Encounters between children's nurses and culturally diverse parents in primary health care

Exploring the education in cultural competence and transcultural care in Spanish for nurses and future nurses: a scoping review and gap analysis

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.

Child health care nurses' cultural competence in health visits with children of foreign background

AIM

The aim of this study is to investigate child health care nurses' cultural competence in health visits with children and their families of foreign background.

DESIGN

A cross-sectional design combined with a qualitative explorative design.

METHODS

The nurses assessed their cultural competence using a modified version of the Clinical Cultural Competency Questionnaire. Interviews were used to obtain a detailed description of the nurses' cultural competence.

RESULTS

The nurses assessed themselves as rather culturally competent. They scored above mid-score in the total score for cultural competence and on all subscales. Education in cultural diversity at the nurses' workplace had the highest association to cultural competence. The nurses described their awareness as recognizing each child and her/his family rather than their cultural background, and viewing the child as a unique part of her/his cultural context. Despite their high scores on cultural competence, the nurses described a lack of cultural knowledge and explained their need of further knowledge.

Cultural competence among nurses and its influencing factors: A cross-sectional study

The purpose of this study was to investigate the level of cultural competence and its influencing factors among Chinese nurses by using a cross-sectional design. Participants were recruited from four tertiary hospitals in Jiangsu, China, and 325 nurses completed the Cultural Competence Inventory for Nurses in China. Data were analyzed using stepwise multiple regression to identify factors influencing cultural competence. The results showed that Chinese nurses self-rated cultural competence at a moderate level (mean value of 101.7 out of 145), which indicates that cultural training is necessary to improve their cultural competence. Nurses who were younger and had fewer years of working experience, had lower educational backgrounds, seldom learned about different cultures via mass media, and rarely resided in or visited places with different cultures tended to have lower cultural competence levels, and should be provided more opportunities for cultural training. By considering demographic characteristics that influence cultural competence among Chinese nurses, educators can specifically design cultural training content at an appropriate level, targeting trainees' needs and thereby enhance training effectiveness.