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Schimböck F, Erichsen G, Petersen I, von Gahlen-Hoops W. Linguistically responsive learning and teaching for non-native speakers in undergraduate nursing education: a scoping review protocol. BMJ Open 2024; 14:e083181. [PMID: 39097303 PMCID: PMC11298720 DOI: 10.1136/bmjopen-2023-083181] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/13/2023] [Accepted: 07/12/2024] [Indexed: 08/05/2024] Open
Abstract
INTRODUCTION Non-native-speaking nursing students as well as faculty, preceptors and mentors face specific issues related to language in undergraduate nursing education. A better understanding of the language experiences, needs, requirements, assessments and support activities will guide linguistically responsive learning and teaching and will direct future curriculum development. This scoping review aims to examine and map the extent of literature related to linguistically responsive learning and teaching for non-native speakers in undergraduate nursing education and to describe the lived experiences, barriers and facilitators, language needs, assessment tools and supportive interventions. METHODS AND ANALYSIS This scoping review will follow the Joanna Briggs Institute (JBI) methodology for scoping reviews and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). In May 2023, a preliminary search was conducted. The comprehensive search will include MEDLINE (PubMed), CINAHL (EBSCO), ERIC (EBSCO) and MLA (EBSCO). OpenGrey (DANS) and reference lists of the included articles will be searched for grey literature and additional articles. Two independent reviewers will screen titles and abstracts, then review the full texts of articles. Data will be extracted using a data extraction form and will be presented in figures, tables and narrative syntheses, in line with the review questions. This review will include articles that describe the experiences of non-native-speaking nursing students, faculty or preceptors in undergraduate nursing education and clinical practice environment. Articles that report on language requirements, needs and assessment tools will also be considered as well as articles reporting on supportive activities and interventions within the study programmes. Articles related to exchange students or programmes will be excluded. ETHICS AND DISSEMINATION No ethical approval is required. The findings of the review will be disseminated through peer-review publication as well as oral and poster presentations at scientific conferences.
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Affiliation(s)
| | - Göntje Erichsen
- Faculty of Arts and Humanities, Kiel University, Kiel, Germany
| | - Inger Petersen
- Faculty of Arts and Humanities, Kiel University, Kiel, Germany
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Mahic S, Nortvedt L, Alpers LM. Nurses' Experiences in Communicating With Immigrant Populations During COVID-19: Insights and Suggestions for Future Health Crises. J Transcult Nurs 2024:10436596241268445. [PMID: 39096037 DOI: 10.1177/10436596241268445] [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: 08/04/2024] Open
Abstract
INTRODUCTION When providing health information in a diverse society and during health crises, it is crucial that nurses can adapt their communication to immigrants, as this may have an impact on their health outcomes. This study seeks to identify how nurses experienced and assessed their communication and information work with immigrants during COVID-19 and to discuss measures to improve practice. METHOD The study has an interpretive and explorative qualitative design, analyzing 10 semi-structured interviews with nurses from the municipal health service in Norway. RESULTS Three themes were created as follows: multilingual infection control teams and cooperation with volunteers, challenges when providing COVID-19 information, and the nurses' suggestions for improvements in the event of a new pandemic or other health crisis. DISCUSSION Nurses' cultural competence and their knowledge of immigrants' health literacy can help them understand how immigrants think and behave during illness. It is important that nurses use discretion during health crises.
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Gould W, Hu J. Underrepresented nurses' perceptions of a mentorship program supporting their applications for advanced practice nursing programs: A descriptive cross-sectional survey study. Nurs Outlook 2024; 72:102202. [PMID: 38824878 DOI: 10.1016/j.outlook.2024.102202] [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: 11/21/2023] [Revised: 05/05/2024] [Accepted: 05/08/2024] [Indexed: 06/04/2024]
Abstract
BACKGROUND The diversity in the workforce of Certified Registered Nurse Anesthetists does not reflect the changing demographics. PURPOSE This study aimed to evaluate a national mentorship program supporting underrepresented nurses' applications for nurse anesthesia education programs. METHODS Convenience sampling was employed to recruit the participants for this descriptive cross-sectional survey. The survey had 23 questions, including 21 multiple-choice questions and two open-ended questions. FINDINGS A total of 1,133 participants participated in the survey study. The average score of overall respondents' satisfaction level on the program was 4.87, with almost all participants (1,116, 98.6%) feeling satisfied or very satisfied with the program. The respondents provided 565 comments on the program (i.e., nine domains and 49 themes) and 842 learning reflection notes (i.e., eight domains and 53 themes). DISCUSSION This national initiative is a promising intervention to help underrepresented nurses get ready for nurse anesthesia education program applications.
