1
|
Abarca-Brown G. Structuralizing Culture: Multicultural Neoliberalism, Migration, and Mental Health in Santiago, Chile. Cult Med Psychiatry 2024:10.1007/s11013-024-09858-4. [PMID: 38782866 DOI: 10.1007/s11013-024-09858-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 04/04/2024] [Indexed: 05/25/2024]
Abstract
The arrival of Afro-descendant migrants, mainly from Haiti and the Dominican Republic, has led to the emergence of new discourses on migration, multiculturalism, and mental health in health services in Chile since 2010. In this article, I explore how mental health institutions, experts, and practitioners have taken a cultural turn in working with migrant communities in this new multicultural scenario. Based on a multisited ethnography conducted over 14 months in a neighbourhood of northern Santiago, I focus on the Migrant Program-a primary health care initiative implemented since 2013. I argue that health practitioners have tended to redefine cultural approaches in structural terms focusing mainly on class aspects such poverty, social stratification, and socioeconomic inequalities. I affirm that this structural-based approach finds its historical roots in a political and ideological context that provided the conditions for the development of community psychiatry experiences during the 1960s and 1970s, as well as in multicultural and gender policies promoted by the state since the 1990s. This case reveals how health institutions and practitioners have recently engaged in debates on migration and intersectionality from a structural approach in Chile.
Collapse
Affiliation(s)
- Gabriel Abarca-Brown
- Center for Culture and the Mind (CULTMIND), Department of English, Germanic and Romance Studies (ENGEROM), University of Copenhagen, Emil Holms Kanal 6, 2300, Copenhagen, Denmark.
- Universidad Diego Portales, Santiago, Chile.
| |
Collapse
|
2
|
Soleimani M, Yarahmadi S. Cultural competence in critical care nurses and its relationships with empathy, job conflict, and work engagement: a cross-sectional descriptive study. BMC Nurs 2023; 22:113. [PMID: 37046274 PMCID: PMC10091659 DOI: 10.1186/s12912-023-01285-x] [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: 11/22/2022] [Accepted: 04/01/2023] [Indexed: 04/14/2023] Open
Abstract
BACKGROUND Cultural competence is more important than ever for nurses today; therefore, it may be helpful to learn more about it and examine how it relates to empathy, job conflict, and work engagement. The purpose of this study was to determine (a) the level of cultural competence, empathy, job conflict, and work engagement; (b) the relationship between cultural competence, demographic information, and main variables; (c) the predictors of cultural competence among critical care nurses. METHODS A multicenter, descriptive cross-sectional study was conducted in Iran from August to October 2022. Through convenience sampling, 153 critical care nurses from three hospitals participated. The research tool consisted of five parts: Demographic information questionnaire, Cultural Competence Questionnaire, Jefferson Scale Empathy, Dobrin Job Conflict, and Utrecht Work Engagement, which were collected by paper self-report. Descriptive statistics, the correlation between variables, and linear regression were used to analyze the data. RESULTS Among critical care nurses (response rate 79.27%), the mean (SD) scores for cultural competence, empathy, job conflict, and work engagement were 74.05 (7.96), 83.44 (29.17), 11.00 (2.38), and 43.69 (16.33), respectively. There was a significant correlation between cultural competence and age (r = 0.46, p = 0.001), marital status (r = 0.27, p = 0.004), academic degree (r = 0.44, p = 0.001), work experiences (r = 0.43, p = 0.001), empathy (r = 0.50, p = 0.001), and job conflict (r=-0.16, p = 0.049). Academic degree (β = 0.36, p < 0.001) and empathy (β = 0.26, p < 0.001) were significant explanatory variables that predict cultural competence. CONCLUSION In Iranian critical care nurses, cultural competence and job conflict were moderate, empathy was good, and work engagement was poor. There was a significant relationship between cultural competence, age, marital status, academic degree, work experiences, empathy, and job conflict. Academic degree and empathy predict cultural competence.
Collapse
Affiliation(s)
- Mohsen Soleimani
- Nursing Care Research Center, Semnan University of Medical Sciences, Semnan, Iran
| | - Sajad Yarahmadi
- Student Research Committee, Semnan University of Medical Sciences, Semnan, Iran.
