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Di Michele L, Tørris C, Gunn C, Johansen S. International student mobility in diagnostic radiography: Benefits and pitfalls. Radiography (Lond) 2024; 30:1093-1098. [PMID: 38772066 DOI: 10.1016/j.radi.2024.05.005] [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: 03/04/2024] [Revised: 04/29/2024] [Accepted: 05/10/2024] [Indexed: 05/23/2024]
Abstract
INTRODUCTION International student mobility (ISM) is increasingly utilised in higher education to allow students the opportunity to engage authentically with cultures outside their own, providing an opportunity for self-growth. These growth opportunities often extend skills such as cultural competency, academic learning and self-efficacy, all of which are important skills for diagnostic radiography graduates. This study explores the motivations, benefits and pitfalls of an ISM program and highlights key considerations for academics considering organising a program within their own university. METHODS This study utilised a combination of individual and small group interviews to collect data about diagnostic radiography students' motivations, perceived benefits and pitfalls of undertaking ISM. Data were analysed using reflexive thematic analysis and overarching themes were developed. RESULTS AND DISCUSSION Three themes were developed from the data, challenges and uncertainty, personal growth, and support. Participants undertaking ISM faced challenges such as cultural differences, as well as feelings of uncertainty. Additionally, they highlighted the importance of organisation in mitigating these challenges. Despite the challenges faced, participants reported significant personal growth and success as a result of the program, integral to this success was the support of their peers and academic advisors. CONCLUSION ISM programs may lead to enhanced employability of diagnostic radiography graduates, with integral skills such as teamwork, communication cultural competence being enhanced in participants. The role of support during ISM is integral to the success of the program. It is imperative for academics organising ISM programs at their institutions to deliberately consider the way in which radiography students are supported both before and during the program to enhance the experience and ensure outcomes are maximised.
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Affiliation(s)
- L Di Michele
- Sydney School of Health Science, Faculty of Medicine and Health, University of Sydney, Australia. https://twitter.com/@AcademicLDM
| | - C Tørris
- Department of Nursing and Health Promotion, Faculty of Health Sciences, Oslo Metropolitan University, NO-0130 Oslo, Norway.
| | - C Gunn
- School of Health Sciences, Dalhousie University, Halifax Canada.
| | - S Johansen
- Department of Nursing and Health Promotion, Faculty of Health Sciences, Oslo Metropolitan University, NO-0130 Oslo, Norway; Department of Cancer Treatment, Oslo University Hospital, Oslo, Norway; Healthand Social Science Cluster, Singapore Institute of Technology, Singapore.
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Berşe S, Dirgar E, Tosun B, Tanriverdi D, Atay E. Cultural humility among nursing students in a multicultural setting. Work 2024:WOR230268. [PMID: 38943417 DOI: 10.3233/wor-230268] [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: 07/01/2024] Open
Abstract
BACKGROUND Given the importance of cultural diversity in healthcare, the shift from "cultural competence" to "cultural humility" has become crucial. This transition is particularly relevant for nursing students in multiethnic regions, such as Southeastern Anatolia, Turkey, where diverse cultural interactions can significantly impact their professional development and practice. OBJECTIVE This study was conducted to determine the cultural humility levels of nursing students. METHODS This descriptive study was carried out with nursing students in two universities in the Southeastern Anatolia region, where the immigrant population is dense, in Turkey. RESULTS In this study, the total mean score of the Cultural Humility Scale of the students participating in the research was 70.03±16.01. A significant difference was found between the Cultural Humility scale mean scores of the students and their gender, nationality, native language, experience of going abroad, desire to live in another country, and enjoying spending time with people from different cultures (p < 0.05). Significant positive correlations were determined between the average scores provided by the students on a 0-10 scale, indicating the importance they placed on cultural diversity in nursing education, and both the total score of the Cultural Humility Scale and the mean score of its sub-dimensions (p < 0.01, r = 0.273). CONCLUSION This study found that the cultural humility level of nursing students living and studying with people from various cultures is sometimes exhibited.