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Affiliation(s)
- Wallena Gould
- Diversity in Nurse Anesthesia Mentorship Program, Mickleton, NJ.
| | - Jiale Hu
- Research and Global Outreach at the Virginia Commonwealth University Department of Nurse Anesthesia, Richmond, VA
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Cook JM, Crane L, Mandy W. Dropping the mask: It takes two. AUTISM : THE INTERNATIONAL JOURNAL OF RESEARCH AND PRACTICE 2024; 28:831-842. [PMID: 37403917 PMCID: PMC10981180 DOI: 10.1177/13623613231183059] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/06/2023]
Abstract
LAY ABSTRACT In some situations, autistic people feel pressure to change their social behaviour by camouflaging. In other situations, autistic people feel they don't need to change their social behaviour. Instead, they feel they can socialise in ways that feel authentic or true to themselves. Past research has tended to focus on autistic people's experiences of camouflaging rather than their experiences of authenticity. In this study, we asked autistic people what it is like for them when they can socialise in ways that feel authentic or true to themselves. Autistic people described authentic-feeling socialising as more free, spontaneous and open than camouflaging. In supportive environments, this kind of socialising had more positive and less negative consequences than camouflaging. Autistic people felt that having self-awareness and acceptance of their own social needs and being around autistic and nonautistic people who were accepting and understanding helped them to socialise in authentic-feeling ways. Autistic people also spoke about communication behaviours they felt nonautistic people should use to help overcome misunderstandings and create autism-friendly social environments. These findings suggest it is helpful for autistic people to have access to supportive and accepting social environments in which they feel able to socialise in ways that feel authentic to them. In creating such social environments, it is important to focus on nonautistic people's knowledge and attitude towards autistic people and also their ability to use helpful communication behaviours.
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Affiliation(s)
- Julia M Cook
- University College London, UK
- King’s College London, UK
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Paatela S, Pohjamies N, Kanste O, Haapa T, Oikarainen A, Kääriäinen M, Mikkonen K. Registered nurses' cultural orientation competence for culturally and linguistically diverse nurses in the hospital setting: A cross-sectional study. J Adv Nurs 2024; 80:707-720. [PMID: 37583124 DOI: 10.1111/jan.15829] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2022] [Revised: 06/29/2023] [Accepted: 07/31/2023] [Indexed: 08/17/2023]
Abstract
AIMS To explore registered nurses' cultural orientation competence profiles for providing culturally and linguistically diverse (CALD) nurses with orientation in the hospital setting, and to identify which factors are associated with cultural orientation competence profiles. DESIGN A descriptive, explorative cross-sectional study. METHODS Data were collected from December 2020 to January 2021 using the Preceptors' Orientation Competence Instrument (POCI) and Preceptors' Cultural Orientation Competence Instrument (POCCI). A total of 844 registered nurses from one university hospital district in Finland participated, reflecting a response rate of 10%. A K-means cluster algorithm was employed to identify different cultural orientation competence profiles. RESULTS The cluster analysis identified three cultural orientation competence profiles (A, B and C). Nurses in Profile A evaluated their cultural orientation competence the highest, with members of profiles B and C demonstrating the second highest and lowest, respectively, cultural orientation competence scores. Several factors were associated with cultural orientation competence profiles, namely, orientation education and student mentoring education, support from managers and colleagues, motivation, willingness to act as a preceptor, time to provide orientation, sufficient clinical and theoretical nursing skills and current work title. CONCLUSION Cultural diversity and acceptance of it can be enhanced by building accepting culture towards new incomers and offering continuing education to improve the cultural competence of staff, which can further benefit patient care of CALD patients. Orientation practices can be improved by rewarding staff and building collaborative teamwork culture. IMPLICATIONS FOR PROFESSION AND/OR PATIENT CARE Organizations can strengthen nurses' cultural orientation competence; for example, by providing adequate orientation education and allocating more time to the orientation process. REPORTING METHOD The STROBE criteria were used to report the results of the observations critically. PATIENT OR PUBLIC CONTRIBUTION No patient or public contribution.
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Affiliation(s)
- Satu Paatela
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
| | - Netta Pohjamies
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
- Department of Musculoskeletal and Plastic Surgery, University of Helsinki and Helsinki University Hospital, Helsinki, Finland
| | - Outi Kanste
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
| | - Toni Haapa
- Nursing Research Center, University of Helsinki and Helsinki University Hospital, Helsinki, Finland
| | - Ashlee Oikarainen
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
| | - Maria Kääriäinen
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
- Medical Research Center Oulu, University Hospital and University of Oulu, Oulu, Finland
| | - Kristina Mikkonen
- Research Unit of Health Sciences and Technology, Faculty of Medicine, University of Oulu, Oulu, Finland
- Medical Research Center Oulu, University Hospital and University of Oulu, Oulu, Finland
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Al-Daken L, Lazarus ER, Al Sabei SD, Alharrasi M, Al Qadire M. Perception of Nursing Students About Effective Clinical Teaching Environments: A Multi-Country Study. SAGE Open Nurs 2024; 10:23779608241233146. [PMID: 38510754 PMCID: PMC10953109 DOI: 10.1177/23779608241233146] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2023] [Revised: 12/10/2023] [Accepted: 01/26/2024] [Indexed: 03/22/2024] Open
Abstract
Background The transition of nursing education from traditional methods to more advanced approaches is crucial for adequately preparing students to deliver competent care in tertiary care centers. Moreover, clinical faculty in nursing plays a key role in guiding nursing students through their clinical training in various healthcare settings. Purpose This study aims to describe the perceptions of undergraduate nursing students regarding the effectiveness of the learning environment and clinical teaching in clinical areas across various countries. Methods The study, conducted using a descriptive, cross-sectional research design, gathered data from 215 nursing students using the Clinical Learning Environment Inventory and Clinical Teaching Effectiveness Instrument. Data analysis included frequencies, percentages, mean, standard deviation, t-tests, analysis of variance, and correlation assessments to comprehend the impact of clinical teaching and learning environments. Results Nursing students' perceptions of the clinical learning environment produced mean scores between 2.03 and 3.38 on a scale from 1 to 4, resulting in an overall mean score of 2.72 across 42 items. This indicates a general satisfaction with their clinical learning experiences. Regarding effective clinical teaching, the mean student responses varied from 3.02 to 3.40 out of a possible 5 points, with a total mean of 3.22. The study revealed notable correlations in the context of effective clinical teaching, particularly with demographic variables and the clinical learning environment. Specifically, a significant correlation with age (r = .177, p = .009) and the clinical learning environment (r = .572, p < .001) was identified. Conclusion The study concludes that students expressed overall satisfaction with their clinical learning experiences. They recognized the importance of participating in clinical training, fulfilling clinical responsibilities for assigned patients, exerting extra effort for learning, receiving support from preceptors in clinical settings, and being attentive to communications from staff. The collaboration between clinical preceptors and academic nursing lecturers is crucial in providing a positive learning environment for students to complete clinical tasks effectively.
