1
|
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.
Collapse
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
| |
Collapse
|
2
|
Olsen M, Jentoft R. Developing professional competence in an unfamiliar setting: Practice learning in Zambia. Scand J Occup Ther 2023; 30:1122-1134. [PMID: 37246962 DOI: 10.1080/11038128.2023.2208762] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2022] [Revised: 04/24/2023] [Accepted: 04/25/2023] [Indexed: 05/30/2023]
Abstract
BACKGROUND Higher education needs to provide students with competencies to meet the health and social needs of a society characterised by increased globalisation and diversity. Occupational therapy students from Norway expressed that learning experiences outside their comfort zone within Zambian placements, have had a profound impact on their professional competence. AIMS AND OBJECTIVES Enhanced understanding of how learning experiences in international placement impact on students' professional competence. MATERIAL AND METHODS Focus group interviews with three cohorts of students were analysed using thematic cross-case analysis integrated with an iterative reflexive process. Transformative learning was used as a theoretical framework for this analysis. RESULTS Three themes emerged from the analysis; 1) Feelings of uncertainty and emotional distress; 2) Drawing on available resources to meet the challenges; 3) Handling challenges promote professional competence. CONCLUSION Learning experiences significant for developing professional competence goes beyond students' habitual practice and previous mindset. Students develop generic skills, such as tolerance, flexibility, creativity, awareness of sustainability and professional confidence. SIGNIFICANCE New and more appropriate understandings of students' placement experiences leading to more adequate and relevant strategies, are in consistence with skills required for twenty first century occupational therapy practice.
Collapse
Affiliation(s)
- Marianne Olsen
- Bachelor Program in Occupational Therapy, Department of Health and Care Sciences, Faculty of Health Sciences, UiT The Arctic University of Norway, Tromsø, Norway
| | | |
Collapse
|
3
|
Vázquez-Sánchez MÁ, Casals-Vázquez A, Sánchez-Ojeda MA, García-Gámez M, Papadopoulos I, Casals C. Spanish adaptation and validation of the Cultural Competence Assessment Tool (CCATool) for undergraduate nursing students. Int Nurs Rev 2023; 70:43-49. [PMID: 35879822 DOI: 10.1111/inr.12792] [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: 09/07/2021] [Accepted: 05/29/2022] [Indexed: 11/28/2022]
Abstract
AIM To analyse and validate a contextually adapted version of the Papadopoulos' Cultural Competence Assessment Tool (CCATool) for Spanish undergraduate nursing students. BACKGROUND Globalization has driven and intensified international migration. Thus, nurses must treat patients of many different cultural origins. Accordingly, both cultural competence and an appropriate tool with which to evaluate it are required. METHODS The CCATool questionnaire was adapted for use in a Spanish context and was evaluated through a questionnaire completed by 262 undergraduate nursing students. Seven days later, the same students completed the questionnaire, without any intervention, and a subgroup of 144 students completed the questionnaire for a third time after taking a course in Transcultural Care. The reliability, sensitivity and stability of the questionnaire were assessed. RESULTS The reliability of the questionnaire obtained an adequate Cronbach's alpha of 0.81. Stability was assessed at seven days, using the intraclass correlation coefficient, which showed good/excellent results. Moreover, the questionnaire was able to detect the changes related to the nursing educative programme, thus highlighting a good sensitivity of the tool. CONCLUSION Cultural competence is an essential element of nurses' education, and instruction in this area should begin as soon as possible. In addition, an appropriate evaluation system is required. For this purpose, the present study describes and analyses a valid, reliable tool for use with undergraduate nursing students in Spain. IMPLICATIONS FOR NURSING AND HEALTH POLICY Health and education policies must be sensitive to the ethnic and cultural differences of the patients who are cared for, and address the situations that cause difficulties in care. Hospitals and health centres must offer good care to patients from diverse cultures, so one of the necessary situations is the training and evaluation of the cultural competence of health professionals.