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Affiliation(s)
- Soner Berşe
- Department of Nursing, Faculty of Health Sciences, Gaziantep University, Turkey
| | - Ezgi Dirgar
- Department of Midwifery, Faculty of Health Sciences, Gaziantep University, Turkey
| | - Betül Tosun
- Faculty of Nursing, Hacettepe University, Turkey
| | - Derya Tanriverdi
- Department of Nursing, Faculty of Health Sciences, Gaziantep University, Turkey
| | - Eda Atay
- Department of Nursing, Faculty of Health Sciences, Hasan Kalyoncu University, Turkey
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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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Johnston J, McKenna L, Malik G, Reisenhofer S. Recognizing and Adapting to Cultural Differences: Influence of International Educational Programs on Future Nursing and Midwifery Practice. J Transcult Nurs 2023; 34:423-430. [PMID: 37740536 PMCID: PMC10637073 DOI: 10.1177/10436596231198276] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/24/2023] Open
Abstract
INTRODUCTION International educational programs build cultural humility and safety skills in nursing and midwifery students; however, long-term outcomes of these programs are unclear. The purpose of this study was to explore the impact of international educational programs on nurses' and midwives' future professional practice. METHOD Using grounded theory informed by Charmaz, 13 general nurses, two mental health nurses, three midwives, and four dual-qualified nurse/midwives across eight different countries were interviewed. Three categories evolved from the analysis. This article reports on the category Recognizing and adapting to cultural differences. FINDINGS Participants developed cultural safety and awareness from participation in programs extending into future practice. Experiencing and adapting to cultural similarities and differences, they developed culturally congruent practices many years after program completion. DISCUSSION International programs contributed to participants' professional practice. Positive and ongoing influences are important for employers to promote patient safety and culturally congruent quality care. Findings are also relevant for education providers to inform quality cultural learning.
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Affiliation(s)
| | - Lisa McKenna
- La Trobe University, Melbourne, Victoria, Australia
| | - Gulzar Malik
- La Trobe University, Melbourne, Victoria, Australia
| | - Sonia Reisenhofer
- La Trobe University, Melbourne, Victoria, Australia
- Bairnsdale Regional Health Service, Victoria, Australia
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Leyva-Moral JM, Tosun B, Gómez-Ibáñez R, Navarrete L, Yava A, Aguayo-González M, Dirgar E, Checa-Jiménez C, Bernabeu-Tamayo MD. From a learning opportunity to a conscious multidimensional change: a metasynthesis of transcultural learning experiences among nursing students. BMC Nurs 2023; 22:356. [PMID: 37798717 PMCID: PMC10552190 DOI: 10.1186/s12912-023-01521-4] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2023] [Accepted: 09/19/2023] [Indexed: 10/07/2023] Open
Abstract
BACKGROUND Several educational activities in nursing schools worldwide have been implemented to promote transcultural nursing and cultural competence. Despite the diversity of their experiences and outcomes, the available evidence has not been systematically reviewed and reinterpreted. This study aimed to review and reinterpret all rigorous qualitative evidence available, providing an opportunity to understand how students learn transcultural nursing and assisting faculties, researchers, managers, and practitioners in designing new interventions to improve transcultural training. METHODS A meta-synthesis was conducted to review and integrate qualitative studies of these phenomena. English, Spanish and Portuguese articles were searched in Pubmed and Scopus databases. Only peer-reviewed journals in which qualitative approaches were used were included. Quality was assessed using the CASP qualitative version checklist. The metasynthesis technique proposed by Noblit and Hare was used to analyse the data. RESULTS Twenty-nine studies were included in the analysis. Most studies used phenomenological approaches that were conducted in Australia and the United States of America, with international internships being the most popular learning method. The data revealed one central theme, "From learning opportunity to conscious multidimensional change," and six subthemes. The transcultural nursing learning experience is not a simple or linear process. Instead, it appears to be a complex process formed by the interaction between a) self-awareness, b) reflective thinking, c) Cultural Encounters, d) cultural skills, e) Cultural Desire, and f) Cultural Knowledge. CONCLUSIONS Transcultural nursing learning is a multifaceted process that arises from specific learning opportunities. This process is still to evolving. Therefore, specific educational strategies should be implemented to encourage attitudinal change and promote reflective thinking.
