Reproductive health behaviour of Muslim immigrant women in Canada

Purpose

– Reproductive health is critically important for women and yet minority women in Canada are less likely to use preventive health care services. The purpose of this paper is to increase understanding of the health behaviours of this minority population and, in particular, identify barriers to accessing reproductive health care services.

Design/methodology/approach

– This study qualitatively analysed data from focus group discussions with 22 Muslim immigrant women in Ottawa, Canada.

Findings

– The theme of modesty emerged as one of the main barriers in the health seeking behaviour of Muslim immigrant women when it comes to reproductive health and, therefore, the gender of the physician was very important. Focus group participants also discussed a preference for family physicians from the same ethnic and cultural background. Adaptation, or the need to be flexible if there was no alternative to a male doctor, emerged as a theme throughout the focus groups. Emergencies were frequently cited as a reason to adapt.

Practical implications

– The findings reveal that while religious rules do play a predominant role in the health behaviour of Muslim immigrant women, communication by health care providers, government and health agencies can offer strategies to increase the uptake of preventive reproductive care.

Originality/value

– This study offers unique insights into the very personal experience of reproductive health care through rich, qualitative data. Given the impact of culture and religion on perceptions and practices, in particular related to reproductive health, this study contributes to more effective communication strategies with Muslim women.

Supporting rural/remote primary health care placement experiences increases undergraduate nurse confidence

This paper reports on the analysis of data from undergraduate nursing students who participated in the Primary Health Care Intensive Programme (PHCIP) in far west New South Wales between 2006 and 2008. This analysis looks specifically at pre/post confidence levels of participants in relation to their grasp of underlying principles associated with primary health care practice and Indigenous health care delivery. Bachelor of nursing curricula remains heavily weighted towards acute care in large metropolitan facilities however; universities actively seek clinical fieldwork experiences in rural/remote and Indigenous communities for their students. The PHCIP was developed and delivered through the Broken Hill University Department of Rural Health, University of Sydney, and sought to address the disparity in student preparedness for practice in these settings through the provision of a structured and educational rural and remote clinical placement experience. Pre/post questionnaires, focus groups and three month post-placement phone interviews provided data on levels of participant confidence in the areas of primary health care delivery and culturally knowledgeable practice. This study indicates that structured preparation for practice, underpinned by authentic learning experiences and aligned with comprehensive education programmes can have a positive impact in the areas of skills, knowledge and attitudes and enhance the confidence of undergraduate nurses undertaking clinical placements in these settings. These findings are relevant to contemporary nursing education and evolving models of health care delivery for rural and remote communities.

Competence trust among providers as fundamental to a culturally competent primary healthcare system for immigrant families

AIM

To explore how an organization's trust in the cultural competency of other service providers (competence trust) can influence the effectiveness of a services network in meeting the needs of recent immigrant families.

BACKGROUND

Primary health care for recent immigrants arriving in Canada is delivered through a network of community-based services. To ensure the functioning of the network and its ability to facilitate access to needed services for new arrivals, network members need to be able to work together collaboratively. A case study involving services for an urban community in Atlantic Canada was undertaken in 2009 to explore how service organizations worked together to address the needs of recent immigrant families with young children. This paper focuses on provider perceptions of cultural competency among local service organizations and how this influenced trust and desire to work together for the benefit of families.

METHODS

The case study utilized both social network analysis and qualitative inquiry methodology. Twenty-one of 27 selected organizations responded to the online social network survey, and 14 key informant interviews were conducted. Social network measures and network mapping were used to demonstrate trusting relationships and associated interactions, while interview data were used to explain the relationships observed.

FINDINGS

Perceived cultural competency affected the degree of trust and collaboration within the services network when addressing the needs of recent immigrant families. Competence trust toward other providers increased the desire and commitment to work together, while lack of competence trust created avoidance. Non-government organizations were identified among the most culturally competent. The perceived positive and negative experiences of families with different providers influenced the level of trust among network members. The development of systemic cultural competences within a services network is needed in order to improve collaborations and access to services for immigrant families.

