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Rasi M, Hanssen TA, Norbye B, Mikkonen K, Kvande ME. Critical care nurses' competence in mentoring students in intensive care units-A cross-sectional study. NURSE EDUCATION TODAY 2024; 141:106322. [PMID: 39068724 DOI: 10.1016/j.nedt.2024.106322] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/21/2024] [Revised: 06/10/2024] [Accepted: 07/24/2024] [Indexed: 07/30/2024]
Abstract
BACKGROUND Mentors play an important role in the practical education of critical care nursing students in intensive care units, yet little is known about the mentoring competencies of critical care nurses. AIM The aim of this study was to assess Norwegian critical care nurses' competence in mentoring students in intensive care units. DESIGN This study has a descriptive, cross-sectional design, utilising a self-administered online survey. SETTINGS The study population consisted of critical care nurses who mentor students in Norwegian intensive care units. PARTICIPANTS 178 critical care nurses participated in the study. The participants were recruited by contacting the units directly, through social media, and at a national critical care nursing conference. METHODS The study utilised the Mentors' Competence Instrument, a self-evaluation tool for evaluating mentoring competence. RESULTS The Norwegian critical care nurses generally evaluated their mentoring competence as middle to high level. The "reflection during mentoring" dimension was rated as the highest and "student-centered evaluation" as the lowest competence dimension. The critical care nurses who had formal mentoring education reported significantly higher mentoring competences, but the other demographic characteristics were not related to mentoring competence. Regardless of previous mentoring education, most participants reported a need to further develop their mentoring competencies. CONCLUSIONS Employers should collaborate with educational institutions to establish a system for continuous competence development for critical care nurse mentors.
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Affiliation(s)
- Matias Rasi
- Department of Health and Care Sciences, Faculty of Health Sciences, UiT The Arctic University of Norway, P.O. Box 6050, Langnes, 9037 Tromsø, Norway.
| | - Tove A Hanssen
- Department of Health and Care Sciences, Faculty of Health Sciences, UiT The Arctic University of Norway, P.O. Box 6050, Langnes, 9037 Tromsø, Norway; Department of Cardiology, University Hospital of North Norway, Tromsø, Norway.
| | - Bente Norbye
- Department of Health and Care Sciences, Faculty of Health Sciences, UiT The Arctic University of Norway, P.O. Box 6050, Langnes, 9037 Tromsø, Norway.
| | - Kristina Mikkonen
- Research Unit of Health Science and Technology, University of Oulu, Oulu, Finland; Medical Research Center Oulu, Oulu University Hospital, University of Oulu, Oulu, Finland.
| | - Monica E Kvande
- Lovisenberg Diaconal University College, Lovisenberggt 15b, Oslo 0456, Norway; Department of Anaesthesiology and Surgery, University Hospital of North Norway, Tromsø, Norway.
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De-María B, Topa G, López-González MA. Cultural Competence Interventions in European Healthcare: A Scoping Review. Healthcare (Basel) 2024; 12:1040. [PMID: 38786450 PMCID: PMC11120989 DOI: 10.3390/healthcare12101040] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2024] [Revised: 05/08/2024] [Accepted: 05/13/2024] [Indexed: 05/25/2024] Open
Abstract
Europe is undergoing rapid social change and is distinguished by its cultural superdiversity. Healthcare is facing an increasing need for professionals to adapt to this environment. Thus, the promotion of cultural competence in healthcare has become a priority. However, the training being developed and their suitability for the European context are not well known. The aim of this qualitative study has been to map the scientific literature in order to comprehend the current state of research on this topic. For this purpose, we conducted a systematic scoping review of the empirical publications focused on cultural competence interventions for healthcare professionals in European countries. The search was conducted in eight thematic (PsycINFO, MedLine, and PubPsych) and multidisciplinary databases (Academic Search Ultimate, E-Journals, Scopus, ProQuest, and Web of Science) to identify relevant publications up to 2023. Results were presented qualitatively. Out of the initial 6506 records screened, a total of 63 publications were included. Although the interventions were implemented in 23 different European countries, cultural competence interventions have not been widely adopted in Europe. Significant heterogeneity was observed in the conception and operacionalización of cultural competence models and in the implementation of the interventions. The interventions have mostly aimed at improving healthcare for minority population groups and have focused on the racial and ethnic dimensions of the individual. Future research is needed to contribute to the conceptual development of cultural competence to design programs tailored to European superdiversity. This scoping review has been registered in OSF and is available for consultation.