- Social Determinant of Health Research Center, School of Nursing & Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran.
| |
Collapse
|
3
|
Lie Ken Jie C, Finn YF, Bish M, Carlson E, Kumlien C, Chan EA, Leung DY. Mechanisms Driving Postgraduate Health and Social Science Students' Cultural Competence: An Integrated Systematic Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:1707-1721. [PMID: 35476677 PMCID: PMC9592147 DOI: 10.1097/acm.0000000000004714] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
PURPOSE The COVID-19 pandemic revealed a global urgency to address health care provision disparities, which have largely been influenced by systematic racism in federal and state policies. The World Health Organization recommends educational institutions train clinicians in cultural competence (CC); however, the mechanisms and interacting social structures that influence individuals to achieve CC have received little attention. This review investigates how postgraduate health and social science education approaches CC and how it accomplishes (or not) its goals. METHOD The authors used critical realism and Whittemore and Knafl's methods to conduct a systematic integrated review. Seven databases (MEDLINE, CINAHL, PsycINFO, Scopus, PubMed, Web of Science, and ERIC) were searched from 2000 to 2020 for original research studies. Inclusion criteria were: the use of the term "cultural competence" and/or any one of Campinha-Bacote's 5 CC factors, being about postgraduate health and/or social science students, and being about a postgraduate curriculum or a component of it. Thematic analysis was used to reveal the mechanisms and interacting social structures underlying CC. RESULTS Thirty-two studies were included and 2 approaches to CC (themes) were identified. The first theme was professionalized pedagogy, which had 2 subthemes: othering and labeling. The second theme was becoming culturally competent, which had 2 subthemes: a safe CC teaching environment and social interactions that cultivate reflexivity. CONCLUSIONS CC conceptualizations in postgraduate health and social science education tend to view cultural differences as a problem and CC skills as a way to mitigate differences to enhance patient care. However, this generates a focus on the other, rather than a focus on the self. Future research should explore the extent to which insight, cognitive flexibility, and reflexivity, taught in safe teaching environments, are associated with increasing students' cultural safety, cultural humility, and CC.
Collapse
Affiliation(s)
- Christopher Lie Ken Jie
- C. Lie Ken Jie is a medical student, School of Medicine, College of Medicine, Nursing and Health Sciences, National University of Ireland, Galway, Galway, Ireland
| | - Yvonne F. Finn
- Y.F. Finn is a lecturer, clinical skills and clinical methods, School of Medicine, and vice dean for internationalization, College of Medicine, Nursing and Health Sciences, National University of Ireland, Galway, Galway, Ireland; ORCID: https://orcid.org/0000-0002-9935-8453
| | - Melanie Bish
- M. Bish is associate professor, associate head, and director of academic partnerships, La Trobe Rural Health School, La Trobe University, Bendigo, Victoria, Australia; ORCID: https://orcid.org/0000-0003-4305-6760
| | - Elisabeth Carlson
- E. Carlson is professor, Department of Care Science, Faculty of Health and Society, Malmö University, Malmö, Sweden; ORCID: https://orcid.org/0000-0003-0077-9061
| | - Christine Kumlien
- C. Kumlien is professor and vice dean, Department of Care Science, Faculty of Health and Society, Malmö University, and Department of Cardiothoracic and Vascular Surgery, Skåne University Hospital, Malmö, Sweden; ORCID: https://orcid.org/0000-0002-1437-5060
| | - E. Angela Chan
- E.A. Chan is associate professor and associate head of undergraduate education, School of Nursing, The Hong Kong Polytechnic University, Kowloon, Hong Kong; ORCID: https://orcid.org/0000-0003-4411-6200
| | - Doris Y.L. Leung
- D.Y.L. Leung is adjunct assistant professor, School of Nursing, The Hong Kong Polytechnic University, Kowloon, Hong Kong; ORCID: https://orcid.org/0000-0002-9636-3118
| |
Collapse
|
4
|
Segalovich J, Dahan S, Levi G, Segev R. Cultural Competence of Mental Health Nurses in Israel. J Psychosoc Nurs Ment Health Serv 2022; 60:33-39. [PMID: 35522936 DOI: 10.3928/02793695-20220428-03] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Israel's diverse culture presents challenges to the nation's health care system; lack of culturally appropriate care adversely affects overall quality of care. Therefore, cultural competence needs strengthening, especially among mental health nurses, for whom communication is the essence of treatment. The current study aimed to examine and evaluate the degree of cultural competence of mental health nurses in Israel. We sought to determine whether demographic variables, such as age, sex, and other characteristics, have effects on cultural competence. This study used a structured self-report questionnaire to survey 107 Israeli mental health nurses about their perceptions of their own cultural competence. Most participants attributed great importance to sociocultural aspects of patient care (mean score = 4, SD = 0.628) and were knowledgeable, but a majority (mean score = 3, SD = 0.83) reported difficulties implementing their knowledge during treatment. Cultural knowledge and awareness correlated with personal characteristics, such as sex and country of origin. There were gaps between cultural knowledge and the ability to apply existing knowledge in practice. A need exists not only for ongoing training in and maintenance of cultural knowledge, but also for tools to implement culturally appropriate care. [Journal of Psychosocial Nursing and Mental Health Services, xx(xx), xx-xx.].