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Affiliation(s)
- Laila Al-Daken
- College of Nursing, Sultan Qaboos University, Muscat, Oman
| | | | | | | | - Mohammad Al Qadire
- College of Nursing, Sultan Qaboos University, Muscat, Oman
- Adult Health Department, Faculty of Nursing, Al Al-Bayt University, Mafraq, Jordan
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VanHoose L, Eigsti H. The Changing Landscape of Intercultural Mindset in 616 Doctor of Physical Therapy Students Over the Past 7 Years and the Implications for Doctor of Physical Therapy Cultural Competence Education. JOURNAL, PHYSICAL THERAPY EDUCATION 2023; 37:271-277. [PMID: 38478781 DOI: 10.1097/jte.0000000000000303] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/09/2023] [Accepted: 07/09/2023] [Indexed: 06/25/2024]
Abstract
INTRODUCTION This prospective longitudinal study will report the results of a quantitative analysis of the change in Intercultural Development Inventory (IDI) scores and the distribution of students in 5 orientations along the Intercultural Developmental Continuum (IDC) in 8 cohorts of Doctor of Physical Therapy (DPT) students during their academic preparation. REVIEW OF LITERATURE The expanding interest in developing intercultural sensitivity in an increasingly more complex and diverse health care environment calls for the dissemination of research on the effectiveness of innovative curricular models that include psychometrically strong outcome measures. Research suggests that health care providers can develop intercultural sensitivity when provided with didactic knowledge, experiential learning, self-reflection, mentoring, and a systematic individualized development plan. SUBJECTS The participants were from a sample of convenience of 616 DPT students from the graduating classes of 2015-2022. METHODS The study is a repeated-measure design. The IDI was selected to guide targeted intervention and assessment of intercultural sensitivity at an individual level and group level and was administered in semesters 3 and 8 as part of the DPT program course requirements. RESULTS There was significant improvement in the IDI Perceived and Developmental Orientation (DO; P < .001) scores between semesters 3 and 8. There was a significant change (P = .0001) in the distribution of students along the 5 DOs of the IDC with 10% of students regressing 1 orientation, 51.7% of students remaining the same, 33.3% of students advancing 1 orientation, and 5% of students advancing 2 orientations along the IDC. Nearly 40% of participants had a positive shift along the IDC. DISCUSSION AND CONCLUSION The results of this study suggest that intercultural sensitivity or mindset, as measured by the IDI, can be developed in DPT students who participate in a targeted intercultural development curriculum based on the Process Model of Cultural Competence by Deardorff and the Developmental Model of Intercultural Sensitivity by Bennett.
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Affiliation(s)
- Lisa VanHoose
- Lisa VanHoose is the chief scientific officer at The Ujima Center
- Heidi Eigsti is a professor and the director of Graduate Studies and Assessment at Regis University, School of Physical Therapy, 3333 Regis Blvd., G-4, Denver, CO 80221 ( ). Please address all correspondence to Heidi Eigsti
| | - Heidi Eigsti
- Lisa VanHoose is the chief scientific officer at The Ujima Center
- Heidi Eigsti is a professor and the director of Graduate Studies and Assessment at Regis University, School of Physical Therapy, 3333 Regis Blvd., G-4, Denver, CO 80221 ( ). Please address all correspondence to Heidi Eigsti
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Eriksson E, Högstedt D, Engström M, Jansson I. Preceptors' experiences of supervising internationally educated nurses attending a bridging program: An interview study. NURSE EDUCATION TODAY 2023; 131:105975. [PMID: 37729862 DOI: 10.1016/j.nedt.2023.105975] [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: 04/05/2023] [Revised: 08/28/2023] [Accepted: 09/12/2023] [Indexed: 09/22/2023]
Abstract
BACKGROUND Internationally educated nurses attending a bridging program must demonstrate clinical competence and meet requirements to apply for a nursing license in Sweden. OBJECTIVES To describe preceptors' experiences of supervising internationally educated nurses undergoing clinical practice education during a bridging program. DESIGN A qualitative descriptive study. SETTINGS Two universities offering the 1-year bridging program for nurses with a nursing degree from outside European Union/European Economic Area and Switzerland. PARTICIPANTS Fifteen preceptors, all registered nurses, who supervised internationally educated nurses were included. METHODS Semi-structured interviews were performed, and data were analyzed using qualitative content analysis. RESULTS Supervising internationally educated nurses was not the same as supervising nursing students and raised feelings of both joy and frustration. Preceptors had to adapt supervision to the student's nursing knowledge and skills. They had to help students communicate in Swedish and form good relationships with other students, patients, and other professionals. Most preceptors requested more information about the student's nurse education, country of education/cultural background, and previous work experiences. Mixed experiences of support from the university, first-line managers, and colleagues were reported. CONCLUSIONS Being a preceptor for internationally educated nurses is a challenge, and supervision training is important for managing preceptorship. To supervise students based on their level of knowledge and skills, more information must be shared with the preceptor. Encounters with others are of importance in the training, where teamwork and person-centered care must be in focus, both in prior theoretical education and in clinical practice education.