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Affiliation(s)
- Berta De-María
- Department of Social and Organizational Psychology, Faculty of Psychology, Universidad Nacional de Educación a Distancia (UNED), 28040 Madrid, Spain; (B.D.-M.); (G.T.)
| | - Gabriela Topa
- Department of Social and Organizational Psychology, Faculty of Psychology, Universidad Nacional de Educación a Distancia (UNED), 28040 Madrid, Spain; (B.D.-M.); (G.T.)
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Beck P, Matusiewicz D, Schouler-Ocak M, Khan Z, Peppler L, Schenk L. Evaluation of cross-cultural competence among German health care professionals: A quasi-experimental study of training in two hospitals. Heliyon 2024; 10:e27331. [PMID: 38509980 PMCID: PMC10950504 DOI: 10.1016/j.heliyon.2024.e27331] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2022] [Revised: 02/08/2024] [Accepted: 02/28/2024] [Indexed: 03/22/2024] Open
Abstract
Sociocultural diversity in the German health care system is increasingly reflected in multicultural teams and the diversity of patients. To ensure successful collaboration in a multicultural environment and effective care to diverse patients the importance of cross-cultural competence training is growing. There is a lack of evidence-based training approaches for the German health care system, and it is unclear how the theoretical-conceptual promotion of cross-cultural competence can be achieved sustainably. The aim of the study is to evaluate the effectiveness of cross-cultural competence training for German health care professionals. A quasi-experimental evaluation study in two German hospitals was conducted. Cross-cultural competence was examined in an intervention and a control group (n = 196) using the self-reported instrument Cross-Cultural Competence of Healthcare Professionals (CCCHP) and analyzed with SPSS Statistics 25. Cross-cultural training had a cognitive level impact on knowledge, awareness, and attitudes and showed a highly significant reduction in social desirability. On an affective level, cross-cultural motivation and curiosity initially increased at t1 and decreased at t2. Cross-cultural emotion and empathy increased slightly. On a behavioral level, cross-cultural skills decreased after the training. For sustainable effects, cross-cultural training should focus more on practical skills in addition to theoretical content. Training interventions should be long-term. The results show that more needs to be done in the German health care sector to meet the increasing diversity and demands.
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Affiliation(s)
- Patricia Beck
- FOM University of Applied Sciences for Economics and Management, Germany
- Charité – Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Institute of Medical Sociology and Rehabilitation Science, Germany
- IEGUS - Institute for European Health and Social Economy, Germany
| | - David Matusiewicz
- FOM University of Applied Sciences for Economics and Management, Germany
| | | | - Zohra Khan
- Psychiatric University Clinic of Charité at St. Hedwig Hospital, Germany
| | - Lisa Peppler
- Charité – Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Institute of Medical Sociology and Rehabilitation Science, Germany
| | - Liane Schenk
- Charité – Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, Institute of Medical Sociology and Rehabilitation Science, Germany
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Wittmann-Price RA, Gittings K, Orrico S. Successfully Increasing the Diversity of the Nursing Workforce in Rural South Carolina. Holist Nurs Pract 2024; 38:67-72. [PMID: 38363967 DOI: 10.1097/hnp.0000000000000631] [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: 02/18/2024]
Abstract
This innovative project was funded by the Health Resources and Services Administration (HRSA) Nursing Workforce Diversity (NWD) grant (2017), with a resultant increase in the diversity of the nursing workforce in the rural Pee Dee Region of South Carolina. The project provided resources to at-risk students (n = 100) and compared participants with a control group (n = 92). The project provided participants mentors, financial assistance, experiential learning, advising, and professional development. The project descriptively compared program outcome benchmarks between groups. The project's multifaceted approach was key to success, providing implications for other programs to increase diversity of the nursing workforce.