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Affiliation(s)
- Juan M Leyva-Moral
- Nursing Department, Faculty of Medicine, Universitat Autònoma de Barcelona, Avda. Can Domènech s/n, 08193 Bellaterra, Barcelona, Spain
| | - Betül Tosun
- Nursing Department, Faculty of Health Sciences, University of Hasan Kalyoncu, Gaziantep, Turkey
| | - Rebeca Gómez-Ibáñez
- Nursing Department, Faculty of Medicine, Universitat Autònoma de Barcelona, Avda. Can Domènech s/n, 08193 Bellaterra, Barcelona, Spain.
| | - Laura Navarrete
- Nursing Department, Faculty of Medicine, Universitat Autònoma de Barcelona, Avda. Can Domènech s/n, 08193 Bellaterra, Barcelona, Spain
- Consorci Corporació Sanitaria Parc Taulí, Barcelona, Spain
| | - Ayla Yava
- Nursing Department, Faculty of Health Sciences, University of Hasan Kalyoncu, Gaziantep, Turkey
| | - Mariela Aguayo-González
- Nursing Department, Faculty of Medicine, Universitat Autònoma de Barcelona, Avda. Can Domènech s/n, 08193 Bellaterra, Barcelona, Spain
| | - Ezgi Dirgar
- Midwifery Department, Faculty of Health Sciences, University of Gaziantep, Gaziantep, Turkey
| | - Caterina Checa-Jiménez
- Nursing Department, Faculty of Medicine, Universitat Autònoma de Barcelona, Avda. Can Domènech s/n, 08193 Bellaterra, Barcelona, Spain
| | - M Dolors Bernabeu-Tamayo
- Nursing Department, Faculty of Medicine, Universitat Autònoma de Barcelona, Avda. Can Domènech s/n, 08193 Bellaterra, Barcelona, Spain
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Kardas U, Yilmaz Sahin S. Investigation of the relationship between cultural sensitivity and effectiveness levels among nursing students. Nurse Educ Pract 2023; 72:103773. [PMID: 37703766 DOI: 10.1016/j.nepr.2023.103773] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2023] [Revised: 07/29/2023] [Accepted: 08/25/2023] [Indexed: 09/15/2023]
Abstract
AIM The aim of this study is to investigate the relationship between cultural sensitivity and effectiveness levels among nursing students. BACKGROUND The world is changing and globalizing, and societies are becoming increasingly multicultural. Therefore, nurses, who play an important role in health service delivery, are expected to be competent in interacting with patients from different cultures and to develop cultural sensitivity during their education. DESIGN The design of this study is a prospective descriptive study. METHODS The research was conducted with 284 nursing students in the faculty of nursing at a university in Ankara. The data collection process of this study was conducted at the end of the spring semester of the 2019-2020 academic year between 20 and 30 June 2020. The Sociodemographic Characteristics Form, Intercultural Sensitivity Scale, and Intercultural Effectiveness Scale were used to collect data. Descriptive statistics, parametric and nonparametric tests were used for data analysis. RESULTS The mean age of the students was 20.80 ± 1.64, and 82% of the students were female. The mean scores on the Intercultural Sensitivity and Intercultural Effectiveness Scales were 92.56 ± 11.98 and 53.87 ± 6.28, respectively. A positive, moderate, and statistically significant correlation was found between the scores on the two scales. In the study, it was determined that females have higher cultural sensitivity and cultural effectiveness level than males, and students who could not understand and speak English have lower cultural sensitivity and cultural effectiveness level than students who could understand and speak English. CONCLUSION In this study, it was evaluated that the nursing students had high cultural sensitivity and moderate cultural effectiveness levels, and cultural sensitivity levels were found to increase in line with cultural effectiveness levels. It is recommended to review the educational curricula to improve cultural communication competence and organize programs to improve English speaking and conduct more studies examining the cultural effectiveness of students.
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Affiliation(s)
- Ulker Kardas
- Department of Surgical Nursing, Gulhane Faculty of Nursing, University of Health Sciences, Ankara, Turkey
| | - Sibel Yilmaz Sahin
- Department of Surgical Nursing, Hamidiye Faculty of Nursing, University of Health Sciences, İstanbul, Turkey.
