrates education, research, practice, and leadership while improving cultural competency. DISCUSSION Forty-two students participated in the international presentations. The students strongly believed in the benefit of international collaboration and the need for a universal role for the advanced practice nurse. They responded positively to sharing cultural and clinical experiences. CONCLUSION The recent global health challenge supported the development of innovative methods to deliver education and created an opportunity for advanced practice students to develop cultural competence and critical thinking. Collaborative solutions are essential to education and healthcare as we move forward in the 21st century. IMPLICATIONS FOR NURSING PRACTICE Robust international collaborations have enabled the development of cultural competence and critical thinking. These are crucial elements for advanced practice roles.
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Affiliation(s)
- Carole L Mackavey
- Cizik School of Nursing, University of Texas Health Science Center at Houston, Houston, Texas, USA
| | - Colette Henderson
- School of Health Sciences, University of Dundee, Dundee, Scotland, UK
| | - Tammy Stout
- Cizik School of Nursing, University of Texas Health Science Center at Houston, Houston, Texas, USA
- School of Health Sciences, University of Dundee, Dundee, Scotland, UK
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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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Lalande FD. The Effects of Reverse-Role Simulation on Nursing Students' Ethnocultural Empathy: A Quantitative Study. Nurs Educ Perspect 2024:00024776-990000000-00210. [PMID: 38315749 DOI: 10.1097/01.nep.0000000000001238] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/07/2024]
Abstract
AIM The aim of this study was to examine the impact of reverse-role simulation on nursing students' empathy levels toward ethnoculturally diverse patients. BACKGROUND Empathy is an essential component of culturally competent care; however, it is often left out of cultural competence education. Enhancing nursing students' cultural empathy may benefit students and patients. METHOD The study used a quasi-experimental one-group pretest-posttest design in a private nursing school in the Northeast. The sample consisted of 37 undergraduate nursing students. RESULTS Pretest and posttest scores were statistically different, indicating a significant increase in the students' ethnocultural empathy, t (36) = -3.20, p = .003. CONCLUSION This study supports using reverse-role simulation as an effective teaching strategy to enhance nursing students' empathy toward ethnocultural diverse patients. Placing students in the "shoes" of an ethnoculturally diverse patient can increase their empathy levels and enhance cultural competence education.
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Affiliation(s)
- Fabiola D Lalande
- About the Author Fabiola D. Lalande, DNP, RN, is an associate professor, Richard and Sheila Young School of Nursing Regis College, Regis College, Weston, Massachusetts. For more information, contact her at or
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Oh S, Benes S, Yan Z. Fostering cultural competence: Exploring client perception in a health coaching intervention among college students. Nurs Health Sci 2024. [PMID: 38178362 DOI: 10.1111/nhs.13077] [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: 06/13/2023] [Revised: 11/15/2023] [Accepted: 12/14/2023] [Indexed: 01/06/2024]
Abstract
Health coaching could be an innovative approach to develop student coaches' cultural competence (CC) among future health professionals. The current mix-method study design explored the impact of an 8-week peer health coaching intervention among college students on CC, from both student health coaches (i.e., students majored in health sciences who completed health coaching training and acted as health coach) and student clients' perspective. Nine student coaches and 24 student clients participated in the study. The quantitative analysis showed an increase in the clients' perceived level of coaches' CC between the pre- and posttest. The qualitative analysis revealed three themes, including varying levels of awareness, respectful and culturally responsive coaching, and cultural connection. Implications and recommendations for educators and researchers are discussed.
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Affiliation(s)
- Seungbin Oh
- Department of Psychiatry, Boston University Chobanian & Avedisian School of Medicine, Boston, USA
| | - Sarah Benes
- Department of Health and Movement Science, Southern Connecticut State University, New Haven, USA
| | - Zi Yan
- Department of Public Health and Nutrition, Merrimack College, North Andover, USA
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Asakawa S, Takeda Y, Henker R. Barriers encountered by nurses in the care of walk-in international patients in an emergency department in Japan. Int Emerg Nurs 2023; 70:101337. [PMID: 37657133 DOI: 10.1016/j.ienj.2023.101337] [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: 12/12/2022] [Revised: 07/05/2023] [Accepted: 07/16/2023] [Indexed: 09/03/2023]
Abstract
BACKGROUND An increasing number of international patients continue to visit emergency departments (EDs) in Japanese hospitals. However, nurses in Japan perceive challenges when caring for patients from other countries. This study explored ED nurses' perceptions of barriers when caring for walk-in international patients. METHODS Five semi-structured online focus group interviews involving 15 registered nurses with experience in caring for patients in an ED at a university referral hospital located in the center of Tokyo were conducted. Thematic analysis was used to identify patterns from the interviews. RESULTS The themes that emerged were as follows: (1) hesitation to engage with patients due to ambiguity, (2) loss of harmony in the ED, (3) difficulty with mutual goal settings, and (4) decreased professional self-efficacy. CONCLUSION The findings provide an understanding of the challenges faced when caring for walk-in international patients. Educational interventions for ED nurses and other strategies, such as the use of interpreters, can enhance nurses' abilities to improve patient safety and maintain equality.
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Affiliation(s)
- Shoko Asakawa
- Graduate School of Health Management, Keio University, Tokyo, Japan; Faculty of Nursing and Medical Care, Keio University, 35 Shinanomachi, Shinjyuku-ku, Tokyo 160-8582, Japan.
| | - Yuko Takeda
- Graduate School of Health Management, Keio University, Tokyo, Japan; Faculty of Nursing and Medical Care, Keio University, 35 Shinanomachi, Shinjyuku-ku, Tokyo 160-8582, Japan.
| | - Richard Henker
- Department of Nurse Anesthesia, School of Nursing, University of Pittsburgh, 360 Victoria Building 3500 Victoria Street, Pittsburgh, PA 15261, United States.
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Adeniran RK, Jones D, Harmon MJ, Hexem-Hubbard S, Gonzalez E. Checking the Pulse of Holistic and Culturally Competent Nursing Practice in Pennsylvania. Holist Nurs Pract 2023; 37:223-232. [PMID: 33306493 DOI: 10.1097/hnp.0000000000000427] [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: 11/26/2022]
Abstract
Traditionally, underrepresented racial and ethnic groups experience marginalization, leading to inequities and disparities in health and health care. A holistic approach to care delivery can help providers meet a culturally diverse patient population's unique healing needs. A systematic assessment of nurses' cultural competency practice was conducted in Pennsylvania to reveal opportunities and provide direction for holistic, culturally competent health care services. This exploratory cross-sectional descriptive study used the Cultural Competence Education and Awareness Survey (CCEAS) to examine cultural competence practices of registered nurses employed in the state of Pennsylvania. A total of 1246 registered nurses completed the survey. Respondents expressed a strong desire for cultural competency. Education and organizational infrastructure to facilitate cultural competency could be improved. Health care leaders and policy makers at all levels should explore opportunities to strengthen nurses' culturally competent practices through ongoing professional-development activities and enhanced organizational infrastructure.
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Affiliation(s)
- Rita K Adeniran
- Drexel University College of Nursing and Health Professions, Philadelphia, Pennsylvania (Drs Adeniran and Gonzalez); UPMC McKeesport, Pittsburgh, Pennsylvania (Dr Jones); Louise Fitzpatrick College of Nursing, Villanova, Pennsylvania (Ms Harmon); and National Nurse-Led Care Consortium, Philadelphia, Pennsylvania (Dr Hexem- Hubbard)
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Purdy E, Symon B, Marks RE, Speirs C, Brazil V. Exploring equity, diversity, and inclusion in a simulation program using the SIM-EDI tool: the impact of a reflexive tool for simulation educators. Adv Simul (Lond) 2023; 8:11. [PMID: 37004091 PMCID: PMC10067255 DOI: 10.1186/s41077-023-00250-7] [Citation(s) in RCA: 8] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2022] [Accepted: 03/22/2023] [Indexed: 04/03/2023] Open
Abstract
BACKGROUND There have been increasing calls for awareness and action related to equity, diversity, and inclusion (EDI) in simulation but a lack of practical guidance for how simulation delivery teams (SDTs) might move towards meaningful transformation. The gap between academic conversations about EDI and how to practically impact SDT attitudes, behaviors, and performance remains considerable. We designed a conversational tool, the SIM-EDI, to bridge the gap between theory and practice for SDTs by enhancing reflexivity and studied its impact locally. METHODS We engaged in a collaborative autoethnography to explore EDI within our emergency department SDT shortly after implementing the SIM-EDI. The 12-month ethnography is informed by our team's collection and analysis of data about ourselves and our own experiences using the tool. Data included serial interviews, field notes from simulations and SDT meetings, SDT documents, and self-reflections. RESULTS We found the SIM-EDI tool could be implemented with a team with a high level of readiness. Use of the tool had several meaningful impacts including enhanced team reflexivity, normalization of conversations related to EDI and increased confidence to engage in EDI conversations with participants. Key themes throughout the process included (1) individual and team growth, (2) fear of "getting it wrong", and (3) tension between bias towards action and need for slow reflection. CONCLUSION The SIM-EDI tool can effectively promote reflexivity among faculty in an emergency department simulation program. The tool is easy to use and implement, impacts attitudes and behaviors, and facilitates individual and team growth.
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Affiliation(s)
- Eve Purdy
- Gold Coast Hospital and Health Service, Southport, QLD, Australia.