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Affiliation(s)
- Ruth A Wittmann-Price
- W. Cary Edwards School of Nursing and Health Professions, Thomas Edison State University, Trenton, New Jersey (Dr Wittmann-Price); School of Health Sciences, Francis Marion University, Florence, South Carolina (Dr Gittings); and National Children's Alliance, Washington, District of Columbia (Ms Orrico)
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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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Hagrass HM, Ibrahim SAEA, Anany RIES, El-Gazar HE. Effect of an educational program about mentorship competencies on nurse mentors' performance: a quasi-experimental study. BMC Nurs 2023; 22:429. [PMID: 37964275 PMCID: PMC10644446 DOI: 10.1186/s12912-023-01597-y] [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: 09/13/2023] [Accepted: 11/07/2023] [Indexed: 11/16/2023] Open
Abstract
BACKGROUND Mentorship is a vital part of the nursing profession to improve role transition, job satisfaction, and job retention while facilitating socialization, emotional well-being, and the acquisition of new skills. AIM The present study aimed to evaluate the effect of an educational program about mentorship competencies on nurse mentors' performance at Port Said Healthcare Authority hospitals. METHODS A quasi-experimental study design (pre-test and post-test one group) was used to conduct the study at seven Healthcare Authority hospitals in Port Said Governorate, Egypt. The study subjects were consisted of a purposive sample of 30 nurse mentors and 60 intern nursing students. Data were collected using three tools consisted of the Mentor Knowledge Questionnaire, Mentor Competencies Instrument (MCI), and Nurse Mentor Performance Assessment. Data analysis was performed using SPSS version 20, Student's t-test was used to measure differences between the pretest and post-test, and Qualitative categorical variables were compared using the chi-square test. A significant level value was considered when the p-value ≤ 0.05, and Cohen's d was used to measure the effect size. RESULTS the post-test scores of mentorship competencies and performance after implementation of the educational program significantly improved in the studied nurse mentors 56.1 ± 13.2, 60.5 ± 4.9 compared with pre-test scores with 37.1 ± 4.1, 49.7 ± 6.9 (P < 0.001). As determined by Cohen's d test, the effect size of an educational program is quite large on the nurse mentors' performance. CONCLUSION The educational program about mentorship competencies was significantly improve mentorship performance of the studied nurse mentors. The study recommended dissemination and generalization of the new and innovative mentorship program to the different stages of nursing education to foster the continued growth and development of nurse mentors and nurse students. Also, recommended developing a valid mentor assessment instrument consisting of and specific to the Egyptian context to assess the Egyptian mentorship model. TRIAL REGISTRATION NUMBER (TRN) The study protocol was approved by the Research Ethics Committee of the Faculty of Nursing, Port Said University (code number: NUR 13/2/2022) [10].
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Frøiland CT, Husebø AML, Aase I, Akerjordet K, Laugaland K. A digital educational resource to support and enhance effective mentorship practices of nursing students in nursing homes: a qualitative study. BMC Nurs 2023; 22:423. [PMID: 37953235 PMCID: PMC10641992 DOI: 10.1186/s12912-023-01570-9] [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: 04/05/2023] [Accepted: 10/20/2023] [Indexed: 11/14/2023] Open
Abstract
BACKGROUND There is a grooving body of evidence emphasising the need to support and enhance effective mentorship practices for nursing students in nursing home placements, including strengthening of the pedagogical competence of registered nurse mentors. Owing to the necessity for multifaceted mentoring competence and the challenges of workload registered nurses are facing, the use of flexible digital educational resources has been suggested. However, current knowledge on the effectiveness of digital educational resources in enhancing mentorship practices in nursing homes is scarce. This study aimed to explore the perception of registered nurse mentors regarding the effectiveness of a digital educational resource, particular its usability and value-in-use in supporting and enhancing mentorship practices in nursing homes. METHODS The study applied an exploratory descriptive qualitative design. Pre- and post-mentoring semi-structured focus group interviews were conducted among a total of 23 registered nurse mentors across three Norwegian nursing homes. The transcribed interviews were thematically analysed. Standards for reporting qualitative research were followed. RESULTS The analysis yielded one pre-mentoring theme: (1) predominant enthusiasm and satisfaction and three post-mentoring themes: (2) enhanced confidence and motivation, (3) enhanced mentoring competence in supporting the nursing students' learning process, and (4) factors influencing the value-in-use of the digital educational resource. CONCLUSIONS Digital educational resources support effective mentorship practices by enhancing the confidence and motivation in the mentor role and by enabling more goal-oriented supervision and assessment tailored to the learning goals of students. The implementation of digital educational resources to support and enhance effective mentorship practices is an important avenue for further research towards achieving high-quality learning environments in clinical nursing education in general and nursing homes. Based on the study findings, nursing educational institutions should consider offering digital educational resources to develop, support, and advance mentorship training, which may more effectively impact and improve the quality of clinical nursing education.
