Migration and mental health care: Identifying the cultural competency of Turkish nursing students

The relationship between intercultural sensitivity, ethnocentrism, socio-demographic characteristics and xenophobia in nursing students: A descriptive and multi-centric study

BACKGROUND

Xenophobia plays a pivotal role in influencing the delivery of culturally competent care. Nevertheless, the relationship between intercultural sensitivity, ethnocentrism, socio-demographic characteristics and xenophobia in nursing students remains undetermined.

AIM

This study aimed to determine the relationship between intercultural sensitivity, ethnocentrism, socio-demographic characteristics and xenophobia in nursing students.

METHODS AND PARTICIPANTS

The study involved 1045 nursing students from six universities in Türkiye. Data were collected using the "Participant Information Form," the "Intercultural Sensitivity Scale," the "Ethnocentrism Scale," and the "Xenophobia Scale." Multiple linear regression was employed for the analysis.

RESULTS

Intercultural sensitivity (β = -0.09; p = 0.028) emerged as a negative predictor of xenophobia levels in students, while ethnocentrism (β = 0.17; p = 0.000) was identified as a positive predictor of xenophobia levels. Additionally, socio-demographic characteristics, including age, living in an extended family, academic year, participation in intercultural nursing courses, and interaction with immigrant neighbors, were established as significant predictors of xenophobia.

CONCLUSION

This study revealed a direct correlation between higher intercultural sensitivity and reduced xenophobia, whereas an increase in ethnocentrism was linked to elevated levels of xenophobia. These results offer valuable insights for educators and policymakers to combat xenophobia and design targeted interventions.

First Contact With Transcultural Care: A Phenomenological Study of Practical Turkish Nursing Students' Experiences in a Migrant Health Center

INTRODUCTION

This study examines the subjective experiences of Turkish students who work in immigrant health facilities providing nursing care to people of different cultures. Nurses are often encountered by immigrants in these centers. Although qualitative research on nurses' experiences assisting immigrants has been often cited in the literature, the literature on nursing students' experiences is limited.

METHODOLOGY

The study has a descriptive qualitative design. Data were collected using a face-to-face, in-depth, and semistructured interview form. The data were evaluated using a content analysis method.

RESULTS

The study yielded four themes: (a) inability to control emotions, (b) barriers to care involvement, (c) benefits of intercultural care, and (d) recommendations.

DISCUSSION

Learning intercultural care is critical in these years of increased immigration. Understanding nursing students' experiences is essential for improving the quality of intercultural care.

Determinants of attitudes towards refugees and intercultural sensitivity of nursing students: A descriptive and correlational study

BACKGROUND

The number of refugees, asylum seekers, and migrants is increasing worldwide. It is crucial to determine attitudes and intercultural sensitivities of nursing students towards refugees and individuals from different cultures. These nursing students will be providing healthcare in the future to these diverse communities.

OBJECTIVES

To determine the attitudes towards refugees and intercultural sensitivity of nursing students and to identify the determinants of these parameters.

DESIGN

The study was conducted with a descriptive and correlational design.

SETTINGS

Nursing departments of two universities in Ankara, Turkey.

PARTICIPANTS

The population of the study consisted of nursing students at two universities (N = 1530). A total of 905 students were included in the study.

METHODS

Data were obtained by a personal information form, the Attitudes Towards Refugees Scale, and the Intercultural Sensitivity Scale. Linear regression analysis was used to analyze the data obtained from the scales.

RESULTS

The participants' mean Attitudes Towards Refugees Scale score was 82.49 ± 16.66 and the Intercultural Sensitivity Scale score was 91.31 ± 11.15. Caring for refugees, intercultural sensitivity, interaction engagement, and respect for cultural differences were associated with attitudes towards refugees. Academic level, income, place of residence, and attitude towards refugees were associated with intercultural sensitivity.

CONCLUSIONS

Most of the nursing students displayed a negative attitude towards refugees, although they presented a high level of intercultural sensitivity. Integration of refugee-related topics into the nursing education curriculum and designing education programs are recommended to increase awareness and positive attitudes, and to improve cultural competence of nursing students.

Achieving culturally competent mental health care: A mixed-methods study drawing on the perspectives of UK nursing students

PURPOSE

This study aimed to examine the degree of cross-cultural competency among UK mental health student nurses, and the care delivery challenges arising from their internalized cultural assumptions.

DESIGN AND METHODS

This study adopted a mixed-methods design. Participants were final-year nursing students in the United Kingdom.

FINDINGS

The results revealed participants had a moderate level of cultural awareness and competency but highlighted many challenges to providing cross-cultural care arising from the meanings, enablers, and values they attributed to culturally competent mental health care.

PRACTICE IMPLICATIONS

As cultural competency is considered an essential characteristic of effective nursing care, greater attention should be paid to how student nurses assimilate cultural awareness to develop confidence in their day-to-day practice.

Nursing students' perspectives and care giving experiences with refugees: A qualitative analysis

BACKGROUND

It is crucial to determine the intercultural sensitivity of nursing students who will provide care to refugees in the future and to examine their perspectives, experiences, and views on providing care to refugees.

