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Barnes E, Rogers T, Vance BS. An Innovative International Telehealth Clinical Experience for Nurse Practitioner Students. Comput Inform Nurs 2024; 42:405-409. [PMID: 38830135 DOI: 10.1097/cin.0000000000001135] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/05/2024]
Affiliation(s)
- Emily Barnes
- Author Affiliations: School of Nursing, West Virginia University (Dr Barnes); West Virginia University Health System (Dr Rogers); and Department of Family and Community Health, School of Nursing, West Virginia University (Dr Vance), Morgantown
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Sacgaca L, An EP, Alqarni AS, Pangket P, Alshammari SA, Ramadan MY, Alonezei AK, Alamoudi FA, Mohammed IHA, Cabansag D, Benjamin LS. Sociocultural and perceived public image of nurses among nursing students: the mediating role of self-concept. BMC Nurs 2024; 23:298. [PMID: 38689285 PMCID: PMC11059634 DOI: 10.1186/s12912-024-01957-2] [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: 11/22/2023] [Accepted: 04/21/2024] [Indexed: 05/02/2024] Open
Abstract
BACKGROUND Studying the public perception of nurses among nursing students is vital in establishing strategic solutions to recruit and retain more students in nursing programs and to contain nurses in the health care system. AIM This study aimed to determine the mediating role of self-concept in the relationship between sociocultural and perceived public image of nurses. METHODS This study employed a correlational approach using convenience sampling of 1390 participants. This study was conducted at six large universities in three regions of Saudi Arabia (central, northern, and eastern). Student nurses in their second to fourth years of study were included as participants, with an 89.7% response rate. Data were collected from January to April 2023. RESULTS A significant positive relationship was observed between sociocultural factors and self-concept (r = .685, p = .0001). In addition, there was a significant positive relationship between self-concept and public image (PI) (r = .352, p value = 0.0001). Furthermore, there was a significant positive relationship between sociocultural and public image (r = .456, p = .0001); sociocultural had a direct effect on self-concept (β = 0.324, SE = 0.098, t = 9.429, p < .0001) and public image (β = 0.605, SE = 0.038, t = 22.617, p < .0001). Furthermore, sociocultural had an indirect effect on public image through self-concept (H6) (β = 0.389, SE = 0.123, t = 12.766, p < .0001). DISCUSSION The study findings suggest that nursing school programs should take measures to foster a supportive environment that promotes self-concept and public image, while also being mindful of the sociocultural background. This would also open the scope for further research on the matter involving multiple centers. CONCLUSIONS This study suggests the need for programs to boost self-concept and public image that consider sociocultural influences. These 'findings have crucial implications for student nurses' social and psychological wellbeing as they improve the understanding of how sociocultural affects self-concept and public image.
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Affiliation(s)
- Lailani Sacgaca
- Department of Nursing, Prince Sultan Military College of Health Sciences, Dhahran City, Saudi Arabia
| | - Eddieson Pasay An
- Nursing Administration Department, College of Nursing, King Khalid University, Abha, Abha City, Kingdom of Saudi Arabia.
| | - Aida Sanad Alqarni
- Department of Medical-Surgical Nursing, College of Nursing, King Khalid University, Abha, Kingdom of Saudi Arabia
| | - Petelyne Pangket
- Department of Medical-Surgical, College of Nursing, University of Hail, Hail City, Kingdom of Saudi Arabia
| | - Salman Amish Alshammari
- Nursing Service Department, King Khalid Hospital, Ministry of Health, Hail City, Kingdom of Saudi Arabia
| | - Magda Yousif Ramadan
- Department of Nursing, Prince Sultan Military College of Health Sciences, Dhahran City, Saudi Arabia
| | - Ameera Khaled Alonezei
- Department of Nursing, Prince Sultan Military College of Health Sciences, Dhahran City, Saudi Arabia
| | - Fatmah Ahmed Alamoudi
- Department of Nursing, Prince Sultan Military College of Health Sciences, Dhahran City, Saudi Arabia
| | | | - Dolores Cabansag
- Department of Medical-Surgical, College of Nursing, University of Hail, Hail City, Kingdom of Saudi Arabia
| | - Lizy Sonia Benjamin
- Department of Medical-Surgical Nursing, College of Nursing, King Khalid University, Abha, Kingdom of Saudi Arabia
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Emrani M, Khoshnood Z, Farokhzadian J, Sadeghi M. The effect of service-based learning on health education competencies of students in community health nursing internships. BMC Nurs 2024; 23:138. [PMID: 38395792 PMCID: PMC10893737 DOI: 10.1186/s12912-024-01799-y] [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: 11/17/2023] [Accepted: 02/12/2024] [Indexed: 02/25/2024] Open
Abstract
AIM This study investigated the impact of service-based learning on the health education competencies of students in community health nursing internships. community health nursing internship is one of the areas where students acquire health education competencies. Studies have shown that some students have poor health education competencies, and new educational interventions, such as service-based learning, can help improve their competencies. METHOD This quasi-experimental study was conducted in 2021-2022. The participants were final-year nursing students affiliated to Kerman University of Medical Sciences. All participants (n = 72) were selected via the census method and randomly divided into intervention and control groups (36 participants in each group). The students in the intervention group attended a service-based learning program for 20 days. The data were collected before and one month after intervention using a 48-item health education qualification questionnaire. The collected data were analyzed using SPSS22 software. RESULTS The results showed that the mean health education competencies scores were lower before intervention in the intervention and control group (165.75 ± 23.09) (170.16 ± 28.58)(p > 0.05). There was no significant difference between the two groups in terms of their mean scores on health education competencies(p > 0.05). The health education competencies score increased significantly for the participants in the intervention group (191.58 ± 28.35) compared to the control group (165.97 ± 28.11) after intervention. CONCLUSION Nursing administrators and professors need to take effective steps to empower nursing students as much as possible and incorporate service-based learning techniques in clinical education programs for nursing students.
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Affiliation(s)
- Maryamsadat Emrani
- Student Research Committee, Razi faculty of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran
| | - Zohreh Khoshnood
- Nursing Research Center, Kerman University of Medical Sciences, Kerman, Iran
| | - Jamileh Farokhzadian
- Department of Community Health Nursing, Razi Faculty of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran
| | - Mohammad Sadeghi
- Education development center, Sirjan school of medical sciences, Sirjan, Iran.