Collapse
|
5
|
Geleta BA, Radie YT, Areri HA. Exploring cultural competence of nurses and associated barriers in Ethiopian tertiary hospitals: A qualitative study. Appl Nurs Res 2021; 62:151511. [PMID: 34815007 DOI: 10.1016/j.apnr.2021.151511] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2020] [Revised: 09/25/2021] [Accepted: 10/03/2021] [Indexed: 11/25/2022]
Abstract
BACKGROUNDS Cultural diversities in both patients and health professionals possess difficulties in cultural care. Such cultural diversities can lead to culturally inappropriate care and health disparities. Delivering culturally competent nursing care is a powerful tool to provide care equally for all patients and eliminate health disparities among culturally diverse people. The present study aimed to explore the cultural competence of nurses and associated barriers in Ethiopian tertiary hospitals. METHODS The study was conducted on eight purposively selected key informants from March 1 to April 30, 2018. Data was collected using semi-structured questions through face to face in-depth interview. The collected data analyzed using thematic analysis and presented in the form of text and table. RESULTS Eight (n = 3 females and n = 5 males) participants were involved in the study. After extensive analysis, four themes emerged: cultural competence, linguistic competence, cultural competence education and training, and barriers to cultural competence. Another six subthemes of barriers encountered by participants identified and consisted of the language barrier, trained interpreter and translator limitation, lack of knowledge of the patient's culture, lack of multicultural nursing workforce, and shortage of nursing staff, cultural and linguistic stereotypes. CONCLUSIONS Nurses less focused on cultural aspects of patients, and they focused more on biological factors and patients' disease. Interestingly, they expressed respect for the cultural and religious practice of patients and showed an interest to learn about cultural care nursing. Cultural competence of participants was hindered by several barriers that need nurses to overcome it.
Collapse
Affiliation(s)
- Bonsa Amsalu Geleta
- Department of Nursing, College of Public Health and Medical Science, Mettu University, Ethiopia.
| | - Yosief Tsige Radie
- School of Nursing and Midwifery, College of Health Sciences, Addis Ababa University, Ethiopia.
| | - Habtamu Abera Areri
- School of Nursing and Midwifery, College of Health Sciences, Addis Ababa University, Ethiopia
| |
Collapse
|
6
|
Cultural Awareness in Nursing: Concept Analysis Using Rodgers’ Evolutionary Approach. JOURNAL OF RESEARCH DEVELOPMENT IN NURSING AND MIDWIFERY 2021. [DOI: 10.52547/jgbfnm.18.1.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/21/2023] Open
|
7
|
English-As-A-Second-Language (ESL) Nursing Students' Academic Integration: A Review of Literature. Nurs Educ Perspect 2021; 42:152-156. [PMID: 33861530 DOI: 10.1097/01.nep.0000000000000731] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
AIM The purpose of this literature review is to provide nurse educators with the evidence necessary to support future research and expansion of programs for English-as-a-second-language (ESL) nursing students. BACKGROUND Nursing education has expanded significantly in response to the Institute of Medicine's 2010 call for an increase in the number of baccalaureate-prepared nurses. The demographics of nursing students have also grown to include those who are ethnically and linguistically diverse. This literature review presents a robust compilation of evidence providing insight into the integration experience of nursing students from diverse cultural and language backgrounds. METHOD Peer-reviewed articles, along with other seminal sources, were identified. RESULTS The evidence highlights student challenges with academic language, cultural stressors, and faculty support. CONCLUSION Findings indicate that ESL nursing students experience challenges with academic integration. Future research can provide insight into how these students navigate specific learning environments.