- Bond University, Faculty of Health Sciences & Medicine, Gold Coast, QLD, Australia.
| | - Ben Symon
- Prince Charles Hospital, Brisbane, QLD, Australia
- Simulation Training on Resuscitation for Kids, Queensland Children's Hospital, Brisbane, Australia
| | - Ruth-Ellen Marks
- Bond University, Faculty of Health Sciences & Medicine, Gold Coast, QLD, Australia
| | - Chris Speirs
- Gold Coast Hospital and Health Service, Southport, QLD, Australia
| | - Victoria Brazil
- Gold Coast Hospital and Health Service, Southport, QLD, Australia
- Bond University, Faculty of Health Sciences & Medicine, Gold Coast, QLD, Australia
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Jones L, Danks E, Costello B, Jolly K, Cross-Sudworth F, Latthe P, Fassam-Wright M, Clarke J, Byrne A, Taylor J. Views of female genital mutilation survivors, men and health-care professionals on timing of deinfibulation surgery and NHS service provision: qualitative FGM Sister Study. Health Technol Assess 2023; 27:1-113. [PMID: 36946235 PMCID: PMC10041342 DOI: 10.3310/jhwe4771] [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: 03/17/2023] Open
Abstract
Background Female genital mutilation is an important UK health-care challenge. There are no health benefits of female genital mutilation, and it is associated with lifelong physical, psychological and sexual impacts. The annual cost to the NHS to care for survivors is £100M. Deinfibulation may improve the health and well-being of some women, but there is no consensus on the optimal timing of surgery for type 3 survivors. UK care provision is reportedly suboptimal. Objectives We aimed to explore the views of survivors, men and health-care professionals on the timing of deinfibulation surgery and NHS service provision. Methods This was a qualitative study informed by the Sound of Silence framework. This framework is useful for researching sensitive issues and the health-care needs of marginalised populations. A total of 101 interviews with 44 survivors, 13 men and 44 health-care professionals were conducted, supplemented by two workshops with affected communities (participants, n = 10) and one workshop with stakeholders (participants, n = 30). Data were analysed using a hybrid framework method. Results There was no clear consensus between groups on the optimal timing of deinfibulation. However, within groups, survivors expressed a preference for deinfibulation pre pregnancy; health-care professionals preferred antenatal deinfibulation, with the caveat that it should be the survivor's choice. There was no consensus among men. There was agreement that deinfibulation should take place in a hospital setting and be undertaken by a suitable health-care professional. Decision-making around deinfibulation was complex. Deficiencies in professionals' awareness, knowledge and understanding resulted in impacts on the provision of appropriate care. Although there were examples of good practice and positive care interactions, in general, service provision was opaque and remains suboptimal, with deficiencies most notable in mental health. Deinfibulation reportedly helps to mitigate some of the impacts of female genital mutilation. Interactions between survivors and health-care professionals were disproportionately framed around the law. The way in which services are planned and provided often silences the perspectives and preferences of survivors and their families. Limitations Only a minority of the interviews were conducted in a language other than English, and the recruitment of survivors was predominantly through maternity settings, which meant that some voices may not have been heard. The sample of men was relatively small, limiting interpretation. Conclusions In general, service provision remains suboptimal and can silence the perspectives and preferences of survivors. Deinfibulation services need to be widely advertised and information should highlight that the procedure will be carried out in hospital by suitable health-care professionals and that a range of time points will be offered to facilitate choice. Future services should be developed with survivors to ensure that they are clinically and culturally appropriate. Guidelines should be updated to better reflect the needs of survivors and to ensure consistency in service provision. Future work Research is needed to (1) map female genital mutilation service provision; (2) develop and test effective education to address deficits in awareness and knowledge for affected communities and health-care professionals; and (3) develop, monitor and evaluate clinically and culturally competent female genital mutilation services. Trial registration Current Controlled Trials ISRCTN14710507. Funding This project was funded by the National Institute for Health and Care Research (NIHR) Health Technology Assessment Programme and will be published in full in Health Technology Assessment; Vol. 27, No. 3. See the NIHR Journals Library website for further project information.
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Affiliation(s)
- Laura Jones
- Institute of Applied Health Research, College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK
| | - Emma Danks
- Institute of Applied Health Research, College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK
| | - Benjamin Costello
- Institute of Applied Health Research, College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK
| | - Kate Jolly
- Institute of Applied Health Research, College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK
| | - Fiona Cross-Sudworth
- Institute of Applied Health Research, College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK
| | - Pallavi Latthe
- Birmingham Women's and Children's NHS Foundation Trust, Birmingham, UK
| | | | - Joanne Clarke
- Institute of Applied Health Research, College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK
| | - Alison Byrne
- University Hospitals Birmingham NHS Foundation Trust, Heartlands Hospital, Birmingham, UK
| | - Julie Taylor
- School of Nursing, College of Medical and Dental Sciences, University of Birmingham, Birmingham, UK
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Rost M, De Clercq E, Arnold L, Rakic M. Interventions to enhance cross-cultural competence in oncology: A meta-analysis of effectiveness studies and a qualitative review. Eur J Oncol Nurs 2023; 64:102277. [PMID: 36944274 DOI: 10.1016/j.ejon.2023.102277] [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: 12/15/2022] [Revised: 01/24/2023] [Accepted: 02/09/2023] [Indexed: 02/12/2023]
Abstract
PURPOSE Cross-cultural competence of healthcare providers is crucial to create a culturally safe environment. Cancer poses special challenges to cross-culturally competent communication and decision-making. Yet, no research synthesis on cross-cultural competence interventions has focused specifically on oncology. METHODS We conducted a meta-analysis and qualitative review of literature on the effectiveness of cross-cultural competence interventions in oncology. No limitations were placed on publication date, language, oncology setting, or geographic region. Of 1.565 citations identified, 15 articles met the inclusion criteria. Information on study design, samples, measured outcomes, and effectiveness statistics were coded. Average weighted effects were calculated applying meta-analysis methodology. RESULTS Studies were published between 2000 and 2020; more than half in the last seven years; two thirds in the USA. Overall study quality was at a low to moderate level, notably only one study provided a control-group-design. In sum, nurses constituted the largest occupational group among participants. Results of the meta-analysis indicate that cross-cultural competence interventions have differential effects. While the overall effect of cross-cultural competence interventions was not statistically significant, results showed that the cross-cultural competence dimensions of knowledge and behavior did improve. Effects beyond that remain unclear. CONCLUSIONS We provide valuable information on research gaps. The lack of studies and insufficient methodological rigor of available studies show that more research is needed to support the claim that interventions actually improve the various dimensions of cross-cultural competence in oncology. To build a stronger evidence base, it is necessary to include patient-reported outcomes and to center their experiences in future research.
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Affiliation(s)
- Michael Rost
- Institute for Biomedical Ethics, University of Basel, 4056, Switzerland.
| | - Eva De Clercq
- Institute for Biomedical Ethics, University of Basel, 4056, Switzerland
| | - Louisa Arnold
- Institute of Psychology, Friedrich-Schiller-University of Jena, 07743, Germany
| | - Milenko Rakic
- Institute for Biomedical Ethics, University of Basel, 4056, Switzerland
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Mula T, Azuri P, Baumann SL. Nursing Cultural Competence in Israel: Does Practice Make It Better? Nurs Sci Q 2023; 36:78-84. [PMID: 36571320 DOI: 10.1177/08943184221131968] [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] [Indexed: 12/27/2022]
Abstract
Because of globalization, immigration, and mass exodus from countries due to political conflicts, there is an ever-changing mix of people with diverse cultural backgrounds who require institutions to provide continuing education to ensure that effective services are provided to everyone. Part of the transcultural challenges involves religion, socioeconomic differences and languages, and ethnic backgrounds that differ. The objective of this study was to examine whether a transcultural training program for undergraduate nursing students in Israel could enhance students' cultural competence. In this study, 319 senior undergraduate nursing students were asked to complete the Transcultural Health Care Screening Questionnaire as a measure of their cultural competence. The students' cultural competence was satisfactory but less than it had been in previous years. The authors suggest that cultural competence needs to be considered as a contextual, developmental, and experiential process that requires ongoing attention and curricular revisions.
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Affiliation(s)
- Tomar Mula
- The Academic College of Tel Aviv-Yaffo, Tel Aviv, Israel
| | - Pazit Azuri
- The Academic College of Tel Aviv-Yaffo, Tel Aviv, Israel
| | - Steven L Baumann
- Hunter College of the City University of New York, New York, NY, USA
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Červený M, Kratochvílová I, Hellerová V, Tóthová V. Methods of increasing cultural competence in nurses working in clinical practice: A scoping review of literature 2011–2021. Front Psychol 2022; 13:936181. [PMID: 36092120 PMCID: PMC9449514 DOI: 10.3389/fpsyg.2022.936181] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/04/2022] [Accepted: 08/04/2022] [Indexed: 11/13/2022] Open
Abstract
Aim Training for the development of cultural competence is often not part of the professional training of nurses within the European Economic Area. Demographic changes in society and the cultural diversity of patients require nurses and other medical staff to provide the highest quality healthcare to patients from different cultural backgrounds. Therefore, nurses must acquire the necessary cultural knowledge, skills, and attitudes as part of their training and professional development to provide culturally competent care to achieve this objective. Objective This review aims to summarize existing methods of developing cultural competence in nurses working in clinical practice. Design A scoping review of the literature. Method The following databases were used: PubMed, ScienceDirect, ERIH Plus, and Web of Science using keywords; study dates were from 2011 to 2021. Results The analysis included six studies that met the selection criteria. The studies were categorized as face-to-face, simulations, and online education learning methods. Conclusion Educational training for cultural competence is necessary for today’s nursing. The training content should include real examples from practice, additional time for self-study using modules, and an assessment of personal attitudes toward cultural differences.