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Affiliation(s)
- E Eriksson
- Faculty of Health and Occupational Studies, University of Gävle, 801 76 Gävle, Sweden; Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden.
| | - D Högstedt
- Faculty of Health and Occupational Studies, University of Gävle, 801 76 Gävle, Sweden.
| | - M Engström
- Faculty of Health and Occupational Studies, University of Gävle, 801 76 Gävle, Sweden; Medicine College, Lishui University, No. 1 Xueyuan Road, Lishui 323000, China.
| | - I Jansson
- Institute of Health and Care Sciences, University of Gothenburg, 405 30 Göteborg, Sweden.
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Luukkonen AL, Kuivila H, Kaarlela V, Koskenranta M, Kaučič BM, Riklikiene O, Vizcaya-Moreno F, Pérez-Cañaveras RM, Filej B, Oikarainen A, Kääriäinen M, Mikkonen K. Mentors' cultural competence at mentoring culturally and linguistically diverse nursing students in clinical practice: An international cross-sectional study. Nurse Educ Pract 2023; 70:103658. [PMID: 37201266 DOI: 10.1016/j.nepr.2023.103658] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2022] [Revised: 03/31/2023] [Accepted: 05/04/2023] [Indexed: 05/20/2023]
Abstract
AIMS This study aimed to identify mentors' cultural competence profiles at mentoring culturally and linguistically diverse nursing students in clinical practice and explore associating factors. BACKGROUND Globalization has had a significant impact on healthcare, increasing the diversity of healthcare workforces and the number of culturally and linguistically diverse nursing students in clinical practice. The cultural competence of mentors is important to secure students' safe and successful learning. The mentor role in clinical practice contributes toward enabling and ensuring students' high-quality and goal-oriented development of competence. DESIGN This study implemented a cross-sectional design with a final sample of 270 clinical practice mentors from Finland, Lithuania, Spain and Slovenia. METHODS The data were collected using an online survey including the Mentors' Cultural Competence Instrument, Mentors' Competence Instrument and background questions during 2020-2021. The data were analyzed using a K-mean cluster algorithm to identify mentors' competency profiles. RESULTS Three significantly differing mentor competency profiles (Profile A 42%, Profile B 41%, Profile C 17%) were identified in this study. The cultural competence of the mentors in clinical practice varied between intermediate and high levels. Mentors rated their cultural competence as best in the area of cultural sensitivity and awareness, whereas the lowest scored area was cultural interaction and safety. CONCLUSIONS This study showed that the cultural competence of mentors in clinical practice varied and was influenced by mentors' work experience, age, job title and frequency of mentoring. This study provides new knowledge that could help to develop cultural competence operating models and education to enhance the cultural competence of healthcare professionals.
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Affiliation(s)
- Anna-Leena Luukkonen
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland.
| | - Heli Kuivila
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland
| | - Veera Kaarlela
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland
| | - Miro Koskenranta
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland
| | - Boris Miha Kaučič
- Faculty of Health Sciences in Celje, Institute of Nursing Research, Celje, Slovenia
| | - Olga Riklikiene
- Faculty of Nursing, Lithuanian University of Health Sciences, Kaunas, Lithuania
| | | | | | - Bojana Filej
- Faculty of Health Sciences in Celje, Institute of Nursing Research, Celje, Slovenia
| | - Ashlee Oikarainen
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland
| | - Maria Kääriäinen
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland; Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland; Wellbeing Services County of North Ostrobothnia, Oulu, Finland
| | - Kristina Mikkonen
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland; Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland.
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Akca A, Ayaz-Alkaya S. Determinants of attitudes towards refugees and intercultural sensitivity of nursing students: A descriptive and correlational study. NURSE EDUCATION TODAY 2023; 124:105772. [PMID: 36889047 DOI: 10.1016/j.nedt.2023.105772] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/09/2022] [Revised: 02/09/2023] [Accepted: 02/26/2023] [Indexed: 06/18/2023]
Abstract
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.
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Affiliation(s)
- Ayşegül Akca
- Ankara Yildirim Beyazit University, Faculty of Health Sciences, Nursing Department, Ankara, Turkey
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Tervajärvi L, Suua P, Lastumäki O, Rautiola AM, Juntunen J. From Student to Mentor in Clinical Practice: Health Care Students' Experiences in a Mentoring Course. J Nurs Educ 2023; 62:298-301. [PMID: 37146050 DOI: 10.3928/01484834-20230306-08] [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: 05/07/2023]
Abstract
BACKGROUND Clinical practice is a compulsory and essential part of health care studies in Finland. However, there are not enough trained mentors at clinical practice facilities. The objective of this mentoring course was to provide students training at the earliest possible stage. METHOD Students from various health care disciplines participated in the mentoring course. The course was conducted entirely online, and learning methods included lectures, small-group exercises, and discussion forums. RESULTS Students' responses indicated the mentoring course enabled them to learn about a mentor's role and about various mentoring theories. CONCLUSION The mentoring course helped prepare health care students for their future work life and for the clinical mentoring of students. The course expanded students' views on a mentor's duties and helped them reflect on their personal strengths and weaknesses. [J Nurs Educ. 2023;62(5):298-301.].