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Tsimaras T, Wallace JE, Adams C, Baker TM, Kutz SJ. Actualizing Cultural Humility: An Exploratory Study of Veterinary Students' Participation in a Northern Community Health Rotation. JOURNAL OF VETERINARY MEDICAL EDUCATION 2023; 50:205-216. [PMID: 35385371 DOI: 10.3138/jvme-2021-0130] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Rotations in diverse, marginalized communities may offer health care students opportunities to develop cultural humility through different clinical experiences and activities. Through the actualization of cultural humility, veterinarians may offer accessible, affordable, culturally proficient, high-quality care to all their patients with a better understanding of how cultural differences affect the animal patient's health, well-being, and care. The purpose of this study was to explore whether participation in a community rotation in remote northern Indigenous communities promotes cultural humility among final-year veterinary students. Small groups of University of Calgary veterinary students travel annually to the Sahtu Settlement Area of the Northwest Territories, Canada, to participate in the Northern Community Health Rotation (NCHR). During the 4-week rotation, students spend 2.5 weeks providing veterinary services to domestic animals in five communities in the Sahtu. Eleven veterinary students who attended the NCHR between 2015 and 2020 answered exploratory open-ended questions in an online survey. Responses highlight areas of learning that contributed to their development of cultural humility. The rotation appears successful in increasing students' confidence working with people from diverse cultures, offering students opportunities to implement a client-centered approach, and advancing their capacity to recognize and challenge their preconceived biases about Indigenous cultures and animal ownership. These experiences are important to the acquisition of cultural humility for veterinary care providers.
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Affiliation(s)
- Tacia Tsimaras
- Department of Sociology, University of Calgary, 2500 University Dr. NW, Calgary, AB T2N 1N4 Canada
| | - Jean E Wallace
- Department of Sociology, University of Calgary, 2500 University Dr. NW, Calgary, AB T2N 1N4 Canada
| | - Cindy Adams
- Veterinary Clinical and Diagnostic Sciences, Faculty of Veterinary Medicine, University of Calgary, 3280 Hospital Dr. NW, Calgary, AB T2N 4Z6 Canada
| | - Tessa M Baker
- Department of Ecosystem and Public Health, Faculty of Veterinary Medicine, University of Calgary, 3280 Hospital Dr. NW, Calgary, AB T2N 4Z6 Canada
| | - Susan J Kutz
- Department of Ecosystem and Public Health, Faculty of Veterinary Medicine, University of Calgary, 3280 Hospital Dr. NW, Calgary, AB T2N 4Z6 Canada
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Lee S, Kim E, Yoon JY. Global Health Competencies and Educational Needs for Nursing Students in South Korea. J Nurs Educ 2023; 62:75-82. [PMID: 36779893 DOI: 10.3928/01484834-20221213-02] [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: 02/14/2023]
Abstract
BACKGROUND Despite the increasing demand for global health education, relatively few global health courses currently are offered in Korea. METHOD This mixed-methods study examined the need for global health competency and global health education experience for nursing students. A survey of 208 nursing students was conducted from May 2020 to August 2020, and three focus groups were conducted with 12 nursing students. RESULTS The average score of global health nursing competencies was 2.8 ± 0.7 on a scale ranging from 1 to 4. Female, higher academic achievement, fluent English, and higher global health education experience had a significant effect on global health competency. The most influential factor was more experience with global health education. Nursing students' perceptions and educational needs related to global health education were classified into four subthemes. CONCLUSION The development of global health education programs for nursing students is needed. [J Nurs Educ. 2023;62(2):75-82.].
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Sundal H, Ulvund I. Experiences after international clinical placement as nursing students in a paediatric ward. Nurse Educ Pract 2023; 66:103512. [PMID: 36463733 DOI: 10.1016/j.nepr.2022.103512] [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: 02/01/2022] [Revised: 05/10/2022] [Accepted: 11/16/2022] [Indexed: 11/26/2022]
Abstract
AIM The aim of this study is to investigate nurses' experiences after participating in an international clinical placement programme as nursing students while staying for one to three weeks in a paediatric ward. BACKGROUND Student mobilisation is expected to increase the quality of education. Hence, offering international clinical placement programme in low- and high-income countries is a commonly used learning activity in bachelor programmes in nursing. Many studies have mainly examined the general experiences gained from international clinical placement programme but have not specifically focussed on the setting of paediatric wards in hospitals. Nursing students are required to acquire knowledge of paediatric nursing with children as patients. DESIGN AND METHOD In this qualitative study, a hermeneutic, phenomenological approach was adopted. Data were collected through individual interviews with eight nurses after they participated in an international clinical placement programme as nursing students in a paediatric ward. RESULTS Meetings with children's destinies as patients were overwhelming, being an observer provided insights into and an overview of paediatric nursing, access to the resources required for treating children is limited, nurses had a different role and parents had an extended caring role. CONCLUSION All participants gained knowledge of children as patients at a hospital and also gained knowledge of the parents' and nurses' roles and the treatment methods of various diseases that are relevant to paediatric nursing. This helped provide them with the cultural knowledge, awareness and sensitivity required, given the contrasting situation at their home country.
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Affiliation(s)
- Hildegunn Sundal
- Molde University College, Norway, Faculty of Health Sciences and Social Care, PO. Box 2110, 6402 Molde, Norway.
| | - Ingeborg Ulvund
- Molde University College, Norway, Faculty of Health Sciences and Social Care, PO. Box 2110, 6402 Molde, Norway.