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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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Kuhlmann EH, Tallman BA. The Impact of Nurses' Beliefs, Attitudes, and Cultural Sensitivity on the Management of Patient Pain. J Transcult Nurs 2022; 33:624-631. [PMID: 35837989 DOI: 10.1177/10436596221109829] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
INTRODUCTION Nurses' attitudes and beliefs may impact pain management. This study investigated nurses' perceptions regarding their own and patients' pain experiences by examining relationships between pain cautiousness and stoicism, cultural sensitivity, and personal pain attitudes. METHODOLOGY A correlational methodology examined nursing staff in a Midwestern private hospital. The sample included 102 primarily female (95.1%), Caucasian (97%), and married (66%) nursing staff. Measures included the Intercultural Sensitivity Scale, Pain Attitudes Questionnaire to Assess Stoicism and Cautiousness, and the Pain Management: Nurses' Knowledge and Attitude Survey. RESULTS Cultural sensitivity was a significant predictor of pain knowledge and attitudes total score (R2 = .081, β = .244, p = .040), while pain stoicism and pain cautiousness were not predictive. DISCUSSION Findings highlight the importance of nurses being aware of personal attitudes, beliefs, and cultural sensitivity in pain management. Results also demonstrate a gap between the knowledge and utilization of nonpharmacologic pain management interventions among nursing staff.
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Bachmann C, Pettit J, Rosenbaum M. Developing communication curricula in healthcare education: An evidence-based guide. PATIENT EDUCATION AND COUNSELING 2022; 105:2320-2327. [PMID: 34887158 DOI: 10.1016/j.pec.2021.11.016] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2021] [Revised: 11/10/2021] [Accepted: 11/15/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVE To present a guide for communication curriculum development in healthcare professions for educators and curriculum planners. METHODS We collated a selection of theories, frameworks and approaches to communication curriculum development to provide a roadmap of the main factors to consider when developing or enhancing communication skills curricula. RESULTS We present an evidence-based guide for developing and enhancing communication curriculum that can be applied to undergraduate and postgraduate healthcare education. Recommended steps to consider during the communication curricula development process include thoughtful examination of current communication education, needs assessment, focused learning goals and objectives, incorporation of experiential educational strategies allowing for skills practice and feedback and use of formative and summative assessment methods. A longitudinal, developmental and helical implementation approach contributes to reinforcement and sustainment of learners' knowledge and skills. CONCLUSION AND PRACTICE IMPLICATIONS Drawing on best practices in developing communication curricula can be helpful in ensuring successful approaches to communication skills training for any level of learner or healthcare profession. This position paper provides a guide and identifies resources for new and established communication curriculum developers to reflect on strengths and opportunities in their own approaches to addressing the communication education needs of their learners.
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Affiliation(s)
- Cadja Bachmann
- Office of the Dean of Education, Medical Faculty, University of Rostock, Germany.
| | - Jeffrey Pettit
- Department of Family Medicine, Office of Consultation and Research in Medical Education, University of Iowa Carver College of Medicine, USA
| | - Marcy Rosenbaum
- Department of Family Medicine, Office of Consultation and Research in Medical Education, University of Iowa Carver College of Medicine, USA
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Lee J, Jun WH. Effect of compassion competence on cultural competence in student nurses: Mediating effect of professional nursing values. J Prof Nurs 2022; 41:134-139. [DOI: 10.1016/j.profnurs.2022.05.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2021] [Revised: 05/10/2022] [Accepted: 05/10/2022] [Indexed: 10/18/2022]
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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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Kor PPK, Yu CTK, Triastuti IA, Sigilipoe MA, Kristiyanto HD, Pratiwi JPD, Perdamaian TK, Li LM, Pang PCP, Widagdo TMM. Effects of an internationalization at home (IAH) programme on cultural awareness among medical and nursing students in Hong Kong and Indonesia during the COVID-19 pandemic: a mixed-methods study. BMC MEDICAL EDUCATION 2022; 22:368. [PMID: 35562728 PMCID: PMC9099034 DOI: 10.1186/s12909-022-03424-5] [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: 12/20/2021] [Accepted: 04/29/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND The COVID-19 pandemic has severely impacted the learning experience of students by limiting their opportunities for face-to-face intercultural exchanges. Given the importance of cultural competence in medical education, there is a need to develop a programme that promotes cultural awareness, but that offers more flexibility in terms of outbound mobility. This study aims to evaluate the effectiveness of an internationalization at home programme and to explore the learning experiences of medical and nursing students from Hong Kong and Indonesia. METHODS Students were recruited from two universities in Hong Kong and Indonesia. They attended an online internationalization at home programme designed by members of the research team from both countries. A mixed-methods study was conducted using a concurrent triangulation approach. A pre-test post-test design was used to evaluate the effects of the programme on cultural awareness, and four focus groups were conducted to explore the students' experiences in the programme. Quantitative and qualitative data were analysed by T-test and reflexive thematic analysis, respectively. Data were integrated and triangulated using joint displays by comparing findings from both sources. RESULTS One hundred and forty-eight students from Hong Kong and Indonesia participated in the study. After the programme, there was a significant improvement in cultural awareness. Three themes were identified: (1) learning process: enjoyable, but a desire remains for face-to-face cross-cultural communication; (2) learning outcomes: gained cultural awareness, developed cultural sensitivity, had an opportunity to practice language and learn about new learning styles; (3) factors influencing learning outcomes: facilitators (micro-movie and active communication) and barriers (language barrier, inappropriate time arrangement, insufficient prior briefing). CONCLUSION This programme achieved the learning outcomes by successfully enhancing the cultural awareness of students during a time of pandemic when outbound student exchanges were not possible. Further adaptations of the programme are required to enhance different learning outcomes.
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Affiliation(s)
- Patrick Pui Kin Kor
- Centre for Gerontological Nursing, School of Nursing, The Hong Kong Polytechnic University (School of Nursing), Hung Hom, Hong Kong.
| | | | - Ida Ayu Triastuti
- Faculty of Medicine, Duta Wacana Christian University, Yogyakarta, Indonesia
| | | | | | | | | | - Lisa Mengli Li
- Centre for Gerontological Nursing, School of Nursing, The Hong Kong Polytechnic University (School of Nursing), Hung Hom, Hong Kong
| | - Phyllis Chui Ping Pang
- Centre for Gerontological Nursing, School of Nursing, The Hong Kong Polytechnic University (School of Nursing), Hung Hom, Hong Kong
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Farokhzadian J, Nematollahi M, Dehghan Nayeri N, Faramarzpour M. Using a model to design, implement, and evaluate a training program for improving cultural competence among undergraduate nursing students: a mixed methods study. BMC Nurs 2022; 21:85. [PMID: 35410203 PMCID: PMC8996203 DOI: 10.1186/s12912-022-00849-7] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2021] [Accepted: 03/21/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Due to changing population, culturally diverse clients with different perceptions of illness and health are present in healthcare settings. Therefore, it is increasingly important for nursing students to have high levels of cultural competence in order to meet diverse client needs. A training program is essential to enhance students' cultural competence. This study aimed to design, implement, and evaluate a cultural care-training program to improve cultural competence of undergraduate nursing students. METHODS This exploratory mixed methods study used six steps proposed in the Talbot and Verrinder model to design a training program. In the first step, a conventional qualitative study was conducted and 18 participants were interviewed using purposive sampling. In the second and third steps, literature review and the classic Delphi technique were used for initiation and finalization of the program. The fourth, fifth, and sixth steps were completed by implementing, monitoring, and evaluating the cultural care program (five two-hour sessions) among 73 nursing students using a quasi-experimental design. Finally, effectiveness of program was evaluated through the cultural care inventory before and 1 month after the program. Data were analyzed via SPSS25, independent samples t- test, paired t- test, chi-square test, analysis of covariance, and multivariate linear regression tests. RESULTS A systematic model was used to identify key elements of a cultural care program, including main topics, educational objectives and contents, assignments and activities for students, teaching and evaluation methods. The curricular objectives and educational contents were implemented in five sessions to produce measurable results. The quantitative step showed that nursing students' cultural competence in the intervention group (184.37 ± 22.43) improved significantly compared with the control group (153.19 ± 20.14) (t = 6.24, p = 0.001) after intervention. CONCLUSION A cultural care training program can be designed by the model applied in this study in order to improve cultural competence of nursing students. This training program will be effective if students' learning needs, appropriate assignments, and acceptable teaching methods are addressed. Therefore, nurse educators can design comprehensive training programs to improve nursing students' cultural competence in different cultures and contexts. This training program is highly efficient because it is applicable in many disciplines of nursing education.
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Affiliation(s)
| | | | - Nahid Dehghan Nayeri
- Nursing and Midwifery Care Research Centre, School of nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
| | - Motahareh Faramarzpour
- Student Research Committee, Razi faculty of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran. .,Clinical Research Development Center of Imam Khomeini Hospital, Jiroft University of Medical Sciences, Jiroft, Iran.
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Wilson C, Crawford K, Adams K. Translation to practice of cultural safety education in nursing and midwifery: A realist review. NURSE EDUCATION TODAY 2022; 110:105265. [PMID: 35063779 DOI: 10.1016/j.nedt.2022.105265] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/21/2021] [Revised: 12/19/2021] [Accepted: 01/05/2022] [Indexed: 06/14/2023]
Abstract
OBJECTIVES Health inequities exist for racial groups as a result of political, societal, historical and economic injustices, such as colonisation and racism. To address this, health professions have applied various health education pedagogies to equip learners to contribute better to cultural safety. The aim of this realist review was to provide an overview of cultural safety programs that evaluate transition of learning to practice to generate program theory as to what strategies best translate cultural safety theory to practice for nurses and midwives. DESIGN A systematic review following realist review publication standards. DATA SOURCES Nine papers were selected from six databases, from inception to January 2020. Any article that evaluated nurses and midwives practice change following participation in cultural safety education programs was included. REVIEW METHODS A realist review was undertaken to refine cultural safety education program theory. This involved an initial broad search of literature, research team consultation, systematic literature search with refinement of the inclusion criteria. For each included article the context, mechanism and outcomes were extracted and analysed. RESULTS Three program theories resulted. Firstly, system and structural leadership to drive the change process, including adoption of policy and accreditation standards and involvement of the community impacted by health inequity. Second critical pedagogy to reveal institutional and individual racist behaviours and third, nurse and midwife commitment to cultural safety. CONCLUSION Change in practice to achieve cultural safety is complex, requiring a multi-system approach. Cultural safety education programs adopting critical pedagogy is necessary for critical consciousness building by nurses and midwives to have impact. However, this is only one part of this interdependent change process. Involvement of those communities experiencing culturally unsafe practice is also necessary for program effectiveness. Further research is required to examine the effectiveness of coordinated multi-system approaches, alongside, nurse and midwife commitment for cultural safety.