Collapse
Affiliation(s)
- María Ángeles Vázquez-Sánchez
- Department of Nursing, Faculty of Health Sciences, UMA REDIAS Network of Law and Artificial Intelligence applied to Health and Biotechnology, University of Malaga, Malaga, Spain
| | | | | | - Marina García-Gámez
- Department of Nursing, Faculty of Health Sciences, University of Malaga, Malaga, Spain
| | - Irena Papadopoulos
- Research Centre for Transcultural Studies in Health, Department of Mental Health and Social Work, Faculty of Health, Social Care and Education, Middlesex University, The Burroughs, London, UK
| | - Cristina Casals
- MOVE-IT Research Group, Department of Physical Education, Faculty of Education Sciences, University of Cadiz, Cadiz, Spain.,Institute for Research and Innovation in Biomedical Sciences, Puerta del Mar University Hospital, Cadiz, Spain
| |
Collapse
|
4
|
Osman AD, Bradley L, Plummer V. Evaluation of resource allocation for undergraduate nursing professional experience placements coordination in Australian Higher Education; A cross-sectional study with descriptive qualitative thematic analysis. Nurse Educ Pract 2023; 67:103571. [PMID: 36753777 DOI: 10.1016/j.nepr.2023.103571] [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: 10/27/2022] [Revised: 01/18/2023] [Accepted: 01/25/2023] [Indexed: 02/05/2023]
Abstract
AIMS AND OBJECTIVE To assess the implementation of standards by Australian Nursing higher education providers as set by accrediting and regulating bodies and to identify any barriers or enablers to optimizing Professional Experience Placement. To recommend strategies for safeguarding and improving any identified enablers as well as mitigating factors for any identified barriers. BACKGROUND Professional Experience Placement is an essential element of all accredited Nursing Programs in Australia. The Australian Nursing and Midwifery Accreditation Council is responsible for developing accreditation standards and mandates minimum of 800 h of Professional Experience Placement scaffolded across curriculum which some Higher Education Providers set as their exact baseline for clinical placement duration. DESIGN Descriptive study using; questionnaire survey with qualitative thematic analysis and CROSS checklist. METHOD Quantitative method with descriptive qualitative thematic analysis and purposive sampling was used to target 37 higher education institutions that offer BN and BN/BM programs, 33 of these institutions were randomly selected for inclusion. Data was collected over a six-week period from 24th May to 4th July 2022 using Qualtrics online survey. RESULTS Out of the 33 Higher Education providers who were invited to participate, 51.5 % (n = 17) responded. The respondent's demographics were: 94 % Bachelor of Nursing only placements coordinators while one respondent reported covering both Bachelor of Nursing and Bachelor of Midwifery; Most of the respondents (65 %) were in 40-55 years age group. The respondents reported to have overall responsibility across one to 6 campuses (Mean = 2.2) and having support/administrative staffs ranging from 0 to 15 (Mean = 4.11). Student population among the institutions ranged from 500 to 7500 with a mean of 2365.38. The number of campuses covered had statistically significant relationship with the student population (p < 0.001; 0.392-0.929 confidence interval) however no statistically significant relationship with the number of administrative staff allocated (p = 0.319; -0.297 to 0.704 confidence interval). CONCLUSIONS While great processes are in place across higher education sector in formalizing nursing professional experience placement, important challenges still exist across the nation that need to be addressed. The quantitative findings should be interpreted with caution given the low questionnaire response rate.
Collapse
Affiliation(s)
- Abdi D Osman
- Federation University, Institute of Health and Wellbeing, Berwick, Victoria, Australia.
| | - Leah Bradley
- Victoria University, College of Health and Biomedicine, Melbourne, Victoria, Australia
| | - Virginia Plummer
- Federation University, Institute of Health and Wellbeing, Berwick, Victoria, Australia
| |
Collapse
|
5
|
Ulvund I, Dadi GB, Sundal H. Nurses benefit from international clinical placement as nurse students: A qualitative study. NURSE EDUCATION TODAY 2023; 121:105663. [PMID: 36481523 DOI: 10.1016/j.nedt.2022.105663] [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: 09/08/2022] [Revised: 11/10/2022] [Accepted: 11/21/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND A goal of studying abroad is increased cultural knowledge as well as strengthening the participants' disposition for active participation in society and in future careers. Empirical studies have shown a positive impact on nursing students', but little is known about the effects of international clinical placement on professional nursing. The aim was to investigate nurses' experiences after participating in international clinical placement as students, and how the stay influences their future career as professional nurses. DESIGN Qualitative design, and a hermeneutic phenomenological approach. METHODS Individual semi-structured interviews were conducted with a sample of eight nurses who had participated in an international clinical placement as nursing students and worked for at least two years as nurses. The participants were students at one University College in Norway. The data analysis method was inspired by Max van Manen's thematic analysis. RESULTS The international clinical placement promoted personal and professional development of importance to professional nursing practice. The informants benefited from increased global and cultural awareness and noted that mastering the emotional challenges during the placement strengthen their ability to manage demanding situations in nursing work. The students evaluated guided reflection before, during and after the stay to contributing to learning outcome. CONCLUSION The potential for increased global and cultural competence and personal and professional development is high in international clinical placements. If the opportunity is taken, the participants' future careers can be affected in a way that benefits patients and colleagues. We recommend that educators and supervisors of students on international clinical placements should facilitate guided reflection to the participating students.