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Thomson AE, Smith N, Karpa J. Teaching Professional Boundaries in Psychiatric Nursing: Resource Development. J Nurs Educ 2023; 62:97-100. [PMID: 36779904 DOI: 10.3928/01484834-20221213-05] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/14/2023]
Abstract
BACKGROUND A standard of practice in psychiatric nursing pertains to the ability to maintain professional boundaries within a nurse-patient relationship. Nursing students are inexperienced in maintaining nurse-patient relationships and are at risk of crossing professional boundaries. Research regarding boundary instruction and available resources is needed to guide educators. METHOD Psychiatric nurse educators (n = 11) and psychiatric nurses (n = 9) were interviewed to determine what resources psychiatric nursing educators use to teach professional boundaries to undergraduate students. Following the interviews and preliminary analysis, eight participants also attended a focus group. RESULTS Participants reported resources such as textbooks were useful for defining professional boundaries. Participants also described case studies as a resource available to help operationalize boundaries in psychiatric nursing practice. CONCLUSION Resources should be developed to address changes in care provision and technology to include cultural competence and guidelines for the use of social media. [J Nurs Educ. 2023;62(2):97-100.].
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Ropponen P, Kamau S, Koskenranta M, Kuivila H, Oikarainen A, Isakov T, Tomietto M, Mikkonen K. Culturally and linguistically diverse nursing students' experiences of integration into the working environment: A qualitative study. NURSE EDUCATION TODAY 2023; 120:105654. [PMID: 36435154 DOI: 10.1016/j.nedt.2022.105654] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/10/2022] [Revised: 11/07/2022] [Accepted: 11/14/2022] [Indexed: 06/16/2023]
Affiliation(s)
- P Ropponen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland; Diaconia University of Applied Sciences, Helsinki, Finland.
| | - S Kamau
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland; Department of Healthcare and Social Services, Jyvaskyla University of Applied Sciences, Jyvaskyla, Finland.
| | - M Koskenranta
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - H Kuivila
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - A Oikarainen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - T Isakov
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland; Attendo, PL 750, 00181 Helsinki, Finland.
| | - M Tomietto
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland; Department of Nursing, Midwifery and Healthcare, Faculty of Health and Life Sciences, Northumbria University, Newcastle Upon Tyne, UK.
| | - K Mikkonen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland; Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland.
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Dias JM, Aderibigbe SA, Abraham MS. Undergraduate nursing students' mentoring experiences in the clinical practicum: The United Arab Emirates (UAE) perspective. J Nurs Manag 2022; 30:4304-4313. [PMID: 36193552 DOI: 10.1111/jonm.13833] [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: 07/27/2022] [Revised: 09/07/2022] [Accepted: 09/29/2022] [Indexed: 12/30/2022]
Abstract
AIM This study explored undergraduate nursing students' mentoring experiences during their final clinical practicum as they prepared to enter the workforce. METHODS We used a qualitative case study design with data collected in two focus group discussions involving 19 students. Data were analysed using inductive thematic analysis. RESULTS Students' descriptions of their mentoring experiences fell under three themes: 'great experience', 'being treated like part of the family', and 'gaining confidence and skills'. Students described their mentors as having critical roles in providing feedback and learning opportunities to interns. Students also reported that ungraded initial assessment, friendlier workplaces, and mentors with patience were required to strengthen their professional learning at the workplace. CONCLUSION These results suggest that prompt and constructive feedback, warmer workplace environments, and passionate mentors' involvement may help enhance students' mentoring experiences during their clinical practicum. IMPLICATIONS FOR NURSING MANAGEMENT Management and academia should work jointly to develop mentorship programs to achieve better student outcomes. Doing this will lead to role clarity, higher levels of satisfaction, and increased productivity. Management needs to consider compensating mentors for their time in student learning and select experienced nurses willing to mentor others to promote enjoyable relationships and effective mentoring engagements. Management needs to find creative ways to build mentoring into appraisals, for at present, it is considered a voluntary activity for educating the next generation of nurses. Management should ensure adequate training and ongoing support for mentors and mentees in clinical mentoring.