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El-Messoudi Y, Lillo-Crespo M, Leyva-Moral J. Exploring the education in cultural competence and transcultural care in Spanish for nurses and future nurses: a scoping review and gap analysis. BMC Nurs 2023; 22:320. [PMID: 37716954 PMCID: PMC10504770 DOI: 10.1186/s12912-023-01483-7] [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: 05/01/2023] [Accepted: 09/05/2023] [Indexed: 09/18/2023] Open
Abstract
BACKGROUND Globalization and population migration have led to increasingly culturally diverse societies, which has made nursing education in cultural competence and transcultural care a priority. This includes the ability to provide person-centered and culturally congruent care, even within one's own culture. However, this sort of training has been developed and implemented in practice comparatively more by English-speaking societies. Therefore, the aim of this study was to identify the existing educational initiatives for nurses and future ones in cultural competence and transcultural care in Spanish and explore their didactic characteristics in terms of teaching and learning formats, contents, skills, and evaluation methods at different academic levels. METHODS A scoping review was carried out by following the specific PRISMA recommendations and those of the Joanna Briggs Institute guidance throughout PudMed, Web of Science, Embase, Google Scholar, and Cinahl databases and also gray literature in the form of official documentation that later was complemented with a gap analysis including training programs published by Spanish and Latin-American educational institutions and the approaches of key academic informants. RESULTS The published evidence on nursing training in cultural competence or related topics in Spanish-speaking higher education for nurses is limited. Specific nursing programs in Spanish-speaking universities are primarily found in Spain, with fewer options available in Latin America. These contents are offered either as optional subjects or immersed in other courses and mainly taught in theoretical sessions. Practice in real contexts is supposed to be evaluated transversally under the cultural scope according to national educational recommendations though barely visible in students' evaluation reports. Even though postgraduate training dedicated to these issues exists, it is still limited, mixed with other contents, and generally depends on a few researchers investigating and publishing on the topic from very specific universities. CONCLUSIONS It is essential to establish a common global strategy including Spanish-speaking countries in nurses' higher education and professional training on topics focused on cultural competence as well as the provision of nurses' social and cultural sensitivity towards their own culture and to define whether those that currently exist are effective. It is also crucial that this training was evaluated in practice in order to achieve enough impact on students, health organizations, and population health.
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Affiliation(s)
- Yasmin El-Messoudi
- Facultad de Ciencias de La Salud, Universidad de Málaga, Arquitecto Francisco Peñalosa, 3, 29071, Málaga, Spain
| | - Manuel Lillo-Crespo
- Nursing Department, Faculty of Health Sciences, University of Alicante, Alicante, Spain.
| | - Juan Leyva-Moral
- Nursing Department, Faculty of Medicine, Universitat Autònoma de Barcelona, Barcelona, Spain
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Gungor S, Tosun B, Prosen M. The relationship between intercultural effectiveness and intercultural awareness and xenophobia among undergraduate nursing and vocational schools of health services students: A descriptive study. NURSE EDUCATION TODAY 2021; 107:105104. [PMID: 34438306 DOI: 10.1016/j.nedt.2021.105104] [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: 01/29/2021] [Revised: 07/12/2021] [Accepted: 08/13/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Students who will become health professionals should be educated according to universal standards of providing foreign patients with culturally satisfying health care, free from discrimination. AIM This study aims to identify the relationship of intercultural effectiveness and awareness with xenophobia in undergraduate nursing students and vocational schools of health services students. METHOD This descriptive study was conducted with undergraduate nursing students (N= 257) and vocational schools of health services students (N = 341) in a region with a high refugee population in Turkey. Data were collected through the "Intercultural Awareness Scale," the "Intercultural Effectiveness Scale," and the "Xenophobia Scale." RESULTS Of all the participants, 70.1% were females, and the mean age was 20.70 ± 2.64 years; 57% of the students were from the vocational school students, and 43% from the undergraduate nursing program. Female students had significantly higher scores in intercultural effectiveness, behavioral flexibility, xenophobia (p = 0.036, p = 0.041, p = 0.001, respectively), interaction relaxation and interactant respect (p < 0.001, p < 0.001), while male students had significantly higher intercultural awareness (p < 0.001). The median intercultural effectiveness score of the students living in the rural area was low (p = 0.044), and the median xenophobia score of the students who lived abroad was significantly lower (p = 0.032). There was a negative correlation between the Intercultural Effectiveness Scale total and Intercultural Awareness and Xenophobia Scale total mean scores (r = -0.085, r = 0.182), and there was a weak, positive correlation between the Intercultural Awareness Scale total mean scores and the Xenophobia Scale mean scores (r = 0.113). CONCLUSION Intercultural sensitivity is considered to be improved by including course content in the curriculum to improve students' intercultural effectiveness and awareness levels and decrease their xenophobic prejudices.
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Affiliation(s)
- Serap Gungor
- Kahramanmaras Sutcu Imam University, Vocational School of Health Services, Bahcelievler Campus, Kahramanmaras, Turkey.
| | - Betul Tosun
- Hasan Kalyoncu University, Faculty of Health Sciences, Gaziantep, Turkey.
| | - Mirko Prosen
- University of Primorska, Faculty of Health Sciences, Polje 42, 6310 Izola, Slovenia.
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