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Atkins R, Dugan MA, Jakubowski T, Perron T, King D, McSweeney M, Ivanof V, Johnson S. Service learning: Nursing students' civic engagement with diverse populations of children with special needs. J Pediatr Nurs 2022; 65:1-9. [PMID: 35367854 DOI: 10.1016/j.pedn.2022.02.014] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/31/2021] [Revised: 02/17/2022] [Accepted: 02/19/2022] [Indexed: 12/17/2022]
Abstract
PURPOSE There is limited knowledge of nursing students' perspectives about engagement with special needs populations. The purpose of this study was to identify the advantages/benefits and disadvantages/challenges of nursing students' engagement experience with children with special mental and physical disabilities. Recommendations to enhance student engagement experiences were also provided. METHODS A descriptive, qualitative design was employed. Undergraduate nursing students (N = 28) responded to open-ended questions about their civic engagement experiences at a community-based, respite care program for children with special needs. Student accounts underwent directed content analysis, with coding, category and theme development according to the Theory of Planned Behavior. The Atlas.Ti computer program was used to manage the data. RESULTS Advantages/Benefits: Filling cognitive and experiential learning gaps, rewarding connections/relationships, positive emotions, perceptions and interactions, and fun and stress relief. Disadvantage/challenges: Managing negative/uncomfortable emotions and uncertainty, witnessing and managing disruptive behaviors, negative perceptions of program operations/expectations. CONCLUSIONS Students experienced cognitive, emotional, interpersonal and educational advantages and/or disadvantages while engaging with this defined population. PRACTICE IMPLICATIONS To enhance engagement faculty can provide education and anticipatory guidance, detail responsibilities and expectations, and/or utilize simulation for student preparation. Nurses and researchers can utilize community based participatory methods to guide discussions with community-based organizations to collaboratively develop strategies to institute, evaluate and enhance student engagement during service learning experiences with children who have special needs.
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Affiliation(s)
- Rahshida Atkins
- School of Nursing and Health Sciences, The College of New Jersey, 2000 Pennington Road, Ewing, NJ 08628, United States of America.
| | - Mary Ann Dugan
- School of Nursing and Health Sciences, The College of New Jersey, 2000 Pennington Road, Ewing, NJ 08628, United States of America.
| | - Tami Jakubowski
- School of Nursing and Health Sciences, The College of New Jersey, 2000 Pennington Road, Ewing, NJ 08628, United States of America.
| | - Tracy Perron
- School of Nursing and Health Sciences, The College of New Jersey, 2000 Pennington Road, Ewing, NJ 08628, United States of America.
| | - Deborah King
- School of Nursing and Health Sciences, The College of New Jersey, 2000 Pennington Road, Ewing, NJ 08628, United States of America; Villanova University M. Louise Fitzpatrick College of Nursing 800 Lancaster Ave. Villanova, PA 19085, United States of America.
| | - Madeline McSweeney
- School of Nursing and Health Sciences, The College of New Jersey, 2000 Pennington Road, Ewing, NJ 08628, United States of America.
| | - Vyacheslav Ivanof
- School of Nursing and Health Sciences, The College of New Jersey, 2000 Pennington Road, Ewing, NJ 08628, United States of America.
| | - Shanda Johnson
- New Jersey City University (NJCU), 2039 Kennedy Blvd, Jersey City, New Jersey 07305, United States of America.
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Kovalenko C, Vellenga B. A Descriptive Analysis of the Experiences of Nursing Students Who Participated in an International Service-Learning Project in Haiti. J Prof Nurs 2021; 37:1071-1078. [PMID: 34887025 DOI: 10.1016/j.profnurs.2021.08.003] [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: 03/12/2021] [Indexed: 11/28/2022]
Abstract
BACKGROUND Studies have demonstrated multiple benefits of international service-learning experiences in nursing education. These benefits include personal and professional growth, increased cultural sensitivity, and increased self-efficacy. PURPOSE The purpose of this project was to describe the experiences of nursing students engaged in an international service-learning experience in Haiti. METHOD A descriptive qualitative outcomes evaluation project was utilized to understand student perceptions of this experience. Nine respondents were interviewed about their experiences that took place as part of a nursing capstone course offered at a private liberal arts university in the Midwest. Interview transcripts were analyzed by the authors for common themes. RESULTS The six themes identified included: a desire for an international experience to better understand healthcare in a developing country; culture shock; context of poverty; excitement and a sense of "helping" amidst the chaos; feelings of increased confidence, independence, and competence; and personal and professional growth. Responses indicated students felt more confident in caring for individuals from other cultures as well as in basic nursing skills and interprofessional communication after this experience. Participants' narratives also indicated intent to serve vulnerable populations in the future. CONCLUSIONS The nursing students perceived increased sociocultural understanding and self-efficacy following a 10-day international service-learning experience.
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Affiliation(s)
- Cheri Kovalenko
- School of Nursing, University of Sioux Falls, United States of America.
| | - Barbara Vellenga
- School of Nursing, University of Sioux Falls, United States of America
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Peel R, Missen K, Florentine S. Reflections on an international nursing placement experience in Nepal: A thematic analysis. NURSE EDUCATION TODAY 2021; 106:105050. [PMID: 34273603 DOI: 10.1016/j.nedt.2021.105050] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/01/2021] [Revised: 05/31/2021] [Accepted: 06/29/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Increasing patient diversity, as a result of growing global interaction, has necessitated that nursing academics better prepare nursing students to provide culturally appropriate and respectful care to their patients, particularly in culturally diverse countries such as Australia. One approach to improve cultural awareness of nursing students is a cultural immersion placement, and this paper describes such an experience which has been embraced by undergraduate participants. Purpose of this paper was to describe experiences, cultural awareness and challenges encountered by final year undergraduate nursing students undertaking a 22-day cultural immersion placement in Nepal. The researchers accompanied one group of students per year on this trip, which was repeated for three consecutive years. Describing and reflecting on the lived experience of nursing students engaged in this cultural immersion placement has helped to discern how this experience affects the cultural awareness of undergraduate nursing students and helps to decrease the challenges for similar placements in the future. DESIGN AND METHODS To gain insight into the way this initiative impacted on the development of the participant's cultural competence, a qualitative descriptive design was chosen. Semi-structured interviews were carried out over three consecutive years with final year undergraduate nursing students upon their return from Nepal over three consecutive years. Data analysis followed standard suggestions for a systematic, unbiased approach to dealing with the condensed text, and was analysed using thematic analysis. RESULTS The findings suggested that this experience, albeit of limited duration, provided a significant contribution to students' understanding of cross-cultural awareness in the context of providing health care. CONCLUSIONS There was a strong implication from the outcomes that this cultural immersion placement should be permanently integrated into the undergraduate nursing course. There was, however, indication that there is room for added reflection and advantages to be made from the experience.