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Affiliation(s)
- Jacqueline Maria Dias
- Department of Nursing, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Semiyu Adejare Aderibigbe
- College of Arts, Humanities and Social Sciences, Department of Education, Institute of Leadership in Higher Education, University of Sharjah, Sharjah, United Arab Emirates
| | - Mini Sara Abraham
- Department of Nursing, College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
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Organisational and staff-related effects on cultural competence in the hospital setting: a cross-sectional online survey of nursing and medical staff. BMC Health Serv Res 2022; 22:644. [PMID: 35568939 PMCID: PMC9107243 DOI: 10.1186/s12913-022-07947-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2021] [Accepted: 04/13/2022] [Indexed: 11/11/2022] Open
Abstract
Background Cultural competence is considered a core qualification for dealing with socio-cultural diversity and balancing disparities in health care. Objectives To explore features supporting and inhibiting cultural competence in the hospital at both organisational and staff levels. Design Cross-sectional online survey in the form of a full census from May to November 2018. Setting Two organisations that run a total of 22 hospitals in Germany. Participants Eight hundred nursing and medical professionals [nurses: n = 557; doctors: n = 243]. Methods Using the Short Form Cultural Intelligence SCALE (SFCQ), cultural competence was measured and its relation to potential influencing factors at staff level and organisational level examined, using bivariate (t-Test, one-way ANOVA, Pearson and Spearman correlations) and multivariate (multiple linear regression) approaches. Model 1 examined features at organisational level, Model 2 at individual level and Model 3 included organisational and individual features. Results The mean cultural competence measured was 3.49 [min.: 1.3; max.: 5.0]. In the bivariate and isolated multivariate models [Models 1 and 2], factors on both organisational and individual levels were significantly related to the hospital staff’s cultural competence. The multivariate overview [Model 3], however, revealed that individual features at staff level were the statistically relevant predictors. Positive influencing features included staff’s assessment of the importance of cultural competence in their professional context [B: 0.368, 95% confidence interval 0.307; 0.429], participation in competence training [B: 0.193; 95% confidence interval 0.112; 0.276] and having a migration background [B: 0.175; 95% confidence interval 0.074; 0.278], while negative features included length of medical service [B: -0.004; 95% confidence interval -0.007; -0.001]. Conclusions The development and practice of cultural competence appear to be determined less by organisational features and more on the level of individual actors. In addition to staff development, adequate organisational structures and an economic incentive system are required to promote sociocultural diversity in hospitals.
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Vázquez-Sánchez MÁ, Casals C, Casals-Vázquez A, García-Barrios S, Fernández-de-Canete F, Sánchez-Ojeda MA. Cultural adaptation and validation of the Transcultural Self-Efficacy Tool for use with undergraduate nursing students in Spain. NURSE EDUCATION TODAY 2021; 107:105106. [PMID: 34455285 DOI: 10.1016/j.nedt.2021.105106] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/20/2020] [Revised: 07/20/2021] [Accepted: 08/13/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND The provision of culturally competent care helps reduce healthcare inequalities. There is a positive association between the cultural competence of nursing professionals and patient satisfaction, and also between nurses' self-efficacy and patients' adherence to treatment. While training in this respect is important, the self-assessment of skills should also be addressed. AIMS To produce a culturally-validated Spanish-language version of the Transcultural Self-Efficacy Tool (TSET) for use in undergraduate nursing studies, and to evaluate its implementation within the Spanish educational system. METHODS This cultural adaptation and psychometric validation study was carried out with student nurses from two universities. International standards were followed for the translation and cultural adaptation of the questionnaire. All students completed the questionnaire twice, the second time 14 days after the first. Those who took the Transcultural Care course at the University of Málaga also completed the questionnaire a third time, after concluding this study subject. The reliability, discriminatory capacity, stability and sensitivity to change of the questionnaire were tested and confirmed, and a confirmatory factor analysis was performed. RESULTS A total of 286 students took part in this study. Overall, the TSET obtained a reliability score of 0.978, according to Cronbach's alpha test. In relation to nationality of origin, the discriminatory capacity of the questionnaire was -1.067 (-1815 a -0,320) = 0.005. Stability, assessed at 14 days using the intraclass correlation coefficient, was 0.901 (0.873 a 0.923) <0.001. The before-after sensitivity to change for those who took the Transcultural Care course was 1.820 (1558 a 2083) <0.001. CONCLUSIONS This Spanish-language version of the TSET is culturally suitable for the educational context of undergraduate nursing students in Spain, and its psychometric validation was performed with satisfactory results.
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Affiliation(s)
| | - Cristina Casals
- MOVE-IT Research Group, Department of Physical Education, Faculty of Education Sciences, University of Cadiz, Cádiz, Spain; Biomedical Research and Innovation Institute of Cadiz (INiBICA) Research Unit, Puerta del Mar University Hospital, Cádiz, Spain.
| | | | - Silvia García-Barrios
- Department of Nursing, Faculty of Health Sciences, University of Malaga, Málaga, Spain.
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Aguayo-González M, Leyva-Moral JM, Gómez-Ibáñez R, Mestres O, Alsina F, San Rafael S. Understanding to humanise: Teaching nurses' experience with caring for Mapuche patients. Nurs Forum 2021; 57:104-111. [PMID: 34687059 DOI: 10.1111/nuf.12665] [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: 01/20/2021] [Revised: 09/23/2021] [Accepted: 10/11/2021] [Indexed: 11/28/2022]
Abstract
BACKGROUND The Mapuche are a minority group living in small communities in southern Chile. Due to many variables, such as poverty and cultural factors, they are susceptible to inequalities in education and healthcare. PURPOSE To describe nurse educators' experiences of caring for Mapuche people in primary care centers in Chile. METHODS A descriptive qualitative study was performed with nine female nurse educators who supervised nursing students in clinical placement. Data were obtained through semi-structured interviews. Triangulation was achieved through consensus among the researchers. RESULTS The analysis yielded two themes: Cultural sensitivity and Humanisation of care. Nurse educators respect Mapuche beliefs and practices about health and treatment and adapt clinical interventions accordingly. Nurse educators are committed to integrate Mapuche spiritual and cultural needs into the biomedical model, aiming to build a genuine person-centered relationship with patients and to promote transcultural nursing models with students. CONCLUSIONS Culturally competent professionals are needed to train nurses about the demands of a globalized and culturally diverse world. Training is required in both humanized care competencies and cross-cultural nursing. Improving cultural competence among nurses and nurse educators would improve patients' health outcomes and would allow preventative intervention, therefore reducing treatment failures and further complications.