Brokering for the primary healthcare needs of recent immigrant families in Atlantic, Canada

AIM

This case study describes how broker organizations supported a network of community-based services to work together to address the primary healthcare needs of recent immigrant families with young children.

BACKGROUND

In parts of Canada with low levels of immigration compared with large urban centres, service providers may need to collaborate more closely with one another so that cultural competencies and resources are shared. Providers within Atlantic Canada, with its relatively small immigrant population, were faced with such a challenge.

METHODS

Social network analysis and qualitative inquiry were the methods used within this case study. Twenty-seven organizations and four proxy organizations representing other organization types were identified as part of the network serving a geographically bounded neighbourhood within a mid-sized urban centre in Atlantic Canada in 2009. Twenty-one of the 27 organizations participated in the network survey and 14 key informants from the service community were interviewed. Findings Broker organizations were identified as pivotal for ensuring connections among network members, for supporting immigrant family access to services through their involvement with multiple providers, and for developing cultural competence capacities in the system overall. Network cohesiveness differed depending on the type of need being addressed, as did the organizations playing the role of broker. Service providers were able to extend their reach through the co-location of services in local centres and schools attended by immigrant families and their children. The study demonstrates the value of ties across service sectors facilitated by broker organizations to ensure the delivery of comprehensive services to young immigrant families challenged by an unfamiliar system of care.

A critical analysis of undergraduate students' cultural immersion experiences

PURPOSE

This paper is concerned with the impact of an international health promotion experience on the understanding of culture among university students. Such immersion experiences are often cited as a strategy to prepare nurses for culturally appropriate practice. We describe students' epistemic movements over time with respect to cultural perspectives prior to, during and after a field study in Malawi.

DESIGN

Data were collected at three time points from students in undergraduate nursing (n = 14) and non-nursing (n = 8) programs at a Canadian university. Two essays narrating participants' understanding of culture were submitted by consenting class members. A subgroup of nine participants (four nursing students, five from other disciplines) completed a third narrative following a subsequent field study course in Malawi.

METHOD

Using narrative analysis, themes and structures in the participants' writing were identified and located within a constructivist or essentialist paradigm of cultural understanding.

FINDINGS

Overwhelmingly, students' narratives were initially portrayed and informed by an essentialist understanding of culture. Later narratives demonstrated varying degrees of epistemic movement towards more constructivist viewpoints. Narratives that initially exhibited constructivist characteristics tended to display strengthened convictions in that paradigm.

CONCLUSION

We challenge the claim that an international immersion experience immediately transforms participants into cultural experts; our evidence suggests that students experienced existential growth, but their understanding of culture did not change as a result of their brief stay in a different cultural context. Cultural immersion is a phenomenon that requires more critical analysis and systematic investigation to determine how such experiences contribute to learning about culture among nursing students.

Study abroad as a tool for promoting cultural safety in nursing education

Nurse educators are calling for the transformation of nursing education toward curricula that promote clinical reasoning through reflective practice and understanding of patient experiences in an effort to motivate students to become change agents. Study abroad programs can play an important role in this transformation through educating nurses in the delivery of culturally safe health care in a diverse world. Exposing nursing students to study abroad experiences that are guided by critical approaches such as a postcolonial feminist framework provides nursing students with opportunities to be immersed in the life and culture of people who have a completely different positioning and location while reflecting on the "us" versus "them" phenomenon that is pervasive in modern Western society and generates negative cultural comparisons. Attention to the design and implementation of such programs is important if nursing schools in the Western world are to uphold ethical standards, promote equality in relationships with host communities and avoid inadvertent exploitation and marginalization of vulnerable peoples. We present the development and implementation of a community health study abroad program for American nursing students in Malawi, Africa using a postcolonial feminist framework.