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Affiliation(s)
- Rebecca Peel
- School of Health, Federation University Berwick Campus, 100 Clyde Rd, Berwick, Victoria 3806, Australia.
| | - Karen Missen
- School of Health, Federation University Gippsland Campus, Northways Rd, Churchill, Victoria 3842, Australia
| | - Singarayer Florentine
- Environmental Management, School of Science, Psychology and Sport, Federation University, Mt Helen Campus, University Drive, Mt Helen, Victoria 3350, Australia
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Cho MK, Choi MY. Development and effectiveness of a global health competency promotion program for Korean undergraduate nursing students. Nurs Open 2021; 8:3086-3098. [PMID: 34346566 PMCID: PMC8510740 DOI: 10.1002/nop2.1021] [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: 01/05/2021] [Revised: 07/07/2021] [Accepted: 07/22/2021] [Indexed: 11/10/2022] Open
Abstract
Aim This study aimed to assess the effectiveness of a programme designed to promote global health competency among nursing students. Design It used a randomized pre–post‐test comparison group design to compare the effects of a global health competency programme among nursing students. Methods Data collection for the pre‐test was carried out for 2 days (25–26 October 2018) and that of post‐test was conducted for 2 days (23–24 December 2018). A total of 38 fourth‐year nursing students participated in this study (14 in the international nursing group, 11 in the transcultural nursing group and 13 in the complementary and alternative medicine group). The participants were from the nursing department of a university in Cheongju. Results There were no statistically significant differences between the groups in the pre‐test homogeneity test. The international nursing group showed statistically significant improvements between the pre‐ and post‐tests in global health competency, cultural competency, global health confidence and cultural nursing confidence.
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Affiliation(s)
- Mi-Kyoung Cho
- Department of Nursing Science, College of Medicine, Chungbuk National University, Cheongju, Korea
| | - Mi-Young Choi
- Department of Nursing Science, College of Medicine, Chungbuk National University, Cheongju, Korea
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Wang C, Hou XY, Khawaja NG, Dunne MP, Shakespeare-Finch J. Improvement in the Cognitive Aspects of Cultural Competence after Short-Term Overseas Study Programs. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:7102. [PMID: 34281035 PMCID: PMC8297341 DOI: 10.3390/ijerph18137102] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/26/2021] [Revised: 06/28/2021] [Accepted: 06/29/2021] [Indexed: 11/16/2022]
Abstract
Universities are providing short-term overseas study programs for healthcare students to increase their cultural competence (i.e., capacity to work effectively in cross-cultural situations). However, there is limited empirical research evaluating the effects of these programs using well-controlled research designs. In the present research study, undergraduate healthcare students in an Australian university were selected as participants. Group 1 (n = 32) participated in a short-term overseas study program in Asia (i.e., China, Vietnam, Singapore, and Taiwan), whereas Group 2 (n = 46) stayed in Australia to continue their university education as usual. All participants completed a self-developed demographic questionnaire, Cultural Intelligence Scale, and Multicultural Personality Questionnaire. Cultural competence was surveyed pre- and post-short-term overseas programs. After controlling for prior overseas experiences and the open-mindedness trait, an ANCOVA indicated that Group 1 had a significantly higher scores than Group 2 in cultural knowledge (p < 0.05), but not in cultural awareness, attitude, or skills. It is suggested that short-term overseas study programs may increase healthcare students' cultural knowledge, a component of competence, and that more needs to be accomplished to improve other areas of cultural competence.
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Affiliation(s)
- Chen Wang
- Center for Brain, Mind and Education, Shaoxing University, Shaoxing 312000, China
- School of Teacher Education, Shaoxing University, Shaoxing 312000, China
- Faculty of Health, School of Psychology and Counseling, Queensland University of Technology, Brisbane 4059, Australia; (N.G.K.); (J.S.-F.)
| | - Xiang-Yu Hou
- School of Health and Wellbeing, University of Southern Queensland, Brisbane 4059, Australia;
| | - Nigar G. Khawaja
- Faculty of Health, School of Psychology and Counseling, Queensland University of Technology, Brisbane 4059, Australia; (N.G.K.); (J.S.-F.)
| | - Michael P. Dunne
- Institute for Community Health Research, Hue University, Hue 47000, Vietnam;
- Australian Centre for Health Law Research, Faculty of Business and Law, Queensland University of Technology, Brisbane 4059, Australia
| | - Jane Shakespeare-Finch
- Faculty of Health, School of Psychology and Counseling, Queensland University of Technology, Brisbane 4059, Australia; (N.G.K.); (J.S.-F.)
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Ballantyne K, Porter KR, Bogdanovski K, Lessans S, Pasarica M. Cultural Sensitivity and Learning About Healthcare Equity for the Underserved: Experiential Learning in a Student-Run Free Clinic. MEDICAL SCIENCE EDUCATOR 2021; 31:381-385. [PMID: 34457896 PMCID: PMC8368810 DOI: 10.1007/s40670-021-01235-9] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/03/2021] [Indexed: 06/13/2023]
Abstract
With increased diversity in the USA comes a growing need to educate medical students on how best to manage diverse patient populations. Medical students on the board of a student-run free clinic (SRFC) were surveyed to determine how such a leadership experience might alter students' cultural sensitivity as it relates to healthcare equity. Forty-six students (42.2% response) reported their experiences helped them better understand patient's needs (4.37, 0.64; mean, SD), cultural barriers (4.44, 0.55), and racial/ethnic disparities (4.27, 0.70). Thus, service on the board of a SRFC improves cultural sensitivity.