Collapse
|
8
|
Üzar‐Özçetin YS, Tee S. A PRISMA‐Drıven Systematıc Revıew for Determınıng Cross‐Cultural Mental Health Care. Int J Nurs Knowl 2020; 31:150-159. [DOI: 10.1111/2047-3095.12273] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2019] [Revised: 12/05/2019] [Accepted: 12/15/2019] [Indexed: 11/30/2022]
Affiliation(s)
| | - Stephen Tee
- Faculty of Health and Social Sciences, The Business SchoolBournemouth University Poole UK
| |
Collapse
|
9
|
Xiao LD, Ullah S, Morey W, Jeffers L, De Bellis A, Willis E, Harrington A, Gillham D. Evaluation of a nurse-led education program to improve cross-cultural care for older people in aged care. NURSE EDUCATION TODAY 2020; 87:104356. [PMID: 32058884 DOI: 10.1016/j.nedt.2020.104356] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2019] [Revised: 12/02/2019] [Accepted: 01/27/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND Cultural diversity is significant in aged care facilities. Registered nurses play a leading role in the care setting. Nurse-led education interventions to improve the cultural competence of aged care workers are in high demand. AIM The aims of the study were to evaluate the effect of a nurse-led cross-cultural care program on cultural competence of Australian and overseas-born care workers. DESIGN A pre- and post-evaluation design and a sub-group analysis. SETTINGS AND PARTICIPANTS This study was undertaken in four large-sized aged care facilities in Australia. Direct care workers were invited to participate in the study. METHODS The intervention lasted 12 months. Data were collected at baseline, 6 months and 12 months using the Clinical Cultural Competency Questionnaire and site champion reports. One-way ANOVA was applied to determine the changes of outcomes over time for the whole group. A mixed effect linear regression model was applied in the sub-group analyses to compare the differences of outcomes between the Australian-born and overseas-born groups. RESULTS One hundred and thirteen staff participated in the study including Australian-born (n = 62) and overseas-born (n = 51). Registered nurses were trained as site champions to lead the program. The results showed a statistically significant increase in participants' scores in Knowledge (p = .000), Skills (p = .000), Comfort Level (p = .000), Importance of awareness (p = .01) and Self-Awareness (p = .000) in a 12-month follow-up. The increased scores in the Skills (p = .02) and Comfort Level (p = .001) were higher in the Australian-born group compared to the overseas-born group. The results also showed a statistically significant increase in participants' overall satisfaction scores with the program at 12 months (p = .009). The overseas-born group demonstrated a higher score in Desire to Learn More (p = .016) and Impact of the Program on Practice (p = .014) compared to the Australian-born group. CONCLUSION A nurse-led cross-cultural care program can improve aged care workers' cultural competence.
Collapse
Affiliation(s)
- Lily Dongxia Xiao
- College of Nursing and Health Sciences, Flinders University, Australia.
| | - Shahid Ullah
- South Australian Health and Medical Research Institute, Australia.
| | - Wendy Morey
- Workforce Development and Governance, Resthaven Inc., Australia.
| | - Lesley Jeffers
- Aged Care Management Australia, Aged Care Research and Development National Office, Australia.
| | - Anita De Bellis
- College of Nursing and Health Sciences, Flinders University, Australia.
| | - Eileen Willis
- College of Nursing and Health Sciences, Flinders University, Australia.
| | - Ann Harrington
- College of Nursing and Health Sciences, Flinders University, Australia.
| | - David Gillham
- College of Nursing and Health Sciences, Flinders University, Australia.
| |
Collapse
|
10
|
Wahlström E, Harder M, Granlund M, Holmström IK, Larm P, Golsäter M. School nurses' self-assessed cultural competence when encountering children of foreign origin: A cross-sectional study. Nurs Health Sci 2019; 22:226-234. [PMID: 31729131 DOI: 10.1111/nhs.12663] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2019] [Revised: 09/30/2019] [Accepted: 10/20/2019] [Indexed: 11/28/2022]
Abstract
The purpose of this study was to investigate associations between school nurses' self-assessed cultural competence in health visits with children of foreign origin and demographic variables, by using a cross-sectional design. A Web-based questionnaire assessing cultural competence and demographic variables was distributed to a nationally representative sample (n = 816) of school nurses in Sweden. Data were analyzed using regression analysis. School nurses assessed themselves as culturally aware and moderately culturally competent, but not as culturally knowledgeable, culturally skilled, or comfortable in cultural encounters. Cultural competence was related to education in cultural diversity, how often nurses encounter children of foreign origin, and nurses' country of origin. In total, these variables explained 23.6% of the variation in school nurses' cultural competence. Because school nurses regard themselves as moderately culturally competent, a foundation for promoting children's health on equal terms in school health care exists. However, education in cultural diversity combined with other additional strategies is needed to further strengthen school nurses' cultural knowledge, skills, and comfort level in encounters with children of foreign origin.