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Affiliation(s)
- Cath Wilson
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Victoria 3800, Australia; Department of Nursing and Allied Health, Swinburne University of Technology, Victoria 3122, Australia.
| | - Kimberley Crawford
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Victoria 3800, Australia.
| | - Karen Adams
- Faculty of Medicine, Nursing and Health Sciences, Monash University, Victoria 3800, Australia.
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Sustainable Approach to Certification of Persons: Ensuring Reliability and Quality. SUSTAINABILITY 2022. [DOI: 10.3390/su14031137] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Nowadays, sustainability issues are gaining more and more topicality in the context of improving organizational processes, including in the field of conformity assessment. In the field of certification of persons, competence assessment institutions have also become interested in using new approaches as the quality of assessment execution does not fully meet the requirements of stakeholders regarding the ability of a person to apply the acquired knowledge and skills in situations related to the professional activity. The aim of the research is to analyze the aspects of professional competence assessment related to the certification of persons and its performance according to the stakeholder requirements in order to develop a new sustainable approach to the process of certification of persons that would ensure the quality and reliability of its execution. Qualitative and quantitative research methods have been used to analyze the elements of the concept of certification of persons and the main elements of the concept of professional competence. As a result of the research, a new sustainable approach to certification of persons is offered, where certification of persons transforms from a conformity assessment procedure into a professional competence assessment process and ensures that a person’s ability is assessed not only in accordance with the industry requirements, but also with the stakeholder needs.
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Erikson C, Ziemann M. Advancing Social Mission Research: A Call to Action. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:30-36. [PMID: 34554947 DOI: 10.1097/acm.0000000000004427] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Social mission efforts in health professions education are designed to advance health equity and address the health disparities of the society in which they exist. While there is growing evidence that social mission-related interventions are associated with intended outcomes such as practice in underserved communities, student diversity, and students graduating with skills and knowledge that prepare them to address societal needs, critical evidence gaps remain that limit the possibility of generalizing findings and using social mission strategically to advance health equity. At a time when COVID-19 has been laying bare health disparities related to systemic racism and maldistribution of resources, understanding how health professions training can produce the workforce needed to advance health equity becomes even more imperative. Yet, data and methods limitations are hindering progress in this critical research. The authors present an overview of the social mission research landscape; their review of the research led them to conclude that more rigorous research and data collection are needed to determine the link between social mission activities in health professions education and advances in health equity. To accelerate understanding of how health professions education and training can advance health equity, the authors propose a social mission research road map that includes (1) creating a social mission research community by consolidating stakeholders, (2) building a solid foundation for the research through development of a consensus-driven logic framework and research agenda, and (3) laying out the data and methodological needs that are imperative to strengthening the social mission evidence base and identifying opportunities to address these needs. Core to achieving these milestones is leadership from an organizing body that can serve as a hub for social mission research and engage stakeholder groups in building the evidence base for social mission strategies that will ultimately advance health equity.
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Affiliation(s)
- Clese Erikson
- C. Erikson is deputy director, Health Workforce Research Center on Health Equity in Health Professions Education and Training, Fitzhugh Mullan Institute for Health Workforce Equity, Department of Health Policy and Management, Milken Institute School of Public Health, The George Washington University, Washington, DC; ORCID: http://orcid.org/:0000-0003-1531-9535
| | - Margaret Ziemann
- M. Ziemann is senior research associate, Fitzhugh Mullan Institute for Health Workforce Equity, Department of Health Policy and Management, Milken Institute School of Public Health, The George Washington University, Washington, DC
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Antón-Solanas I, Tambo-Lizalde E, Hamam-Alcober N, Vanceulebroeck V, Dehaes S, Kalkan I, Kömürcü N, Coelho M, Coelho T, Casa Nova A, Cordeiro R, Sagarra-Romero L, Subirón-Valera AB, Huércanos-Esparza I. Nursing students' experience of learning cultural competence. PLoS One 2021; 16:e0259802. [PMID: 34919540 PMCID: PMC8683022 DOI: 10.1371/journal.pone.0259802] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2021] [Accepted: 10/26/2021] [Indexed: 12/02/2022] Open
Abstract
INTRODUCTION European societies are rapidly becoming multicultural. Cultural diversity presents new challenges and opportunities to communities that receive immigrants and migrants, and highlights the need for culturally safe healthcare. Universities share a responsibility to build a fair and equitable society by integrating cultural content in the nursing curricula. This paper aims to analyze European student nurses´ experience of learning cultural competence and of working with patients from diverse cultural backgrounds. MATERIALS AND METHODS A phenomenological approach was selected through a qualitative research method. 7 semi-structured focus groups with 5-7 students took place at the participants' respective universities in Spain, Belgium, Turkey and Portugal. RESULTS 5 themes and 16 subthemes emerged from thematic analysis. Theme 1, concept of culture/cultural diversity, describes the participants' concept of culture; ethnocentricity emerged as a frequent element in the students' discourse. Theme 2, personal awareness, integrates the students' self-perception of cultural competence and their learning needs. Theme 3, impact of culture, delves on the participants' perceived impact of cultural on both nursing care and patient outcomes. Theme 4, learning cultural competence, integrates the participants' learning experiences as part of their nursing curricula, as part of other academic learning opportunities and as part of extra-academic activities. Theme 5, learning cultural competence during practice placements, addresses some important issues including witnessing unequal care, racism, prejudice and conflict, communication and language barriers, tools and resources and positive attitudes and behaviors witnesses or displayed during clinical practice. CONCLUSION The participants' perceived level of cultural competence was variable. All the participants agreed that transcultural nursing content should be integrated in the nursing curricula, and suggested different strategies to improve their knowledge, skills and attitudes. It is important to listen to the students and take their opinion into account when designing cultural teaching and learning activities.
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Affiliation(s)
- Isabel Antón-Solanas
- Department of Physiatry and Nursing, Faculty of Health Sciences, Universidad de Zaragoza, Zaragoza, Spain
| | - Elena Tambo-Lizalde
- Instituto de Investigación Sanitaria, Hospital Universitario Miguel Servet, Zaragoza, Spain
- Faculty of Health Sciences, Universidad San Jorge, Zaragoza, Spain
| | - Nadia Hamam-Alcober
- Servicio Aragonés de Salud, Miguel Servet Women’s and Children’s Hospital, Zaragoza, Spain
| | | | - Shana Dehaes
- Department of Nursing, AP University of Applied Sciences and Arts, Antwerpen, Belgium
| | - Indrani Kalkan
- Faculty of Health Sciences, Istanbul Aydin University, Istanbul, Turkey
| | - Nuran Kömürcü
- Faculty of Health Sciences, Istanbul Aydin University, Istanbul, Turkey
| | - Margarida Coelho
- School of Education and Social Science, Instituto Politécnico de Portalegre, Portalegre, Portugal
| | - Teresa Coelho
- School of Education and Social Science, Instituto Politécnico de Portalegre, Portalegre, Portugal
| | - Antonio Casa Nova
- School of Health Sciences, Instituto Politécnico de Portalegre, Portalegre, Portugal
| | - Raul Cordeiro
- School of Health Sciences, Instituto Politécnico de Portalegre, Portalegre, Portugal
| | - Lucía Sagarra-Romero
- Faculty of Health Sciences, Villanueva de Gállego, Universidad San Jorge, Zaragoza, Spain
| | - Ana B. Subirón-Valera
- Department of Physiatry and Nursing, Faculty of Health Sciences, Universidad de Zaragoza, Zaragoza, Spain
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Holmström IK, Kaminsky E, Höglund AT, Carlsson M. A survey of nursing teachers' awareness of discrimination and inequity in telephone nursing care. BMC Nurs 2021; 20:240. [PMID: 34852806 PMCID: PMC8638536 DOI: 10.1186/s12912-021-00762-5] [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: 06/24/2020] [Accepted: 11/23/2021] [Indexed: 11/12/2022] Open
Abstract
Background Nursing care should be respectful of and unrestricted by patients’ age, ethnicity, gender, dis/abilities or social status, and such values should be taught to nursing students. Nursing teachers are crucial as role models, and their values are essential. In telephone nursing, only age, sex and ethnicity are known to the registered nurses, which can be challenging. The aim of this study was to explore awareness of discrimination and inequity in telephone nursing among nursing teachers. Methods A study specific survey was filled in by 135 nursing teachers from three universities in Sweden. The survey included short descriptions of 12 fictive persons who differed in age, ethnicity and sex and with questions about their estimated life situation. The teachers’ estimations of life situation were ranked from lowest probability to highest probability. A ‘good life index’ was constructed and calculated for each fictive person. It included quality of life, power over one’s own life and experience of discrimination. Results The results indicate that the nursing teachers were aware of how power and age, ethnicity and sex are related; that is, they were aware of discrimination and inequity in healthcare. The persons assessed to be most likely to lead a good life were males of Swedish origin, followed by females of Swedish origin. Persons with non-European origin were estimated to have the highest probability of experiencing discrimination. Conclusions The nursing teachers were aware of discrimination and inequity in healthcare. They were able to estimate a fictive person’s life situation based on the limited knowledge of age, ethnicity and sex. This is important, as their values are pivotal in theoretical and practical nursing education. Supplementary Information The online version contains supplementary material available at 10.1186/s12912-021-00762-5.