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Affiliation(s)
- Katie Ballantyne
- Department of Medical Education, University of Central Florida College of Medicine, Orlando, USA
| | - Katherine R. Porter
- Department of Medical Education, University of Central Florida College of Medicine, Orlando, USA
| | - Kristijan Bogdanovski
- Department of Medical Education, University of Central Florida College of Medicine, Orlando, USA
| | - Spencer Lessans
- Department of Medical Education, University of Central Florida College of Medicine, Orlando, USA
| | - Magdalena Pasarica
- Department of Medical Education, University of Central Florida College of Medicine, Orlando, USA
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Jansen MB, Lund DW, Baume K, Lillyman S, Rooney K, Nielsen DS. International clinical placement - Experiences of nursing students' cultural, personal and professional development; a qualitative study. Nurse Educ Pract 2021; 51:102987. [PMID: 33610023 DOI: 10.1016/j.nepr.2021.102987] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2020] [Revised: 01/17/2021] [Accepted: 01/19/2021] [Indexed: 11/25/2022]
Abstract
The purpose was to capture the experiences of cultural, personal and professional development during International Clinical Placement (ICP) among nursing students from three European countries. The paper presents findings based on the analysis of 23 reflections written by students immediately after returning from their ICP. The design builds on a qualitative study using a phenomenological approach and meaning condensation inspired by Kirsti Malterud. The analysis revealed four themes: Communication and barriers to be overcome, Culture as a serious business, Personal and professional achievements and Challenges and the importance of preceptorship. The ICP impacted on the participants' personal as well as professional way of understanding themselves as students and future nurses. A profound difference was seen between the achieved learning outcomes of participants completing an ICP in a high- or low-income country, respectively. Language barriers, the local culture and different nursing cultures were often challenging and pushed participants out of their comfort zone. All participants developed their cultural understanding in accordance with the Papadopoulos, Tilki and Taylor Model for Developing Cultural Competence. Findings indicate that educational institutions should establish well-planned exchange opportunities that adopt a two-way reciprocal (Erasmus) exchange programmes and be aware of the value of an appointed preceptor in the host country.
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Affiliation(s)
- M B Jansen
- UCL University College, Department of Nursing, Odense, Niels Bohrs Allé 1, 5230, Odense, Denmark.
| | - D W Lund
- UCL University College, Department of Nursing, Odense, Niels Bohrs Allé 1, 5230, Odense, Denmark.
| | - K Baume
- Department of Nursing, Three Counties School of Nursing & Midwifery, St John's Campus, University of Worcester, Henwick Grove, Worcester, WR2 6AJ, Great Britain, UK.
| | - S Lillyman
- Department of Nursing, Three Counties School of Nursing & Midwifery, St John's Campus, University of Worcester, Henwick Grove, Worcester, WR2 6AJ, Great Britain, UK.
| | - K Rooney
- Department of Nursing, Midwifery & Health Studies, Dundalk Institute of Technology, Dundalk, Co. Louth, A91 K584, Ireland.
| | - D S Nielsen
- UCL University College, Department of Nursing, Odense, Niels Bohrs Allé 1, 5230, Odense, Denmark; University of Southern Denmark Centre for Global Health, University of Southern Denmark, Campusvej 55, 5230, Odense, Denmark; Migrant Health Clinic, Odense University Hospital, Soenderboulevard, 5000, Odense, Denmark.
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de Diego-Lázaro B, Winn K, Restrepo MA. Cultural Competence and Self-Efficacy After Study Abroad Experiences. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2020; 29:1896-1909. [PMID: 32663038 DOI: 10.1044/2020_ajslp-19-00101] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Purpose Cultural competence is crucial for the successful provision of speech, language, and hearing services. The purpose of this study was to assess and describe gains in cultural awareness, cultural competence, and self-efficacy after service-learning study abroad experiences and to examine whether gains in these areas are related to higher clinical skills ratings in speech-language pathology and audiology students. Method Sixteen speech-language pathology and audiology students participated in two international study abroad experiences (Nicaragua and Malawi). Students completed a survey on cultural awareness, competence, and self-efficacy beliefs and journal entries before, during, and after their trips. In addition, the supervisors assessed the clinical skills of the students by the end of the trip. The researchers applied a mixed-methods approach to analyze data from the survey, clinical ratings, and journals. Results Students showed significant increases in cultural awareness, competence, and self-efficacy. Gains in self-efficacy and cultural awareness were highly correlated with students' clinical ratings in cultural competence as judged by their supervisors. Two main themes were identified from the journal entries: continuing community involvement and growth in cultural self-efficacy. Conclusion Service-learning study abroad experiences help students develop cultural awareness and competence skills and increase their self-efficacy beliefs. Using a mixed-methods approach can help identify strengths and weaknesses in the training of speech-language pathology and audiology students with regard to cultural competence. Supplemental Material https://doi.org/10.23641/asha.12642647.
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Affiliation(s)
| | - Kevin Winn
- Educational Policy and Evaluation, Arizona State University, Tempe
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Kim AY, Sim IO. Mediating Factors in Nursing Competency: A Structural Model Analysis for Nurses' Communication, Self-Leadership, Self-Efficacy, and Nursing Performance. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17186850. [PMID: 32961719 PMCID: PMC7558162 DOI: 10.3390/ijerph17186850] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/11/2020] [Revised: 09/12/2020] [Accepted: 09/17/2020] [Indexed: 05/26/2023]
Abstract
This study examined the structural relationship among clinical nurses' communication ability, self-leadership, self-efficacy, and nursing performance. A structural model analysis was applied to identify factors influencing nursing performance and analyze the effects of self-leadership and self-efficacy as mediators. A survey was conducted among clinical nurses working in general hospitals in Seoul, Gyeonggi, and Gangwon Province of the Republic of Korea. In the final analysis, data from 168 questionnaires were used. SPSS 24.0 and Amos 23.0 programs were used for frequency analysis, exploratory factor analysis, reliability analysis, correlation analysis, confirmatory factor analysis, structural equation model analysis, and mediating effect analysis through bootstrapping. The significance level was set at 5% for all analyses. First, the model's fitness figures met the criteria for the appropriate judgment presented in previous studies, so the model between nurses' communication ability, self-leadership, self-efficacy, and nursing performance was suitable for predicting a causal relationship. Second, the relationship between nurses' communication ability and self-leadership had a statistically significant effect. Also, the relationship between communication ability and self-efficacy had a statistically significant effect. Third, nurses' communication ability affected nursing performance through self-efficacy.