Collapse
Affiliation(s)
- Emmie Wahlström
- School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden
| | - Maria Harder
- School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden
| | - Mats Granlund
- School of Health and Welfare, Jönköping University, Jönköping, Sweden
| | - Inger K Holmström
- School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden.,Department of Public Health and Caring Sciences, Uppsala University, Uppsala, Sweden
| | - Peter Larm
- School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden
| | - Marie Golsäter
- School of Health and Welfare, Jönköping University, Jönköping, Sweden.,Child Health Services and Futurum, Region Jönköping County, Jönköping, Sweden
| |
Collapse
|
11
|
Liang HF, Wu KM, Hung CC, Wang YH, Chen YC. Evaluation of nursing students’ perceptions of their cultural care competency: A mixed method study in Taiwan. Nurse Educ Pract 2019; 41:102639. [DOI: 10.1016/j.nepr.2019.102639] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2018] [Revised: 11/12/2018] [Accepted: 10/08/2019] [Indexed: 11/17/2022]
|
12
|
Hultsjö S, Bachrach-Lindström M, Safipour J, Hadziabdic E. "Cultural awareness requires more than theoretical education" - Nursing students' experiences. Nurse Educ Pract 2019; 39:73-79. [PMID: 31421291 DOI: 10.1016/j.nepr.2019.07.009] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2018] [Revised: 06/03/2019] [Accepted: 07/16/2019] [Indexed: 11/29/2022]
Abstract
Cultural awareness in healthcare providers is considered one of the most important factors in improving the efficiency and quality of care in a diverse population. Thus, education in cultural awareness needs to be an essential component in nursing education. This study, which uses a qualitative design, aimed to investigate cultural awareness in nursing students in Sweden. Focus groups were used to collect data from 12 students. Three categories were identified as follows after qualitative data analysis of the interviews: 1) desire to learn, 2) learning by doing and 3) caring beyond boundaries. The result clearly indicates that students are willing to learn more about how to care for people with different cultural backgrounds. However, this learning is not always available in official lecture-based education. In fact, most awareness about cultural aspects of healthcare is developed from practice and informal education. Finally, the result also revealed the importance of nurses being able to see the individual beyond the culture, and being aware of their own prejudice. In conclusion, education offers limited opportunities for nursing students to become culturally aware. Nursing education can be improved by strengthening both theoretical and practical tasks involving cultural awareness.
Collapse
Affiliation(s)
- Sally Hultsjö
- Department of Psychiatry, Jönköping, Ryhov County Council, and Department of Medical and Health Sciences, Linköping University, Linköping, Sweden; Department of Medical and Health Sciences, Linköping University, Linköping, Sweden.
| | | | - Jalal Safipour
- Department of Health and Caring Science, Faculty of Health and Life Sciences, Linnaeus University, Sweden
| | - Emina Hadziabdic
- Department of Health and Caring Science, Faculty of Health and Life Sciences, Linnaeus University, Sweden
| |
Collapse
|
13
|
Culturally Congruent Evidence-Based Practice in an International Outreach Course for Prelicensure Nursing Students. Nurs Educ Perspect 2019; 40:309-311. [PMID: 31335493 DOI: 10.1097/01.nep.0000000000000555] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
The PICO (Population/Problem, Intervention, Comparison, Outcome) framework is widely accepted for posing evidence-based practice questions. This framework offers prelicensure nursing students a structured process for synthesizing nursing knowledge with the best available evidence to make decisions for practice. However, students in an international outreach course may find that evidence-based practice is not available in-country; furthermore, it may not be congruent with a population's culture. Faculty guidance helps students enrolled in international outreach courses to integrate cultural competence into the PICO structure. A case study illustrates how the framework was applied during an undergraduate nursing outreach course to Nicaragua.