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Affiliation(s)
- Mariela Aguayo-González
- Department of Nursing, Nursing Research Group in Vulnerability and Health, Faculty of Medicine, Universitat Autónoma de Barcelona, Barcelona, Spain
| | - Juan Manuel Leyva-Moral
- Department of Nursing, Nursing Research Group in Vulnerability and Health, Faculty of Medicine, Universitat Autónoma de Barcelona, Barcelona, Spain
| | - Rebeca Gómez-Ibáñez
- Department of Nursing, Nursing Research Group in Vulnerability and Health, Faculty of Medicine, Universitat Autónoma de Barcelona, Barcelona, Spain
| | - Olga Mestres
- Department of Nursing, Nursing Research Group in Vulnerability and Health, Faculty of Medicine, Universitat Autónoma de Barcelona, Barcelona, Spain
| | - Ferrán Alsina
- Department of Nursing, Nursing Research Group in Vulnerability and Health, Faculty of Medicine, Universitat Autónoma de Barcelona, Barcelona, Spain
| | - Sabiniana San Rafael
- Department of Nursing, Nursing Research Group in Vulnerability and Health, Faculty of Medicine, Universitat Autónoma de Barcelona, Barcelona, Spain
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Marni M, Abdullah AZ, Thaha RM, Hidayanty H, Sirajuddin S, Razak A, Stang S, Liliweri A. Cultural Communication Strategies of Behavioral Changes in Accelerating of Stunting Prevention: A Systematic Review. Open Access Maced J Med Sci 2021. [DOI: 10.3889/oamjms.2021.7019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
Background: Stunting is a condition of failure to thrive in children under five years of age (toddlers) due to chronic malnutrition and infection. Stunting has an impact on the level of intelligence, susceptibility to disease, reduces productivity, increases poverty and inequality. This condition is closely related to the culture of the community. Therefore, a cultural communication strategy is needed as an intervention to change maternal behavior and prevent stunting. Objective: This study aims to analyze articles related to cultural communication strategies in efforts to prevent stunting in children. Method: The design used is the literature review, articles are collected using search engines such as ProQuest, BMC Public Health, Google Scholar and Plos One. Criteria article used was published in 2011-2020. Results: Stunting is a condition of failure to thrive in children under five years of age as a result of chronic malnutrition so that the child is too short for his age. Malnutrition occurs since the baby is in the womb and in the early days after the baby is born. The factors that cause stunting in children are family factors and family environment, inadequate food, breastfeeding and infection. These factors are closely related to the local culture. Therefore, cultural communication strategies are considered effective in changing mother's behavior and preventing stunting in children. Conclusion: Cultural communication can influence behavior change in mothers to prevent stunting in children
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Mosed H, Periord M, Caboral-Stevens M. A concept analysis of intercultural communication. Nurs Forum 2021; 56:993-999. [PMID: 34076902 DOI: 10.1111/nuf.12622] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2020] [Revised: 04/22/2021] [Accepted: 05/20/2021] [Indexed: 06/12/2023]
Abstract
AIM To explore the concept of intercultural communication. BACKGROUND As global migration increases, countries around the world are starting to see diversity among their population. With this increasing multicultural society, effective communication is crucial, particularly in the area of healthcare. Intercultural nursing requires nurses to care for patients of various cultural backgrounds by considering their cultural needs. It is critical for nurses to be able to communicate effectively with patients of various cultures to provide care that is holistic and culturally appropriate to the diverse population. METHODS Walker and Avant's eight-step approach to concept analysis. RESULTS Intercultural communication in nursing is face-to-face, verbal or nonverbal communication that occurs between people of different cultures. Its defining attributes are (1) meeting between language and culture for a specific purpose and (2) face-to-face (in-person or virtual) human interaction between individuals from different cultures. Antecedents of intercultural communication in nursing are globalization, technology, and social environment. Consequences include reduced ethnocentrism and negative stereotyping. Empirical referents depict the existence of the concept, which includes several tools developed as a means to measure or evaluate intercultural communication. CONCLUSION This study presented the defining attributes, antecedents and consequences, model case, and empirical referents of intercultural communication.
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Affiliation(s)
- Hameedah Mosed
- School of Nursing, AGPCNP Program, Eastern Michigan University, Ypsilanti, Michigan, USA
| | - Madison Periord
- School of Nursing, AGPCNP Program, Eastern Michigan University, Ypsilanti, Michigan, USA
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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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Elce Y. The Mentor-Mentee Relationship, Addressing Challenges in Veterinary Medicine Together. Vet Clin North Am Small Anim Pract 2021; 51:1099-1109. [PMID: 34238600 DOI: 10.1016/j.cvsm.2021.04.023] [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: 10/20/2022]
Abstract
This article provides a summary of the current veterinary and medical literature concerning mentor-mentee relationships. In particular, the authors discuss how mentorship may be expanded and improved to address current challenges faced by the veterinary profession. They consider both the positive effects of mentorship on retention and recruitment, mental well-being, and competency, as well as the potential negatives or downsides of mentorship. Although rigorous, controlled studies are rare, the available evidence indicates that mentorship may be a key method to restore career satisfaction in veterinary medicine. Further studies are needed as well as monitoring programs.
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Affiliation(s)
- Yvonne Elce
- Atlantic Veterinary College, University of PEI, Department of Health management, 550 University Avenue, Charlottetown, PEI Canada C1A 4P3.