Collapse
Affiliation(s)
- Ingeborg Ulvund
- Faculty of Health Sciences and Social Care, Molde University College, specialized University in Logistics, Molde University College, P.O. Box 2110, NO-6402 Molde, Norway.
| | - Gezahegn Bekele Dadi
- School of Nursing, Hawassa University-College of Medicine & Health Science, School of Nursing, P.O. Box 1560, Hawassa, Ethiopia.
| | - Hildegunn Sundal
- Faculty of Health Sciences and Social Care, Molde University College, specialized University in Logistics, Molde University College, P.O. Box 2110, NO-6402 Molde, Norway.
| |
Collapse
|
6
|
Mula T, Azuri P, Baumann SL. Nursing Cultural Competence in Israel: Does Practice Make It Better? Nurs Sci Q 2023; 36:78-84. [PMID: 36571320 DOI: 10.1177/08943184221131968] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
Because of globalization, immigration, and mass exodus from countries due to political conflicts, there is an ever-changing mix of people with diverse cultural backgrounds who require institutions to provide continuing education to ensure that effective services are provided to everyone. Part of the transcultural challenges involves religion, socioeconomic differences and languages, and ethnic backgrounds that differ. The objective of this study was to examine whether a transcultural training program for undergraduate nursing students in Israel could enhance students' cultural competence. In this study, 319 senior undergraduate nursing students were asked to complete the Transcultural Health Care Screening Questionnaire as a measure of their cultural competence. The students' cultural competence was satisfactory but less than it had been in previous years. The authors suggest that cultural competence needs to be considered as a contextual, developmental, and experiential process that requires ongoing attention and curricular revisions.
Collapse
Affiliation(s)
- Tomar Mula
- The Academic College of Tel Aviv-Yaffo, Tel Aviv, Israel
| | - Pazit Azuri
- The Academic College of Tel Aviv-Yaffo, Tel Aviv, Israel
| | - Steven L Baumann
- Hunter College of the City University of New York, New York, NY, USA
| |
Collapse
|
7
|
Argenbright C, Sanford J, Sherwood GD, Jordan PJ, Moriyama M, Jiménez-Herrera MF, Bengtsson M, Lui L, Hart V, McDonald M. Embracing diversity: measuring the impact of an international immersion learning experience on nursing students’ cultural beliefs and values. Int J Nurs Educ Scholarsh 2022; 19:ijnes-2022-0019. [DOI: 10.1515/ijnes-2022-0019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2022] [Accepted: 11/01/2022] [Indexed: 11/25/2022]
Abstract
Abstract
Objectives
An international Nursing Leadership Collaborative covened in Japan to hold a patient safety and quality workshop for nursing students from six countries. The purpose was to measure students’ self reported beliefs reflecting sensitivity and openness to cultural diversity before and after the international experience.
Methods
A pre-post-test design was used and the Beliefs, Events, and Values Inventory was administered to international undergraduate and graduate nursing students.
Results
The group aggregate data analysis indicate that prior to the start of the workshop, the group presented itself as quite introspective and after the workshop the group reported being more sophisticated in making causal explanations about why the world works in the way it does.
Conclusions
Nursing students experienced an expanded awareness of their beliefs and values that reflect a greater degree of intercultural sensitivity for acceptance of inclusivity and diversity after the experience.
Collapse
Affiliation(s)
| | - Julie Sanford
- School of Nursing, James Madison University School of Nursing, University of Mississippi Medical Center , Jackson , MS , USA
| | | | - Portia Janine Jordan
- Nursing and Midwifery , Stellenbosch University , Stellenbosch , Western Cape , South Africa
| | - Michiko Moriyama
- Graduate School of Biomedical and Health Sciences , Hiroshima University Graduate School of Biomedical and Health Sciences Division of Integrated Health Sciences , Hiroshima , Hiroshima , Japan
| | | | | | - Lee Lui
- School of Nursing Faculty of Health, Social Care and Education , Kingston University , Kingston-Upon-Thames , London , UK
| | - Vesna Hart
- Graduate Psychology, Malmö University , Malmö , Sweden
| | - Maria McDonald
- College of Nursing , University of Virginia , Charlottesville , VA , USA
| |
Collapse
|
8
|
Guner S, Ocak Akturk S, Oner Aydın S, Karaca Saydam B. Investigation of Intercultural Sensitivity and Ethnocentrism Levels of Midwife Candidates in Turkey Sample: A Cross-Sectional Study. J Transcult Nurs 2021; 33:208-218. [PMID: 34865576 DOI: 10.1177/10436596211057914] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
INTRODUCTION As women experience cultural practices during their lifespan, midwives' displaying a culture-specific approach from the school years is of great importance for the quality of care. This study was conducted to determine the intercultural sensitivity and ethnocentrism levels of midwife candidates in Turkey. METHOD This cross-sectional study was conducted with 1,616 midwifery students who studied in seven different regions of Turkey in the 2018-2019 academic year. Data were collected through a questionnaire, Intercultural Sensitivity Scale, and Ethnocentrism Scale. RESULTS It was determined that the variables such as the region where the midwife candidates grew up and location of the university, their years at school, and having friends from different cultures were effective on their intercultural sensitivity and ethnocentrism levels (p < .05). DISCUSSION Consequently, it is concluded that international student exchange programs and culture-sensitive-based care approaches during midwifery education will increase the intercultural sensitivity levels of students and contribute to reducing ethnocentrism levels.
Collapse
|