Collapse
|
14
|
Barzykowski K, Majda A, Przyłęcki P, Szkup M. The Cross-Cultural Competence Inventory: Validity and psychometric properties of the Polish adaptation. PLoS One 2019; 14:e0212730. [PMID: 30845146 PMCID: PMC6405162 DOI: 10.1371/journal.pone.0212730] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2018] [Accepted: 02/10/2019] [Indexed: 11/18/2022] Open
Abstract
Background Due to changes in Polish society resulting from a significant inflow of immigrants to Poland, the need to develop the cultural competences of various professional groups who have contact with immigrants in their work has increased. These groups should include healthcare professionals, especially because of the significant increase in the number of culturally diverse patients. Therefore, medical education in Poland has had to rapidly adapt to this novel situation. For instance, the teaching process should be now more focused on the development and evaluation of the cultural competences of prospective health care workers. However, there is still a lack of standardized, valid and reliable instruments to assess cross-cultural competences among healthcare professionals. The purpose of the present paper was to describe, for the first time, the translation, adaptation, and psychometric evaluation of the Polish version of the Cross-Cultural Competence Inventory. Methods Across two studies, we examined psychometric properties of the Cross-Cultural Competence Inventory (CCCI) such as reliability (i.e. internal consistency, test-retest reliability, factor structure) and validity (i.e. theoretical, criteria, convergent). In the first study, 408 participants (75% were healthcare professionals) completed the Polish version of the CCCI and the Positive/Negative Attitude Towards Culturally Divergent People Questionnaire. In the second study, 317 participants (97% were healthcare professionals) completed the CCCI twice, with an interval of at least 22 days. In addition, across two study sessions, participants completed questionnaires constructed to measure (a) cultural intelligence, (b) need for cognitive closure, (c) emphatic sensitiveness, (d) emotional intelligence, (e) self-esteem, (f) social desirability, and (g) personality. Finally, to additionally examine the theoretical validity, 36 professional cross-cultural competence trainers completed the CCCI during a one-session study. Results Our findings confirm the reliability and validity of the CCCI. More precisely, in study 1 we proved the theoretical validity and reliability (i.e. internal consistency) of the CCCI. While the assumed structure did not fit the data well, all items were significantly related to the general factor, thus providing strong support for the usage of the total score of the CCCI. In study 2, we additionally estimated the test-retest reliability and theoretical, criterion and convergent validity. Across two studies we were able to successfully confirm these psychometric properties. The reliability was satisfactory and ranged from .83 to .86. We also observed a high and significant positive correlation between CCCI and the Cultural Intelligence Scale, which measures a concept similar to the one measured by CCCI. In addition, a significant relationship between intercultural competences (CCCI) and other variables such as personality, empathic sensitivity, emotional intelligence, self-esteem (positive correlations) and the need for cognitive closure (mainly negative correlation) were demonstrated. Conclusions The obtained results support the usage of the CCCI questionnaire in scientific research, such as, for example, among healthcare professionals (nurses, doctors) and students of medical fields (nursing, medicine).
Collapse
Affiliation(s)
- Krystian Barzykowski
- Applied Memory Research Laboratory, Institute of Psychology, Jagiellonian University, Kraków, Poland
- * E-mail:
| | - Anna Majda
- Faculty of Health Sciences, Institute of Nursing and Midwifery, Jagiellonian University Medical College, Kraków, Poland
| | - Paweł Przyłęcki
- Faculty of Health Sciences, Department of Sociology, Medical University of Lodz, Łódź, Poland
| | - Małgorzata Szkup
- Department of Nursing, Pomeranian Medical University in Szczecin, Szczecin, Poland
| |
Collapse
|
15
|
Veliz-Rojas L, Bianchetti-Saavedra AF, Silva-Fernández M. [Intercultural skills in primary health care: a challenge for higher education in contexts of cultural diversity]. CAD SAUDE PUBLICA 2019; 35:e00120818. [PMID: 30652816 DOI: 10.1590/0102-311x00120818] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2018] [Accepted: 09/24/2018] [Indexed: 11/22/2022] Open
Abstract
Contemporary society is marked by four interconnected phenomena leading to the need to develop intercultural skills in the framework of primary care: migratory movements, different ethnic groups, cultural diversity, and social and cultural construction of the Western medical system. The multicultural reality of the contexts in which primary care is practiced requires integrative theoretical models that allow understanding this reality in order to provide timely, high-quality care that is pertinent to the respective communities, considering the existing diversity. It is thus necessary to implement and teach intercultural skills for health care teams and students, allowing to sustain such care from a holistic perspective. Educational interventions in intercultural skills should be conducted from a comprehensive, integrative, and cross-disciplinary perspective that allows intervening in attitudes, feelings, social behaviors, and cultural agendas at the individual, institutional, and social levels. The current essay aims to reflect on the importance of learning and developing such skills in primary care teams, meanwhile producing a list of strategies that allow acquiring these skills in basic training, with the understanding that skills are the result of experiences and can change during the process.