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Hari R, Geraghty S, Kumar K. Clinical supervisors' perspectives of factors influencing clinical learning experience of nursing students from culturally and linguistically diverse backgrounds during placement: A qualitative study. NURSE EDUCATION TODAY 2021; 102:104934. [PMID: 33934040 DOI: 10.1016/j.nedt.2021.104934] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/30/2020] [Revised: 03/26/2021] [Accepted: 04/19/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Undergraduate nursing students from culturally and linguistically diverse backgrounds experience unique challenges with their learning needs during clinical placements. There is limited research on clinical supervisors' perspectives of the factors impacting clinical learning experience of nursing students from culturally and linguistically diverse backgrounds during placement. OBJECTIVES This study sought to identify clinical supervisors' perspectives of the factors impacting on the clinical learning experience of nursing students from culturally and linguistically diverse backgrounds and strategies to overcome challenges. DESIGN A qualitative research design using semi-structured interviews. METHODS Nine nurses who had experience supervising culturally and linguistically diverse nursing students were interviewed as part of data collection. Thematic analysis was used for data interpretation. RESULTS Identified factors include: Poor proficiency in English language, unfamiliarity with Australian slang and medical terminologies, cultural expectations interfering with professional responsibilities, incongruity with teaching delivery and learning style, short duration of placement, inconsistency with preceptor allocation and inadequate preceptor training. CONCLUSION Recommendations to facilitate the learning of nursing students from culturally and linguistically diverse (CALD) backgrounds on clinical placement include flexibility with assessments, modifying teaching styles according to learning needs, providing appropriate orientation, creating a welcoming environment, providing consistency with allocation of preceptors, and providing appropriate training for preceptors. Inconsistency in preceptor allocation was reported to have a negative influence on CALD student learning. A collaborative approach between Universities and the health care settings is essential in assisting clinical supervisors to address the unique learning needs of nursing students from culturally and linguistically diverse backgrounds while on clinical placement.
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Affiliation(s)
- Renjith Hari
- University of New England, New South Wales, Australia.
| | | | - Koshila Kumar
- University of New England, New South Wales, Australia.
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Lin FF, Del Fabbro L, Needham J, Sidwell D, Shaw J. Supporting culturally and linguistically diverse (CALD) undergraduate nursing students undertaking clinical placements in Australia: An exploratory qualitative study of clinical facilitator and CALD student perceptions. NURSE EDUCATION TODAY 2021; 97:104712. [PMID: 33341067 DOI: 10.1016/j.nedt.2020.104712] [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: 09/28/2020] [Revised: 11/19/2020] [Accepted: 12/01/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND Internationalisation of higher education has contributed to the increasing number of culturally and linguistically diverse students in higher education programs worldwide. While there is some literature on the experiences and needs of these students, there is little evidence on what resources can be used to support these students when learning in the clinical setting. AIM This study aimed to evaluate the usefulness of an existing handbook developed for clinical facilitators to enhance culturally and linguistically diverse nursing students' learning, and to explore the facilitator and student perceptions of their clinical placement support needs. DESIGN This exploratory qualitative study, involving culturally and linguistically diverse Bachelor of Nursing students and clinical educators, was conducted in a multi-campus School of Nursing and Midwifery at Griffith University, Australia, in collaboration with health services. Focus groups and individual interviews with clinical facilitators and culturally and linguistically diverse nursing students were conducted. Activity theory provided the conceptual framework for this study and the qualitative data analysis was informed by grounded theory. RESULTS Clinical facilitator focus groups and interviews generated three themes: understanding culturally and linguistically diverse students' needs; supporting culturally and linguistically diverse students; and improving learning resources for facilitators and students. Student focus groups generated three themes: wanting to be more prepared for clinical placement; feeling supported by facilitators and interacting with others in a different context; and creating resources to support learning. CONCLUSIONS Supportive clinical environments are key to the work-integrated learning success of culturally and linguistically diverse nursing students. The findings of this qualitative research study, involving clinical educators and culturally and linguistically diverse Bachelor of Nursing students identify the pressing need to develop readily accessible resources to support the clinical learning of culturally and linguistically diverse students and their educators. Resources development should be attentive to complexities at the intersection of workplace culture and students' developing understanding.
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Affiliation(s)
- Frances F Lin
- School of Nursing, Midwifery, and Paramedicine, The University of the Sunshine Coast, Queensland, Australia; School of Nursing and Midwifery, Griffith University, Queensland, Australia; Menzies Health Institute Queensland, Australia; Sunshine Coast Health Institute, Queensland, Australia.
| | - Letitia Del Fabbro
- School of Nursing and Midwifery, Griffith University, Queensland, Australia; Menzies Health Institute Queensland, Australia; Gold Coast Health, Gold Coast University Hospital, Queensland, Australia.
| | - Judith Needham
- School of Nursing and Midwifery, Griffith University, Queensland, Australia
| | - Danny Sidwell
- School of Nursing and Midwifery, Griffith University, Queensland, Australia
| | - Julie Shaw
- School of Nursing and Midwifery, Griffith University, Queensland, Australia; School of Nursing, Midwifery & Social Sciences, CQUniversity, Australia
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Supporting nursing students from diverse cultural backgrounds. Nurse Educ Pract 2020; 47:102850. [PMID: 32763835 DOI: 10.1016/j.nepr.2020.102850] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2020] [Revised: 06/11/2020] [Accepted: 07/28/2020] [Indexed: 11/20/2022]
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