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Affiliation(s)
- Inger K Holmström
- School of Health, Care, and Social Welfare, Mälardalen University, Box 883, SE- 721 23, Västerås, Sweden. .,Department of Public Health and Caring Sciences, Uppsala University, Box 564, SE-751 22, Uppsala, Sweden.
| | - Elenor Kaminsky
- Department of Public Health and Caring Sciences, Uppsala University, Box 564, SE-751 22, Uppsala, Sweden
| | - Anna T Höglund
- Department of Public Health and Caring Sciences, Uppsala University, Box 564, SE-751 22, Uppsala, Sweden
| | - Marianne Carlsson
- Department of Public Health and Caring Sciences, Uppsala University, Box 564, SE-751 22, Uppsala, Sweden.,Faculty of Health and Occupational Studies, University of Gävle, SE-80176, Gävle, Sweden
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Gradellini C, Gómez-Cantarino S, Dominguez-Isabel P, Molina-Gallego B, Mecugni D, Ugarte-Gurrutxaga MI. Cultural Competence and Cultural Sensitivity Education in University Nursing Courses. A Scoping Review. Front Psychol 2021; 12:682920. [PMID: 34659003 PMCID: PMC8514292 DOI: 10.3389/fpsyg.2021.682920] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2021] [Accepted: 07/13/2021] [Indexed: 11/13/2022] Open
Abstract
When assessing the fragility that characterizes the health of an immigrant person, a culturally competent transformation of the nurse-patient teaching-learning process is necessary. Therefore, it is considered essential to incorporate cultural competence and intercultural communication in higher nursing education. OBJECTIVE To determine the content and knowledge of cultural competence and intercultural communication offered in higher education in nursing courses. DESIGN The Campinha-Bacote model of cultural competence was used as the primary reference. METHOD A scoping review was conducted about studies published in the period 2003 and 2020. The research was conducted between May and October 2020. More than a hundred documents (books, chapters, articles, conference proceedings) have been consulted. RESULTS Undergraduate nursing courses and postgraduate education move toward promoting cultural competence and sensitivity through teaching strategies. CONCLUSIONS Teaching projects that combine multiple competencies are more effective, including teacher training. A predominant element is a need for continuous and transversal projects. University nursing education must adapt culturally competent curricula.
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Affiliation(s)
- Cinzia Gradellini
- Qualitative Research Unit, Azienda Unità Sanitaria Locale-IRCCS, Reggio Emilia, Italy
- Reggio Emilia Nursing Course, University of Modena and Reggio Emilia, Modena, Italy
| | - Sagrario Gómez-Cantarino
- Faculty of Physiotherapy and Nursing, University of Castilla-La Mancha, Toledo, Spain
- Research Group Nursing, Pain and Care (ENDOCU), University of Castilla-La Mancha, Toledo, Spain
- Health Sciences Research Unit: Nursing (UICISA: E), The Nursing School of Coimbra (ESEnfC), Coimbra, Portugal
| | - Patricia Dominguez-Isabel
- Health Sciences Research Unit: Nursing (UICISA: E), The Nursing School of Coimbra (ESEnfC), Coimbra, Portugal
- Hospital Emergency Unit, Toledo Hospital Complex (CHT), Castilla-La Mancha Health Service (SESCAM), Toledo, Spain
| | - Brigida Molina-Gallego
- Faculty of Physiotherapy and Nursing, University of Castilla-La Mancha, Toledo, Spain
- Research Group Nursing, Pain and Care (ENDOCU), University of Castilla-La Mancha, Toledo, Spain
| | - Daniela Mecugni
- Reggio Emilia Nursing Course, University of Modena and Reggio Emilia, Modena, Italy
- Azienda Unità Sanitaria Locale–IRCCS, Reggio Emilia, Italy
| | - María Idoia Ugarte-Gurrutxaga
- Faculty of Physiotherapy and Nursing, University of Castilla-La Mancha, Toledo, Spain
- Research Group Nursing, Pain and Care (ENDOCU), University of Castilla-La Mancha, Toledo, Spain
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Racine L, Fowler-Kerry S, Palmer-Clarke Y. A qualitative examination of othering processes within international nursing placements. NURSE EDUCATION TODAY 2021; 103:104946. [PMID: 33965718 DOI: 10.1016/j.nedt.2021.104946] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/02/2020] [Revised: 04/12/2021] [Accepted: 04/21/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND International placements represent a popular choice to develop cultural competency and safety in nursing. The question as to whether study abroad programs enable the development of cultural competency and safety skills or provide exotic travel experiences needs further clarifications. OBJECTIVE The study explores the usefulness of international placements in developing cultural safety among undergraduate nursing students. DESIGN An exploratory qualitative design was used to answer these research questions: 1) How do undergraduate students make sense of their study abroad experiences? And 2) How international placements facilitate the acquisition of cultural safety and consciousness-raising about racial and social privileges? PARTICIPANTS A sample of 7 participants who completed a 4th-year community and acute care stages in Global South countries were recruited. METHODS A postcolonial feminist theoretical approach was used to guide the study. DATA COLLECTION Semi-structured interviews explored participants' perceptions of cultural differences, ways of adapting to cultural diversity, and the benefits and challenges of their global experiences. Thematic content analysis was used to analyze the data. RESULTS Thematic analysis revealed three themes: 1) Self-knowledge, 2) othering, and 3) consciousness of neocolonialism. DISCUSSION Results raise some concerns about the usefulness of international stages in developing cultural competency and cultural safety in undergraduate nursing students. Results indicate that international placements can be useful to raise consciousness about racial and social privileges. Yet, international placements involve some risks to the receiving Global South countries. This study unmasks Othering's processes, where participants reproduce harmful neocolonial relations. CONCLUSIONS International placements involve cultural risks that translate into Othering processes where Global South nurses and students are represented as powerless. Postcolonial feminist theories are relevant to study international placements as they enable the critical examination of race, gender, and social class and how they play out in international placements in Global South countries.
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Affiliation(s)
- Louise Racine
- University of Saskatchewan, College of Nursing, 107, Wiggins Road, Health Sciences Building, E-Wing Room 4344, Saskatoon, Saskatchewan S7N 5E5, Canada.
| | - Susan Fowler-Kerry
- University of Saskatchewan, College of Nursing, 107, Wiggins Road, Health Sciences Building, E-Wing Room 4208, Saskatoon, Saskatchewan S7N 5E5, Canada.
| | - Yolanda Palmer-Clarke
- University of Saskatchewan Language Centre, 232, R.J.D. Williams Building, Saskatoon, Saskatchewan S7N 1M3, Canada.
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Kuzemski D, Thirlwall A, Brunton M, Brownie S. I speak a little Arabic: Nursing communication in a cross-cultural context. J Clin Nurs 2021; 31:145-157. [PMID: 34263493 DOI: 10.1111/jocn.15891] [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: 02/02/2021] [Revised: 04/28/2021] [Accepted: 05/04/2021] [Indexed: 11/30/2022]
Abstract
AIMS AND OBJECTIVES This study investigated the challenges of cross-cultural communication among internationally qualified nurses, and the impact on nurse-to-nurse and nurse-to-patient relationships. BACKGROUND Open and authentic communication between nurses and patients is required as a foundation of patient-centred practice; however, this may be a challenge in cross-cultural settings. DESIGN An exploratory qualitative study with an inductive approach. METHODS Semi-structured, face-to-face interviews explored the influences on communication and practice of 21 internationally qualified nurses practising in the United Arab Emirates. Manual and software-driven processes guided coding and analysis of data. Caring theory guided the analysis of themes; while COREQ criteria guided research conduct and reporting. RESULTS Four key themes emerged; (a) Challenges in communication, (b) The science versus art of nursing; (c) The impact of ineffective communication and (d) Strategies for coping. Eleven sub-themes are reported within these themes. Overall, nurses felt they had sufficient language and nursing skills to undertake the technical or scientific aspects of their work; however, they reported experiencing restricted ability to participate in complex cross-cultural conversations, such as providing explanations and reassurance about treatment options or discussing end of life and treatment decisions. This limitation diminished the nurses' ability to engage in the art of nursing and left them unable to employ themselves therapeutically to attain a sense of true presence with patients and their families. CONCLUSION This article highlights the need for language and communication support, and Arabic-speaking advocates as partners in care for expatriate nurses. RELEVANCE TO PRACTICE Internationally qualified nurses in this Middle Eastern setting lack cultural orientation and language skills to fully enact the art and true presence of nursing. Findings indicate that health service employers need to increase the employment of Arabic-speaking nurses and provide additional language for other expatriate nurses.