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Affiliation(s)
| | - In Ok Sim
- Correspondence: ; Tel.: +82-10-3372-5920
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Hwang WJ, Jo HH. Development and Application of a Program for Reinforcing Global Health Competencies in University Nursing Students. Front Public Health 2020; 8:263. [PMID: 32695741 PMCID: PMC7338674 DOI: 10.3389/fpubh.2020.00263] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2020] [Accepted: 05/22/2020] [Indexed: 11/13/2022] Open
Abstract
Purpose: With globalization, the importance of global health is being stressed. Although nurses are indispensable healthcare professionals, programs to develop nurses with global health competencies and relevant studies are rare. Accordingly, this study was designed to develop a program to increase global health competencies and global leadership in nursing students and test its effect. Methods: A single group pre- and post-test study design was used. A 13-weeks program was developed and implemented with 204 students. Data were analyzed using paired t-test. The program to promote global health competencies was designed to improve nursing students' knowledge of global health, global leadership, global health competencies, critical thinking ability, and student-student partnership. Results: Global health competencies (t = −19.96, p < 0.001), self-assessed global leadership (t = −7.67, p < 0.001), and critical thinking ability (t = −7.67, p < 0.001) all significantly increased. Discussion: The study findings of increased global health competencies and global leadership in nursing students after participation in the program indicated ways in which global health competencies of nurses need to be developed. Therefore, the following aspects should be considered. First, nursing educators should understand the need and importance of global health education and accordingly, current nursing curriculums should be revised to include courses about global health. A systematic course of studies about global health should be developed and implemented based on discussions among experts and researchers. Second, as future health care professionals, nursing students should take an interest in global health problems and recognize various issues that need to be solved beyond borders between countries. To develop global health competencies, various efforts and systematic curriculum revisions are necessary.
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Affiliation(s)
- Won Ju Hwang
- College of Nursing Science, Kyung Hee University, Seoul, South Korea
| | - Hyun Hee Jo
- College of Nursing Science, Kyung Hee University, Seoul, South Korea
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Lee SE, Lee MH, Peters AB, Gwon SH. Assessment of Patient Safety and Cultural Competencies among Senior Baccalaureate Nursing Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E4225. [PMID: 32545746 PMCID: PMC7346008 DOI: 10.3390/ijerph17124225] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/14/2020] [Revised: 06/06/2020] [Accepted: 06/09/2020] [Indexed: 11/17/2022]
Abstract
This descriptive, correlational, cross-sectional study examined nursing students' educational experiences on self-reported perceptions of patient safety and cultural competence in terms of curriculum content and learning venues. We performed descriptive analyses and a one-way analysis of variance with a sample of senior-year nursing students (N = 249) attending three state universities in the United States. We used the Nurse of the Future Nursing Core Competency Model, the Patient Safety Competency Self-Evaluation Tool for Nursing Students, and The Cultural Competence Assessment Instrument. Overall, participants reported that patient safety and cultural competencies were addressed in their curricula primarily through classroom activities as opposed to laboratory/simulation or clinical settings. Among the required patient safety knowledge topics, elements of highly reliable organizations were covered the least. For patient safety competency, participants reported higher scores for attitude and lower scores for skill and knowledge. For cultural competency, participants scored much higher for cultural awareness and sensitivity than behavior. There was no statistically significant difference between scores for patient safety and cultural competencies by nursing school. The results support the need for curriculum development to include all important aspects of patient safety and cultural competencies in various teaching/learning venues.
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Affiliation(s)
- Seung Eun Lee
- Mo-Im Kim Nursing Research Institute and Yonsei University College of Nursing, Seoul 03722, Korea;
| | - Meen Hye Lee
- School of Nursing, University of North Carolina Wilmington, Wilmington, NC 28401, USA
| | - Anya Bostian Peters
- Susan and Alan Solomont School of Nursing, University of Massachusetts Lowell, Lowell, MA 01854, USA;
| | - Seok Hyun Gwon
- College of Nursing, University of Wisconsin-Milwaukee, Milwaukee, WI 53211, USA;
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Devido JA, Appelt CJ, Simpson AT, Gola MT, Szalla N. The Future of Nursing Education: Multidisciplinary Community-Engaged Research for Undergraduate Nursing Students. J Nurs Educ 2020; 59:341-344. [PMID: 32497237 DOI: 10.3928/01484834-20200520-08] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2019] [Accepted: 01/17/2020] [Indexed: 11/20/2022]
Abstract
BACKGROUND Undergraduate nursing students with research experience are more likely to pursue graduate education. Community-engaged research mentoring facilitates not only this process but also student engagement in topics such as cultural relevance and community partnerships. METHOD Two cohorts of undergraduate students participated in a novel yearlong multidisciplinary mentored research experience based in a predominantly Black community. A qualitative, descriptive study using semistructured interviews was conducted with undergraduate students to describe effects of a multidisciplinary, community-engaged mentored research experience on cultural sensitivity, acquisition of research skills, and intent to pursue graduate study. RESULTS Both cohorts of students demonstrated cultural sensitivity, acquired basic research skills, and had favorable attitudes toward or a definitive plan to pursue graduate education influenced by their participation in the mentored research experience. CONCLUSION This approach may represent a viable strategy for increasing the number of graduate-prepared nurses and reducing health disparities via the provision of culturally competent care. [J Nurs Educ. 2020;59(6):341-344.].
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Skills and knowledge management in higher education: how service learning can contribute to social entrepreneurial competence development. JOURNAL OF KNOWLEDGE MANAGEMENT 2019. [DOI: 10.1108/jkm-12-2018-0744] [Citation(s) in RCA: 37] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
The purpose of this paper is to elaborate on how service learning approaches are able to foster social entrepreneurship competences. The aim of the paper is to formulate a framework of key competences for social entrepreneurship and to give first insights in how service learning actually has an impact on change in students’ set of competences.
Design/methodology/approach
This paper uses a mixed-methods approach combining qualitative data collectionmethods of learning diaries of the students and semi-structured interviews, including 40 master’s students studying at a German university in interdisciplinary learning settings and five instructors from the same universities. Analysis was carried out by means of qualitative content analysis.
Findings
This paper provides empirical insights about the competences that are being fostered by service learning. From these, a framework for social entrepreneurship competences is being derived.
Research limitations/implications
The set of competences should be further investigated, as it was derived out of a small data set. Therefore, researchers are encouraged to use the set of competences for social entrepreneurship as a basis for future research and on a longer-term perspective, which lead to substantial implications for educational practice.
Practical implications
This paper includes implications for new perspectives on service learning in the light of the development of a relevant framework for social entrepreneurship competence, having significant implications for educational practice in social entrepreneurship education.
Originality/value
With this paper, the authors fulfill the need of a framework of social entrepreneurship competences that serves as a foundation for educational practice and further research in the context of service learning and beyond.