OBJECTIVES

The aim of this study was to describe nursing students' perspectives and caregiving experiences with refugees in Turkey.

DESIGN

This study was conducted with a phenomenological approach in a qualitative design.

SETTINGS, PARTICIPANTS, METHODS

The sample of the study consisted of 10 intern nursing students with purposive sampling method in their last year of education at the bachelor level for nursing who had experience of caring for refugees and voluntary participation in this study. The data was collected through in-depth interviews conducted with a semi-structured interview form. MAXQDA program was used to code qualitative data.

RESULTS

74 codes gathered under four themes with related subthemes as follows: a) Perspective on refugees with three subthemes: Health, social and economic perspective, b) Barriers in cultural care and two subthemes: Barriers on language and communication and problem-solving technique, c) Feelings and barriers in nursing care, d) Recommendations and five subthemes: society, refugees government, health services, and nursing education. Students expressed that language and communication were the most significant problems when they gave care to patients. They felt helpless, insufficient, and afraid of making mistakes in providing care due to communication barriers. Nursing students suggested that education is an essential factor to increasing awareness and break prejudice towards refugees.

CONCLUSIONS

Language and communication were the greatest problems when students gave care to refugees patients. Language problems could be managed by using interpreters in hospitals to decrease cultural conflicts and provide equal healthcare. In order to increase students' cultural sensitivity and awareness, organizing training and integrating the concept of intercultural in nursing education into the curriculum could be suggested, and students should receive training to ensure they can provide culturally competent nursing care.

Cultural Competence of Turkish Nurses and Nursing Students: An Integrative Literature Review

INTRODUCTION

Turkish population is characterized by its great cultural diversity, thus, Turkish nurses and nursing students often interact with patients of different cultural backgrounds from theirs. Cultural competence is needed to provide qualified contemporary nursing care. This study aimed to explore the literature on the cultural competence of Turkish nurses and nursing students.

METHODOLOGY

The Whittemore and Knafl review methodology was used to extract, summarize, and synthesize data of 15 primary research articles published between January 2011 and January 2021. The search was done in the Turkish Academic Network and Information Center-ULAKBIM (PubMed, TRDizin, DergiPark).

RESULTS

Three themes were identified: cultural competence, cultural-related problems, and importance of training on transcultural nursing.

DISCUSSION

Appropriate educational courses on transcultural nursing should be implemented in Turkish nursing schools as well as in continuing education programs for Turkish nurses.

A qualitative examination of othering processes within international nursing placements

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.

The effect of ethnocentrism and moral sensitivity on intercultural sensitivity in nursing students, descriptive cross-sectional research study

BACKGROUND

Factors affecting intercultural sensitivity and care are becoming an increasingly important issue due to ethnic diversity. Nurses play a crucial role in care and therefore should keep up with this trend and improve their intercultural sensitivity.

OBJECTIVE AND DESIGN

This descriptive cross-sectional study investigated the effects of ethnocentrism and moral sensitivity on intercultural sensitivity in nursing students.

METHODS AND PARTICIPANTS

Data were collected using a demographic characteristics questionnaire and the Intercultural Sensitivity Scale, Generalized Ethnocentrism Scale, and Moral Sensitivity Scale. The sample consisted of 1343 nursing students. The Pearson correlation coefficient was used to determine correlations between scale scores. Multiple linear regression was used to determine the effects of ethnocentrism, moral sensitivity, and demographic characteristics on intercultural sensitivity.

RESULTS

Intercultural sensitivity was found to be negatively correlated with ethnocentrism and positively correlated with moral sensitivity. Ethnocentrism predicted intercultural sensitivity more than moral sensitivity. Ethnocentrism and moral sensitivity explained 16.8% of the total variance of intercultural sensitivity. However, ethnocentrism affected intercultural sensitivity more than moral sensitivity did (beta = -0.406).

CONCLUSION

Nursing education should adopt strategies to reduce ethnocentrism by helping students develop cultural competence and intercultural sensitivity. Such education can equip nurses to provide higher quality care to patients of different cultural backgrounds.

Nursing students learning to care for refugee patients: a qualitative study†

BACKGROUND

Nursing students should gain cultural knowledge and skills necessary for providing care to all types of patients.

AIM

This study aimed to determine problems faced by nursing students who care for refugee patients.

METHOD

The study used phenomenological qualitative design. The sample comprised 25 nursing students who cared for refugee patients in a clinic. Data were analysed using Colaizzi's seven-step method following focus group interviews.

RESULTS

Two themes were identified for the interviews: (i) language barrier: insufficient care and (ii) students' perspectives on being a refugee. Furthermore, three subthemes were also identified by analysis of the interviews: (i) superficial communication and insufficiency in psychological support, (ii) health problems in difficult living conditions and (iii) unchanged basic human needs and unmet care needs.

CONCLUSIONS

Nursing students find it difficult to care for refugee patients, but nursing education programmes based on culture care improve their knowledge and perceptions and the quality of care they provide to patients from different cultures.

IMPLICATION FOR NURSING AND HEALTH POLICY

In a multicultural society, nursing students must recognize cultural differences. Consequently, a multicultural education programme helps lay the groundwork for successful integration of nursing students in new cultures.