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Affiliation(s)
| | - Alison Thirlwall
- Faculty of Business, University of Wollongong, Dubai, United Arab Emirates
| | - Margaret Brunton
- School of Communication, Journalism and Marketing, Massey University, Auckland, New Zealand
| | - Sharon Brownie
- Centre for Health & Social Practice, Wintec, Hamilton, New Zealand.,School of Medicine, Griffith University, Southport, Queensland, Australia.,School of Nursing, Midwifery & Public Health, University of Canberra, Bruce, ACT, Australia
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Markey DK, O’ Brien DB, Kouta DC, Okantey C, O’ Donnell DC. Embracing classroom cultural diversity: Innovations for nurturing inclusive intercultural learning and culturally responsive teaching. TEACHING AND LEARNING IN NURSING 2021. [DOI: 10.1016/j.teln.2021.01.008] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Effectiveness of Virtual Simulation to Enhance Cultural Competence in Pre-licensure and Licensed Health Professionals: A Systematic Review. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2021.04.013] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Kirby KF, Earle M, Calahan CA, Karagory P. Preparing nursing students for diverse populations. Nurse Educ Pract 2021; 55:103140. [PMID: 34273730 DOI: 10.1016/j.nepr.2021.103140] [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: 01/18/2021] [Revised: 05/23/2021] [Accepted: 06/26/2021] [Indexed: 10/21/2022]
Abstract
AIM To improve undergraduate nursing students and educator intercultural knowledge and competencies by implementing an academic systems change. BACKGROUND Many organizations have diversity and inclusion guidelines and initiatives for healthcare providers to consider in determining culturally competent care, which has a direct impact on the care given, received, and overall outcomes. DESIGN 1. Assess student's mindset at the beginning and the end of an undergraduate nursing course. 2. Ensure diversity and inclusion content was provided to faculty through a continuing education program. 3. Review all undergraduate courses for diversity and inclusion content. METHODS The Intercultural Development Inventory®, a 50-item cross-cultural, theory-based assessment tool was used in a pre- and post-test design (n = 61 intervention; n = 56 control) to determine undergraduate nursing student's mindset and assists the student's in developing a personalized Intercultural Development Plan. The effectiveness of faculty diversity and inclusion education was evaluated using a post program evaluation. Curricular blueprinting of all undergraduate nursing courses for diversity and inclusion content was completed. RESULTS The results demonstrated a statistically significant difference in the post-test between the intervention and control groups. CONCLUSION While evidence is lacking in specificity of how to best implement diversity and inclusion content in curriculum, these results provided some excellent baseline data that can be tracked while continued changes occur.
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Affiliation(s)
| | | | - Charles A Calahan
- Purdue University, Center for Instructional Excellence, United States
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35
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Equity in clinical practice requires organisational and system-level change – The role of nurse leaders. Collegian 2021. [DOI: 10.1016/j.colegn.2020.09.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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36
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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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37
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Lau LS, Rodgers G. Cultural Competence in Refugee Service Settings: A Scoping Review. Health Equity 2021; 5:124-134. [PMID: 33778315 PMCID: PMC7990563 DOI: 10.1089/heq.2020.0094] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/31/2021] [Indexed: 11/17/2022] Open
Abstract
Purpose: Refugees and asylum seekers have unique and complex needs related to their experiences of forced displacement and resettlement. Cultural competence is widely recognized as important for the provision of effective and equitable services for refugee populations. However, the delivery of culturally appropriate services-including health care and social services-is often complicated by unclear definitions and operationalization of cultural competence. Further, the unique needs and priorities of people from refugee backgrounds are under-addressed in the cultural competence literature. This scoping review seeks to synthesize the peer-reviewed literature examining cultural competence in refugee service settings. Methods: A systematic search of four databases (EBSCO, Proquest, Scopus and Google Scholar) identified 26 relevant peer-reviewed studies for analysis. Results: A range of approaches to cultural competence were identified at the level of individual providers and organizations. Conclusion: We identified a need for greater refugee participation and perspectives in the practice of cultural competence, increased conceptual clarity and greater recognition of structural barriers. We call for further rigorous research that critically examines the concept of cultural competence and its meaning and relevance to refugee populations.
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Affiliation(s)
- Ling San Lau
- Program on Forced Migration and Health, Heilbrunn Department of Population and Family Health, Mailman School of Public Health, Columbia University, New York, New York, USA
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Mahabir DF, O’Campo P, Lofters A, Shankardass K, Salmon C, Muntaner C. Experiences of everyday racism in Toronto's health care system: a concept mapping study. Int J Equity Health 2021; 20:74. [PMID: 33691682 PMCID: PMC7943708 DOI: 10.1186/s12939-021-01410-9] [Citation(s) in RCA: 21] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2020] [Accepted: 02/14/2021] [Indexed: 03/26/2023] Open
Abstract
BACKGROUND In Canada, there is longstanding evidence of health inequities for racialized groups. The purpose of this study is to understand the effect of current health care policies and practices on racial/ethnic groups and in particular racialized groups at the level of the individual in Toronto's health care system. METHODS This study used a semi-qualitative study design: concept mapping. A purposive sampling strategy was used to recruit participants. Health care users and health care providers from Toronto and the Greater Toronto Area participated in all four concept mapping activities. The sample sizes varied according to the activity. For the rating activity, 41 racialized health care users, 23 non-racialized health care users and 11 health care providers completed this activity. The data analysis was completed using the concept systems software. RESULTS Participants generated 35 unique statements of ways in which patients feel disrespect or mistreatment when receiving health care. These statements were grouped into five clusters: 'Racial/ethnic and class discrimination', 'Dehumanizing the patient', 'Negligent communication', 'Professional misconduct', and 'Unequal access to health and health services'. Two distinct conceptual regions were identified: 'Viewed as inferior' and 'Unequal medical access'. From the rating activity, racialized health care users reported 'race'/ethnic based discrimination or everyday racism as largely contributing to the challenges experienced when receiving health care; statements rated high for action/change include 'when the health care provider does not complete a proper assessment', 'when the patient's symptoms are ignored or not taken seriously', 'and 'when the health care provider belittles or talks down to the patient'. CONCLUSIONS Our study identifies how racialized health care users experience everyday racism when receiving health care and this is important to consider in the development of future research and interventions aimed at addressing institutional racism in the health care setting. To support the elimination of institutional racism, anti-racist policies are needed to move beyond cultural competence polices and towards addressing the centrality of unequal power social relations and everyday racism in the health care system.
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Affiliation(s)
- Deb Finn Mahabir
- Faculty of Nursing, University of Toronto, 155 College Street, Suite 130, Toronto, Ontario M5T 1P8 Canada
| | - Patricia O’Campo
- MAP Centre for Urban Health Solutions, 30 Bond Street, Toronto, Ontario M5B 1W8 Canada
| | - Aisha Lofters
- Women’s College Hospital, 76 Grenville St., Toronto, M5S 1B2 Canada
| | - Ketan Shankardass
- Department of Health Sciences, Wilfrid Laurier University, 75 University Avenue West, Waterloo, Ontario N2L 3C5 Canada
| | - Christina Salmon
- Knowledge Translation Li Ka Shing Knowledge Institute, St. Michael’s Hospital, 209 Victoria Street, Toronto, ON M5B 1T8 Canada
| | - Carles Muntaner
- Faculty of Nursing, University of Toronto, 155 College Street, Suite 130, Toronto, Ontario M5T 1P8 Canada
- Dalla Lana School of Public Health, University of Toronto, 155 College St., Toronto, Ontario M5T 3M7 Canada
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Markey K, Doody O, Kingston L, Moloney M, Murphy L. Cultural competence development: The importance of incorporating culturally responsive simulation in nurse education. Nurse Educ Pract 2021; 52:103021. [PMID: 33725580 DOI: 10.1016/j.nepr.2021.103021] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2020] [Revised: 03/01/2021] [Accepted: 03/03/2021] [Indexed: 11/27/2022]
Abstract
The continued reports of declining standards of care for culturally diverse patients, highlights the urgent need for nurse educators to critically examine how cultural competence development is facilitated in everyday teaching. Nurses frequently report experiencing difficulties when adapting caring practice to culturally diverse groups. Subsequently, there needs to be a rooting of continuous cultural competence development threaded throughout undergraduate curricula. Simulation pedagogy can be used as a vehicle for nurturing cultural competence, but this requires a review of how culturally responsive simulation is structured and designed. This paper focuses on culturally responsive simulation as a means of improving the preparation of nurses for working in a broadening culturally diverse healthcare context by outlining fundamental considerations when integrating cultural competence development in everyday simulation.
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Affiliation(s)
- Kathleen Markey
- Department of Nursing and Midwifery, Faculty of Education and Health Sciences, Health Research Institute, University of Limerick, Ireland.
| | - Owen Doody
- Department of Nursing and Midwifery, Faculty of Education and Health Sciences, Health Research Institute, University of Limerick, Ireland.
| | - Liz Kingston
- Department of Nursing and Midwifery, Faculty of Education and Health Sciences, Health Research Institute, University of Limerick, Ireland.
| | - Mairead Moloney
- Department of Nursing and Midwifery, Faculty of Education and Health Sciences, Health Research Institute, University of Limerick, Ireland.
| | - Louise Murphy
- School of Nursing and Midwifery, National University of Ireland Galway, Aras Moyola, University Road, Galway, Ireland.
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Lin HL, Guo JL, Chen HJ, Liao LL, Chang LC. Cultural competence among pre-graduate nursing students, new graduate nurses, nurse mentors, and registered nurses: A comparative descriptive study. NURSE EDUCATION TODAY 2021; 97:104701. [PMID: 33360010 DOI: 10.1016/j.nedt.2020.104701] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/22/2020] [Revised: 10/26/2020] [Accepted: 11/30/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND Achieving and improving cultural competence in nursing is an ongoing process, beginning in the student period and continuing through the professional career. OBJECTIVES The present study aims to compare pre-graduate students, newly graduated nurses, registered nurses, and nurse mentors in Taiwan in terms of their respective levels of cultural competence, and to determine associated influencing factors. DESIGN A comparative cross-sectional study. SETTINGS Three universities and three hospitals (one regional hospital and two teaching hospitals) in Taiwan. PARTICIPANTS A total of 756 nurses/students (103 pre-graduate nurses, 321 newly graduated nurses, 101 registered nurses, and 231 nurse mentors). METHODS The Cultural Competence Scale for Pre-Graduated Students to Licensed Professionals was used to measure the cultural competence level. One-way analysis of variance and hierarchical regression analysis were used for statistical analysis. RESULTS For overall cultural competence and the subscales of knowledge, awareness, and skills, the pre-graduate students scored lower than the other three groups. Experience of caring for patients from diverse cultures and countries significantly influenced the cultural competence of all four groups. Ability to speak fluent English and receiving cultural competence education during nursing education only significantly influenced the cultural competence of the pre-graduate and new graduate nurses. Current job position and primary practice setting significantly influenced the cultural competence of the registered nurses and nurse mentors. CONCLUSION Pre-graduate students, newly graduated nurses, registered nurses, and nurse mentors have differing levels of cultural competence and differing influencing factors. Cultural competence education that accords with the influencing factors for each nursing position would continuously cultivate nursing staff's cultural competence.