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Affiliation(s)
- Christina T Frøiland
- SHARE - Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms Gate 41, N-4036, Stavanger, Norway.
| | - Anne Marie Lunde Husebø
- Department of Public Health, Faculty of Health Sciences, University of Stavanger, Kjell Arholms Gate 41, N-4036, Stavanger, Norway
| | - Ingunn Aase
- SHARE - Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms Gate 41, N-4036, Stavanger, Norway
| | - Kristin Akerjordet
- SHARE - Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms Gate 41, N-4036, Stavanger, Norway
| | - Kristin Laugaland
- SHARE - Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms Gate 41, N-4036, Stavanger, Norway
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Kamau S, Oikarainen A, Juntunen MM, Koskenranta M, Kuivila H, Tomietto M, Mikkonen K. Nurse educators' views of integrating culturally and linguistically diverse future registered nurses into healthcare settings: A qualitative descriptive study. J Adv Nurs 2023; 79:3412-3425. [PMID: 37073857 DOI: 10.1111/jan.15683] [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: 11/10/2022] [Revised: 03/09/2023] [Accepted: 04/07/2023] [Indexed: 04/20/2023]
Abstract
AIM To describe nurse educators' views of how culturally and linguistically diverse future registered nurses are integrated into healthcare settings. DESIGN A qualitative descriptive design was adopted. PARTICIPANTS A total of 20 nurse educators were recruited from three higher education institutions in Finland. METHODS Participants were recruited in the spring of 2021 through snowball sampling. Individual semi-structured interviews were held and recorded. The collected data were analysed using inductive content analysis. RESULTS The performed content analysis identified a total of 534 meaning units from the data, which were categorized into 343 open codes and 29 sub-categories. Furthermore, nine categories were identified and categorized into three main categories. The first main category was pre-graduation and represented a time point during which educators experienced early integration, nurse educator support and cooperation with stakeholders. The second main category was integration strategies into healthcare settings, which included workplace strategies, language competence and individual competencies and attributes. The third main category was the post-graduation experience, during which educators reported organizational readiness, migration and efficacy of the integrational model. CONCLUSIONS The results revealed a need for increased resources linked to how nurse educators support the integration of culturally and linguistically diverse future registered nurses. Moreover, a nurse educator's presence during the last clinical placement, early transition and integration was found to exert a significant effect on the smooth integration of culturally and linguistically diverse future nurses. IMPACT This study establishes the need to enhance stakeholder cooperation between universities and other organizations towards supporting the integration process. Maximizing nurse educators' support during the final clinical practice, early transition and post-graduation allows for successful integration and intention to stay. REPORTING METHOD This study was reported according to the Standards for Reporting Qualitative Research (SRQR). PATIENT OR PUBLIC PARTICIPATION Participating educators shared their experiences of culturally and linguistically diverse future nurses' integration.
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Affiliation(s)
- Suleiman Kamau
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland
- Department of Healthcare and Social Services, JAMK-University of Applied Sciences, Jyvaskyla, Finland
| | - Ashlee Oikarainen
- 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
| | - Heli Kuivila
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland
| | - Marco Tomietto
- Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland
- Department of Nursing, Midwifery and Healthcare, Faculty of Health and Life Sciences, Northumbria University, Newcastle Upon Tyne, UK
| | - 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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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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Learning of Short Video Text Description of Nursing Teaching Based on Transformer. COMPUTATIONAL INTELLIGENCE AND NEUROSCIENCE 2022; 2022:6989374. [PMID: 36262609 PMCID: PMC9576348 DOI: 10.1155/2022/6989374] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/19/2022] [Revised: 09/17/2022] [Accepted: 09/20/2022] [Indexed: 11/29/2022]
Abstract
Nursing is an important task in modern medical treatment, which can assist patients in the treatment and rehabilitation process. Nursing practitioners' skills and mentality can affect patient recovery and the speed of treatment. Therefore, there are already a large number of colleges and universities to carry out nursing teaching work. However, the current nursing teaching work still adopts the traditional teaching mode, which is no longer in line with the nursing work of the present era. Nursing teaching not only imparts nursing expertise to students, but it also requires higher practical ability. This study considers the integration of short video technology and text teaching mode into the teaching work of nursing. This study also used the transformer method to extract and predict the characteristics of nursing knowledge, nursing actions, and student satisfaction in short nursing teaching videos and texts. This study also explores the temporal characteristics existing in short videos of nursing teaching. The results show that the T-CNN-L method has higher accuracy than the T-CNN method in predicting the relevant features of nursing teaching short videos. The T-CNN-L method can also accurately and efficiently extract and predict nursing knowledge features and nursing action features.
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