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Merritt LS, Murphy NL. International Service-Learning for Nurse Practitioner Students: Enhancing Clinical Practice Skills and Cultural Competence. J Nurs Educ 2019; 58:548-551. [PMID: 31461525 DOI: 10.3928/01484834-20190819-10] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2019] [Accepted: 06/10/2019] [Indexed: 11/20/2022]
Abstract
BACKGROUND The purpose of this project was to determine whether an international service-learning nurse-led clinic was a beneficial experience for nurse practitioner (NP) students in improving diagnostic and cultural confidence, skills acquisition, and cultural competence during a clinical practicum. METHOD The sample consisted of 10 Doctor of Nursing Practice (DNP) students in various NP tracks during an international service-learning experience in Guatemala. A Likert survey was used for student evaluation of experience. An analytic grading rubric measured clinical and cultural performance. RESULTS Practice competency scores were high overall (M = 3.36; SD = 0.664). All students increased their confidence in diagnostic abilities (M = 4.89; SD = 0.422) and in caring for a culturally diverse population (M = 4.89; SD = 0.333). CONCLUSION An international service-learning nurse-led clinic used to complement clinical practice hours as a beneficial experience in assisting NP students in developing diagnostic and cultural confidence. [J Nurs Educ. 2019;58(9):548-551.].
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Dombrowsky T, Gustafson K, Cauble D. Service-Learning and Clinical Nursing Education: A Delphi Inquiry. J Nurs Educ 2019; 58:381-391. [DOI: 10.3928/01484834-20190614-02] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/21/2019] [Accepted: 04/09/2019] [Indexed: 11/20/2022]
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Elverson CA, Klawiter R. Using Guided Reflection to Link Cultural and Service Learning in a Study Abroad Course. J Prof Nurs 2019; 35:181-186. [PMID: 31126394 DOI: 10.1016/j.profnurs.2018.11.004] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2018] [Revised: 11/20/2018] [Accepted: 11/28/2018] [Indexed: 11/16/2022]
Abstract
The literature indicates that service learning integrated into a study abroad course results in cultural learning, personal growth, and professional development. However, there are inadequate examples of strategies to achieve cultural learning in the context of study abroad. The purpose of this article is to briefly describe the authors' collaboration with leaders of an international health system in developing a faculty-led study abroad course and describe strategies to promote guided reflection to achieve cultural learning. The preparation phase of the course was delivered with two video conferences and an online learning management system for students on three campuses. Service learning with clinic nursing staff of the international health system and children in a residential home was purposefully incorporated in the study abroad phase of the course. During the first week of study abroad, specific prompts for daily journaling were introduced to the students to promote guided reflection as a critical component of service learning. During the second week, students discussed concepts that had been introduced during the preparation phase. The students wrote a final summary reflection paper with the guidance of additional prompts and an evaluation rubric. In summary, preparation phase learning activities, study abroad phase daily journaling and group discussion combined with a summary reflection paper were used as strategies to achieve cultural learning.
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Affiliation(s)
- Cynthia Anderson Elverson
- South Dakota State University, College of Nursing, 2300 N. Career Avenue, Suite 260, Sioux Falls, SD 57107, United States of America.
| | - Ruth Klawiter
- South Dakota State University, College of Nursing, 2300 N. Career Avenue, Suite 260, Sioux Falls, SD 57107, United States of America.
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Andrade JM. Determining the Associations between Dietetic-Related Activities and Undergraduate Dietetic Students’ General Cultural Knowledge, Attitudes, and Beliefs. Nutrients 2019; 11:nu11061202. [PMID: 31141925 PMCID: PMC6627802 DOI: 10.3390/nu11061202] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2019] [Revised: 05/14/2019] [Accepted: 05/23/2019] [Indexed: 11/16/2022] Open
Abstract
Background: As required by the Accreditation Council for Education in Nutrition and Dietetics, undergraduate dietetic programs need to include classroom learning activities to support cultural competence among dietetic students. Though these activities vary in terms of type, length, and engagement, it is not known the impact these activities have on students’ general knowledge, attitudes, and beliefs (KAB) towards cultural aspects. Therefore, the study’s purpose was two-fold: (1) validate a general cultural KAB instrument for dietetic students, and (2) determine associations among dietetic-related cultural activities and students’ KAB. Methods: A general KAB instrument was developed based on a literature review and dietetic curriculum. The original instrument (34 items) consisted of two dimensions (i.e., knowledge and attitudes/beliefs) that was reviewed by content matter experts (n = 4) and a focus group with dietetic graduate students (n = 6), resulting in a 41-item tool. This instrument was further piloted in a diverse population of undergraduate dietetic students across the United States. Exploratory Factor Analysis (EFA) and Cronbach alpha (α) for internal consistency were conducted. Multiple linear regressions and Spearman correlation analyses determined associations between demographics, activities, and KAB scores. Statistical significance was determined at p < 0.05. Results: Students (n = 187) completed the questionnaire. From the EFA, the Knowledge dimension included 12 items and the Attitudes/Beliefs dimension included 10 items. Internal consistency for the overall instrument (α = 0.86), Knowledge (α = 0.93), and Attitudes/Beliefs (α = 0.74) was high. Students’ cultural knowledge was associated (r = 0.30; p < 0.05) with cultural-related activities. Similarly, students who had lived or studied abroad had better attitudes and beliefs towards cultural aspects. Conclusions: The KAB had good validity. Cultural learning activities enhanced cultural knowledge, however to a lesser extent influenced the attitudes and beliefs of dietetic students.
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Affiliation(s)
- Jeanette Mary Andrade
- Department of Food Science and Human Nutrition, University of Florida, Gainesville, 32611 FL, USA.