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Affiliation(s)
- Hui-Ling Lin
- Department of Nursing, Linkou Chang Gung Memorial Hospital, Linkou, Taiwan, ROC; School of Nursing, Chang Gung University of Science and Technology, No. 261, Wen-Hua 1st Rd., Kwei-Shan, Tao-Yuan 33303, Taiwan, ROC; Taipei Medical University, Taiwan, ROC.
| | - Jong-Long Guo
- Department of Health Promotion and Health Education, National Taiwan Normal University, 162, Sec. 1, He-ping East Road, Taipei 10610, Taiwan, ROC.
| | - Hsiao-Jung Chen
- Chang Gung University of Science and Technology, No. 261, Wen-Hua 1st Rd., Kwei-Shan, Tao-Yuan, 33303, Taiwan, ROC
| | - Li-Ling Liao
- Department of Health Management, I-Shou University, No. 8, Yida Rd., Jiaosu Village Yanchao District, Kaohsiung City 82445, Taiwan, ROC.
| | - Li-Chun Chang
- Department of Nursing, Linkou Chang Gung Memorial Hospital, Linkou, Taiwan, ROC; School of Nursing, Chang Gung University of Science and Technology, No. 261, Wen-Hua 1st Rd., Kwei-Shan, Tao-Yuan 33303, Taiwan, ROC.
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Intercultural readiness of nursing students: An integrative review of evidence examining cultural competence educational interventions. Nurse Educ Pract 2021; 50:102966. [PMID: 33454512 DOI: 10.1016/j.nepr.2021.102966] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2019] [Accepted: 12/31/2020] [Indexed: 01/24/2023]
Abstract
With the mounting reports of culturally insensitive care and the reported challenges nurses experience when caring for culturally diverse patients, developing the intercultural readiness of nursing students is a necessity. However, little is known as to the success of cultural competence educational interventions in undergraduate nursing curricula and there remains a lack of consensus within the literature as to how it should be structured, organised and facilitated. Incorporating an integrative review method, this study synthesised international research on educational interventions used in preparing student nurses to care for culturally diverse patients. A systematic literature search of all published studies between 2013 and 2017, in CINAHL, Scopus, Medline, PubMed, Embase, Cochrane, Education Source and PsycINFO databases were performed. The PRISMA checklist was used to guide the review process. Six hundred and twenty-four studies were screened for eligibility and the analysis of the fourteen included studies are presented within two overarching themes; increasing knowledge and understanding and developing commitment and confidence. Engaging student nurses in learning activities that augment their understanding of, and commitment to, providing culturally competent care must include a variety of integrated culturally responsive pedagogical approaches made explicit and continuously developed across all learning opportunities.
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Granel N, Leyva-Moral JM, Morris J, Šáteková L, Grosemans J, Bernabeu-Tamayo MD. Student's satisfaction and intercultural competence development from a short study abroad programs: A multiple cross-sectional study. Nurse Educ Pract 2020; 50:102926. [PMID: 33227616 DOI: 10.1016/j.nepr.2020.102926] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2019] [Revised: 07/03/2019] [Accepted: 11/12/2020] [Indexed: 11/28/2022]
Abstract
Nurses should be culturally competent to care appropriately to all patient groups. Whilst there are many opportunities to obtain clinical experiences, there are less curriculum-based opportunities to develop cultural competencies. This multiple cross-sectional study aimed to explore the development of intercultural awareness, knowledge, and competence in two different nursing students' groups (2016 and 2017 program edition) during a one-week study abroad program hosted by a European network of 14 higher education institutions. A questionnaire was designed specifically for the study and reliability established. Factor analysis confirmed three dimensions: perceived benefits, satisfaction, and acquisition of learning outcomes. Fifty-eight students (71.6%) completed the questionnaire for the April 2016 group, and 60 (88.2%) from the April 2017 group. There were minimal differences in responses between the two groups which suggested perceived benefits were retained one year later. Ratings were high for perceived satisfaction, perceived benefits; and the learning outcomes with regard to cultural competencies. Overall, the one-week program was considered a success and students would recommend it to others. This study concludes that a short, one-week study abroad program enabled nursing students to develop individually as well as develop cultural competencies in healthcare.
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Affiliation(s)
- Nina Granel
- Universitat Autonoma de Barcelona. Faculty of Medicine. Nursing Department, Av. Can Domènech S/n, 08915, Bellaterra, Catalunya, Spain.
| | - Juan Manuel Leyva-Moral
- Universitat Autonoma de Barcelona. Faculty of Medicine. Nursing Department, Av. Can Domènech S/n, 08915, Bellaterra, Catalunya, Spain.
| | - Jenny Morris
- University of Plymouth. Faculty of Health and Human Sciences, Knowledge Spa, Treliske, Truro, TR1 3HD, Scotland, UK.
| | - Lenka Šáteková
- Palacký University Olomou. Department of Nursing, Faculty of Health Sciences, Hněvotínská Street 976/3, 77515, Olomouc, Czech Republic.
| | - Joep Grosemans
- PXL University of Applied Sciences. Healthcare Department, Guffenslaan 39, 3500, Hasselt, Belgium.
| | - Maria Dolors Bernabeu-Tamayo
- Universitat Autonoma de Barcelona. Faculty of Medicine. Nursing Department, Av. Can Domènech S/n, 08915, Bellaterra, Catalunya, Spain.
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Chew YJM, Ang SLL, Shorey S. Experiences of new nurses dealing with death in a paediatric setting: A descriptive qualitative study. J Adv Nurs 2020; 77:343-354. [PMID: 33074568 DOI: 10.1111/jan.14602] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2020] [Revised: 08/30/2020] [Accepted: 09/24/2020] [Indexed: 11/28/2022]
Abstract
AIMS To explore and describe the experiences, challenges and coping strategies of new nurses dealing with paediatric death in a clinical setting. DESIGN A descriptive qualitative study design was used. METHODS Semi-structured interviews were conducted to explore the experiences of 12 new paediatric nurses from a tertiary public hospital in Singapore. Data were collected from September 2019-December 2019. A thematic analysis was performed for data analysis. RESULTS Four themes were generated: (a) a spectrum of emotions; (b) the 'blame' game; (c) getting through the grief; and (d) new nurses' wish list. The new nurses tended to be emotionally affected by their first death experience. They felt anxious and personally responsible for the death but eventually controlled their emotions. Colleagues, religion and self-actualization were key in overcoming grief. CONCLUSION The experiences nurses go through at the early stages of their profession shape future workplace attitudes. Additional training and support should be provided to new nurses to build their confidence in managing end-of-life care. Training should include cultural awareness and communication skills to equip nurses with the necessary skills. IMPACT This research will have an impact on institutions, which develop culturally congruent training and support platforms that prepare new nurses for nursing practice. This research will drive future investigations on the long-term effects of paediatric death on new nurses.
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Affiliation(s)
| | | | - Shefaly Shorey
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, National University Health System, Level 2, Clinical Research Centre, Singapore
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Osmancevic S, Schoberer D, Lohrmann C, Großschädl F. Psychometric properties of instruments used to measure the cultural competence of nurses: A systematic review. Int J Nurs Stud 2020; 113:103789. [PMID: 33212330 DOI: 10.1016/j.ijnurstu.2020.103789] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Revised: 08/31/2020] [Accepted: 10/01/2020] [Indexed: 10/23/2022]
Abstract
BACKGROUND Cultural competence is a key component of culturally congruent nursing care. In order to reduce healthcare inequalities and to identify potentials for improvement in nursing practice, researchers need to be able to assess cultural competence properly. Although many instruments for the assessment of cultural competence have been developed, their measurement properties have not yet been reviewed systematically. Such an overview of existing instruments, however, would allow researchers to identify the most valid and reliable instrument for nursing practice. OBJECTIVE The purpose of conducting this review is to identify and critically appraise the psychometric properties of instruments used to measure the cultural competence of nurses. METHODS A systematic literature search was performed in November 2019 in the following electronic databases: Cumulative Index of Nursing and Allied Health Literature, Embase, PsycINFO and PubMed. Studies that were conducted to assess any measurement property of instruments used to measure the cultural competence of nurses were included. Two reviewers independently screened the articles and assessed the risk of bias using the COnsensus-based Standards for the selection of health Measurement INstruments checklist. The quality of included instruments was assessed on the basis of the updated criteria for good measurement properties, and the quality of the summarised results was graded based on the principles of Grading of Recommendations Assessment, Development and Evaluation. RESULTS In total, 44 studies describing 21 instruments were included in this study. We found that most instruments were tested for at least some forms of validity, but seldom for reliability. The quality of the psychometric properties was evaluated using the criteria for good measurement properties for the following: content validity, structural validity, internal consistency, reliability, measurement error and construct validity. No studies were found in which cross-cultural validity, criterion validity, or the responsiveness of the included instruments were evaluated. The Transcultural Self-Efficacy Tool, the Cultural Competence Assessment, and the Cultural Competence Health Practitioner Assessment showed sufficient levels of quality for psychometric properties and can be recommended for the assessment of cultural competence in nurses. CONCLUSION Given the broad availability of self-administered instruments to assess cultural competence, the development of new instrument is not recommended. A particular need was identified to conduct further psychometric evaluation studies on existing instruments and to adapt them accordingly, and especially on less frequently evaluated properties, such as reliability, measurement error and responsiveness.