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24
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Fell DW, Kennedy E, Day JM. Mixed methods study: a one-week international service project enhances healthcare competencies. J Interprof Care 2018; 33:437-445. [PMID: 30444151 DOI: 10.1080/13561820.2018.1544547] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Abstract
Interprofessional Education Collaborative (IPEC) core competencies are widely accepted as a guide to prepare healthcare professionals. Two competency domains, values/ethics and roles and responsibilities, have specific relevance when investigating the effectiveness of a transcultural interprofessional experience. Participants were University of South Alabama students from the Colleges of Allied Health Professions, Medicine, and Nursing, who volunteered for a 7-day service learning experience in Trinidad. A convergent mixed methods research design was used. Students completed two Likert scale surveys, the Interprofessional Education Collaborative Competency Survey (IPECC) and the Transcultural Self-Efficacy Tool- Multidisciplinary Healthcare Provider Version (TSET-MHP), prior to and following the experience. A Wilcoxon Sign Test was used to analyze quantitative data. Qualitative data, guided by the Critical Incident Technique, was obtained from diary entries during the trip and a selected member focus group post-trip. There was a significant improvement in all three cultural competency domains of the TSET-MHP (p < .001). The most frequently reported IPEC sub-competencies were the ability to work in cooperation with those who receive, provide, and support care; and the ability to engage diverse healthcare providers to complement one's own professional expertise. Based on participant report, an international interprofessional clinical experience appears to be effective in enhancing health care competencies.
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Affiliation(s)
- Dennis W Fell
- Department of Physical Therapy, University of South Alabama, Health Sciences Building, Enhancing Interprofessional Education Across the Health Sciences , HAHN , USA
| | - Elizabeth Kennedy
- Department of Physical Therapy, University of South Alabama, Health Sciences Building, Enhancing Interprofessional Education Across the Health Sciences , HAHN , USA
| | - Joseph M Day
- Department of Physical Therapy, University of Dayton, Fitz Hall, Room 2029, 300 College Park Ave , Dayton , OH , USA
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Peruvian immersion course teaches cultural competence. Nursing 2018; 48:13-14. [PMID: 29794623 DOI: 10.1097/01.nurse.0000532759.87236.9e] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Abstract
Understanding different cultures is important in the education of nursing students who will become the health care workforce of our future interdependent and globalized societies. International practicum courses help students and nurses understand different cultures. This article describes an innovative approach to nursing education and understanding diverse cultures, in the context of a hybrid course (online course coupled with face-to-face practicum experiences), which enrolled nursing students from opposite hemispheres.
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Philips L, Bloom T, Gainey T, Chiocca E. Influence of Short-Term Study Abroad Experiences on Community Health Baccalaureate Students. J Nurs Educ 2017; 56:528-533. [DOI: 10.3928/01484834-20170817-03] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2017] [Accepted: 04/06/2017] [Indexed: 11/20/2022]
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28
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Ulvund I, Mordal E. The impact of short term clinical placement in a developing country on nursing students: A qualitative descriptive study. NURSE EDUCATION TODAY 2017; 55:96-100. [PMID: 28570945 DOI: 10.1016/j.nedt.2017.05.013] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2016] [Revised: 04/20/2017] [Accepted: 05/15/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Offering nursing students' international clinical placement during the educational program is one response to meet the need of cultural competence among nurses. This paper provides insight into the impact of clinical placement, in a developing country, on third year nursing students. In the study we investigated how short term international clinical placement impacted Norwegian nursing students' development of cultural competency. DESIGN AND METHODS In this study we utilised a qualitative descriptive design and used individual interviews with eighteen Norwegian nursing students who had all participated in an international clinical placement. The data were analysed using the principles of systematic text condensation. RESULTS In spite the international clinical placement only was four weeks, the findings suggested that real life experience culturally awakened the students and forced an ongoing process developing cultural competence. However, it is important to give students time to reflection. CONCLUSIONS Although increased cultural awareness and a growing cultural competence was identified by the students undertaking international clinical placement, further research is required. It is important to investigate the best methods to support the students' reflection such that the experiences lead to learning.
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Affiliation(s)
- Ingeborg Ulvund
- Molde University College, Specialized University in Logistics, Bj. Bjørnsonsvei 100B, 6410 Molde, Norway.
| | - Elin Mordal
- Molde University College, Specialized University in Logistics, Bj. Bjørnsonsvei 100B, 6410 Molde, Norway.
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Recent Graduates’ Perceptions of the Impact of a 1-Month International Service Learning Experience in Kenya During Their Physical Therapist Assistant Education. ACTA ACUST UNITED AC 2017. [DOI: 10.1097/00001416-201731010-00010] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Kang SJ. An Effective Model for Improving Global Health Nursing Competence. Front Public Health 2016; 4:191. [PMID: 27679793 PMCID: PMC5020053 DOI: 10.3389/fpubh.2016.00191] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2016] [Accepted: 08/24/2016] [Indexed: 11/13/2022] Open
Abstract
This paper proposed an effective model for improving global health nursing competence among undergraduate students. A descriptive case study was conducted by evaluation of four implemented programs by the author. All programs were conducted with students majoring in nursing and healthcare, where the researcher was a program director, professor, or facilitator. These programs were analyzed in terms of students' needs assessment, program design, and implementation and evaluation factors. The concept and composition of global nursing competence, identified within previous studies, were deemed appropriate in all of our programs. Program composition varied from curricular to extracurricular domains. During the implementation phase, some of the programs included non-Korean students to improve cultural diversity and overcome language barriers. Qualitative and quantitative surveys were conducted to assess program efficacy. Data triangulation from students' reflective journals was examined. Additionally, students' awareness regarding changes within global health nursing, improved critical thinking, cultural understanding, and global leadership skills were investigated pre- and post-program implementation. The importance of identifying students' needs regarding global nursing competence when developing appropriate curricula is discussed.
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Affiliation(s)
- Sun-Joo Kang
- School of Nursing, Cheju Halla University , Jeju-si , Republic of Korea
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Knecht JG, Fischer B. Undergraduate Nursing Students’ Experience of Service-Learning: A Phenomenological Study. J Nurs Educ 2015; 54:378-84. [DOI: 10.3928/01484834-20150617-04] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2014] [Accepted: 03/31/2015] [Indexed: 11/20/2022]
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32
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Hwang SY, Kim JS, Ahn H, Kang SJ. Development and Effect of a Global Health Capacity Building Program for Nursing Students. ACTA ACUST UNITED AC 2015. [DOI: 10.12799/jkachn.2015.26.3.209] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Affiliation(s)
| | - Jin Sun Kim
- Department of Nursing, Chosun University, Gwangju, Korea
| | - Hyunmi Ahn
- Department of Nursing, Korean Bible University, Seoul, Korea
| | - Sun Joo Kang
- School of Nursing, Cheju Halla University, Jeju, Korea
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