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Affiliation(s)
- S Osmancevic
- Institute of Nursing Science, Medical University of Graz, Universitätsplatz 4, 8010 Graz, Austria.
| | - D Schoberer
- Institute of Nursing Science, Medical University of Graz, Universitätsplatz 4, 8010 Graz, Austria.
| | - C Lohrmann
- Institute of Nursing Science, Medical University of Graz, Universitätsplatz 4, 8010 Graz, Austria.
| | - F Großschädl
- Institute of Nursing Science, Medical University of Graz, Universitätsplatz 4, 8010 Graz, Austria.
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Dobrowolska B, Gutysz-Wojnicka A, Ozga D, Barkestad E, Benbenishty J, Breznik K, Filej B, Jarosova D, Kaučič BM, Nytra I, Smrke B, Zelenikova R, Blackwood B. European intensive care nurses' cultural competency: An international cross-sectional survey. Intensive Crit Care Nurs 2020; 60:102892. [PMID: 32536518 DOI: 10.1016/j.iccn.2020.102892] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2019] [Revised: 04/08/2020] [Accepted: 05/09/2020] [Indexed: 10/24/2022]
Abstract
OBJECTIVES To determine the level of cultural competence of European critical care nurses. DESIGN A multi-country survey performed in 2017 as a part of the European project Multicultural Care in European Intensive Care Units. METHOD Online survey of critical care nurses in 15 European countries (n = 591) using the Healthcare Provider Cultural Competence Instrument consisting of 49 items divided into five subscales: awareness and sensitivity, behaviour, patient-centred orientation, practice orientation and self-assessment. Descriptive and correlational analyses were performed. RESULTS Critical care nurses scored highest for 'awareness and sensitivity' (M = 5.09, SD = 0.76), and lowest for 'patient-centred communication' (M = 3.26, SD = 0.94). Nurses from northern and southern Europe scored higher across all subsets of the cultural competence instrument (all subsets, p < 0.001) than nurses from central Europe. Speaking other languages significantly correlated with higher scores in all subscales (all > 0.05) except 'practice orientation'. Previous education on multicultural nursing significantly correlated with higher scores in all subscales (all > 0.01) except patient-centred communication; and visits to other countries was negatively correlated with all subscales (all, p > 0.001) except patient-centred communication. CONCLUSION Being exposed to cultural diversity in different ways, like living in a multicultural country, speaking a second language and visiting other countries may influence development of cultural competence. Therefore, programmes which facilitate multicultural clinical practice are strongly recommended in nursing education.
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Affiliation(s)
- Beata Dobrowolska
- Department of Development in Nursing, Faculty of Health Sciences, Medical University of Lublin, Staszica 4-6 Street, 20-081 Lublin, Poland.
| | - Aleksandra Gutysz-Wojnicka
- Department of Nursing, Faculty of Health Sciences, Collegium Medicum, University of Warmia and Mazury in Olsztyn, Żołnierska 14c Street, 10-561 Olsztyn, Poland.
| | - Dorota Ozga
- Department of Emergency Medicine, Faculty of Medicine, the University of Rzeszów, Pigonia 6 Street, 35-310 Rzeszów, Poland.
| | - Eva Barkestad
- Department of Anaesthesia and Intensive Care Danderyd Hospital, 18882 Stockholm, Sweden
| | | | - Kristijan Breznik
- Vice-dean for Education and Research, International School for Social and Business Studies, Mariborska cesta 7, 3000 Celje, Slovenia.
| | - Bojana Filej
- College of Nursing in Celje, Celje, Mariborska cesta 7, 3000 Celje, Slovenia
| | - Darja Jarosova
- Vice-Dean for Foreign Affairs, Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Syllabova 19, 708 00 Ostrava, Czech Republic.
| | - Boris Miha Kaučič
- Vice-dean for Education, College of Nursing in Celje, Mariborska cesta 7, 3000 Celje, Slovenia.
| | - Ivana Nytra
- Department of Intensive Medicine and Forensic Studies, Faculty of Medicine, University of Ostrava, Syllabova 19, 708 00 Ostrava, Czech Republic.
| | - Barbara Smrke
- College of Nursing in Celje, Mariborska cesta 7, 3000 Celje, Slovenia
| | - Renata Zelenikova
- Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Syllabova 19, 708 00 Ostrava, Czech Republic.
| | - Bronagh Blackwood
- Wellcome-Wolfson Institute for Experimental Medicine, Queen's University Belfast, 97 Lisburn Road, Belfast, Northern Ireland, UK.
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Kang J, Song J, Noh W. A systematic review and meta‐analysis of the effects of global health competency improvement programs on nurses and nursing students. J Adv Nurs 2020; 76:1552-1566. [DOI: 10.1111/jan.14355] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2019] [Revised: 03/03/2020] [Accepted: 03/09/2020] [Indexed: 01/23/2023]
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Cultural Competency Training and Evaluation Methods Across Dietetics Education: A Narrative Review. J Acad Nutr Diet 2020; 120:1198-1209. [PMID: 32199863 DOI: 10.1016/j.jand.2020.01.014] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2019] [Accepted: 01/20/2020] [Indexed: 11/27/2022]
Abstract
Developing cultural competence among credentialed nutrition and dietetics practitioners is critical to move toward eliminating disparities in health care. Despite emphasis put forth on culturally competent care by credentialed nutrition and dietetics practitioners, the types, methods, and outcomes of cultural competency training are lacking or inconsistent. In this narrative review, we evaluated studies detailing cultural competency training for content, modes of delivery, and learner outcomes. Main inclusion criteria were students in dietetics or credentialed nutrition and dietetics practitioners engaging in an educational intervention. Exclusion criteria were studies published before 2000 and not published in the English language. Ten studies were reviewed from four health science databases. Our aims were to quantify the literature on cultural competence training in dietetics education and describe the interventions to identify gaps within the field; thus, a quality assessment tool was not utilized. Data were extracted on learner type, number of participants, curriculum content, intervention type, learning outcomes, and outcome evaluation tool. Most studies employed interprofessional education (n=7) and/or service learning (n=6) as interventions types. Quantitative evaluation of learners in the studies reviewed indicated increased knowledge and skill (statistically significant; n=2), whereas qualitative evaluation of learners indicated themes, including curriculum satisfaction, gains in competence, and comfort working with diverse people. Methods of evaluation and delivery were inconsistent, making it difficult to draw larger conclusions about cultural competency training in dietetics. Cultural competence creates opportunities for growth and development of health professionals to serve diverse communities and work environments; future work should include standardizing evaluations of training, specifically to include both qualitative and quantitative methods.
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Alexander K, Clary-Muronda V, Smith JM, Ward J. The Relationship Between Past Experience, Empathy, and Attitudes Toward Poverty. J Nurs Educ 2020; 59:158-162. [PMID: 32130418 DOI: 10.3928/01484834-20200220-07] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2019] [Accepted: 11/04/2019] [Indexed: 11/20/2022]
Abstract
BACKGROUND Nursing educators commonly place service-learning and simulation experiences in prelicensure public health nursing courses. These experiences have varying degrees of success in targeting gaps in students' knowledge and attitudes regarding vulnerable populations. This study sought to identify factors that are associated with attitudes toward poverty and empathy scores of senior-level prelicensure nursing students to improve pedagogy in public health nursing courses. METHOD A cross-sectional comparison of senior-level nursing students from traditional and accelerated cohorts at a college of nursing was conducted. RESULTS Students with prior volunteer experience reported lower empathy scores compared with students who did not have prior volunteer experience (t[102] = -1.9, p < .05). CONCLUSION Nursing educators should engage students in identifying and evaluating their personal background related to poverty when beginning a public health nursing course to address bias and create shared knowledge. [J Nurs Educ. 2020;59(3):158-162.].
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Chae D, Kim J, Kim S, Lee J, Park S. Effectiveness of cultural competence educational interventions on health professionals and patient outcomes: A systematic review. Jpn J Nurs Sci 2020; 17:e12326. [DOI: 10.1111/jjns.12326] [Citation(s) in RCA: 20] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2019] [Revised: 11/26/2019] [Accepted: 12/19/2019] [Indexed: 11/26/2022]
Affiliation(s)
- Duckhee Chae
- College of Nursing, Chonnam National University Gwangju South Korea
| | - Jinhee Kim
- Department of NursingChosun University Gwangju South Korea
| | - Suhee Kim
- School of Nursing and Research Institute of Nursing ScienceHallym University Chuncheon‐si South Korea
| | - Jina Lee
- Christian College of Nursing Gwangju South Korea
| | - Seojin Park
- Department of NursingDonggang University Gwangju South Korea
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Üzar-Özçetin YS, Trenoweth S, Tee S. Migration and mental health care: Identifying the cultural competency of Turkish nursing students. NURSE EDUCATION TODAY 2020; 85:104257. [PMID: 31760349 DOI: 10.1016/j.nedt.2019.104257] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/05/2018] [Revised: 08/26/2019] [Accepted: 10/29/2019] [Indexed: 06/10/2023]
Affiliation(s)
- Yeter Sinem Üzar-Özçetin
- Psychiatric Nursing Department, Hacettepe University Faculty of Nursing, PO Box 06100, Sıhhiye-Altındag, Ankara, Turkey.
| | - Steve Trenoweth
- BU iWell Research Centre, Bournemouth University, Faculty of Health and Social Sciences, Room B412, Bournemouth House 17-19, Christchurch Road, Bournemouth, Dorset BH1 3LH, UK.
| | - Stephen Tee
- Executive Dean, Faculty of Health and Social Sciences, Bournemouth University, Royal London House, Christchurch Road, Bournemouth, Dorset BH1 3LT, UK; The Business School, Bournemouth University, Royal London House, Christchurch Road, Bournemouth, Dorset, BH1 3LT, UK.
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