Collapse
|
16
|
Wang Y, Xiao LD, Yan P, Wang Y, Yasheng A. Nursing students' cultural competence in caring for older people in a multicultural and developing region. NURSE EDUCATION TODAY 2018; 70:47-53. [PMID: 30145534 DOI: 10.1016/j.nedt.2018.08.012] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/26/2017] [Revised: 06/17/2018] [Accepted: 08/10/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Health disparities exist among different cultural groups in a multicultural society. Older people from minority groups usually face greater challenges in accessing and utilizing healthcare services due to language barriers, low levels of health literacy and cognitive impairment. OBJECTIVES The aims of this study were to measure nursing students' cultural competence in the context of caring for older people from diverse cultural backgrounds and explore associated factors affecting their cultural competence in order to inform curriculum design in Xinjiang, China. DESIGN A cross-sectional study design. SETTINGS The study was undertaken in the School of Nursing, Xinjiang Medical University, Xinjiang Uygur Autonomous Region, China. PARTICIPANTS Students enrolled in a 4-year Bachelor of Nursing Program. METHODS Students' cultural competence was measured using a validated Chinese version of Cross-cultural Care Questionnaire. Data were collected using a self-administered survey. RESULTS The number of students in the survey was 677. Of those students, 59.5% of them were from an ethnic group other than Han Chinese. A higher proportion of students from ethnic groups, other than Han Chinese, were able to fluently speak a language other than Chinese and used this language in their study and daily lives. Nursing students demonstrated low scores in knowledge, skills and encounters subscales for cultural competence, but had a relatively high score in awareness across all academic years. Findings from students' responses to open-ended questions reveal the need to integrate cross-cultural care and gerontological care into the nursing curricula and support students to apply gerontological knowledge to practice in clinical placements. CONCLUSIONS Nursing students enrolled in a 4-year Bachelor degree program in a multicultural and less developed region demonstrated lower scores on cultural competence and recognized the need to develop crosscultural and gerontological competencies.
Collapse
Affiliation(s)
- Yanru Wang
- School of Nursing, Xinjiang Medical University, Urumqi, Xinjiang, China
| | - Lily Dongxia Xiao
- College of Nursing and Health Sciences, Flinders University, Adelaide, South Australia, Australia.
| | - Ping Yan
- School of Nursing, Xinjiang Medical University, Urumqi, Xinjiang, China
| | - Yun Wang
- School of Nursing, Xinjiang Medical University, Urumqi, Xinjiang, China
| | - Ayiguli Yasheng
- School of Nursing, Xinjiang Medical University, Urumqi, Xinjiang, China
| |
Collapse
|
17
|
Distance Learning Teaching Strategies in Registered Nurse to Baccalaureate Nurse Programs: Advancing Cultural Competence of Registered Nurses in Providing End-of-Life Care. TEACHING AND LEARNING IN NURSING 2018. [DOI: 10.1016/j.teln.2018.03.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
|
18
|
Chen HC, Jensen F, Measom G, Nichols ND. Evaluating Student Cultural Competence in an Associate in Science in Nursing Program. TEACHING AND LEARNING IN NURSING 2018. [DOI: 10.1016/j.teln.2018.03.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
|
19
|
Sattler V, Burduli E, Smart D, Barbosa-Leiker C. Exploratory Factor Analysis of the Caffrey Cultural Competency in Health Care Scale. J Nurs Meas 2018; 26:186-200. [DOI: 10.1891/1061-3749.26.1.186] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Background and Purpose:The purpose of this study was to psychometrically analyze the Caffrey Cultural Competence in Healthcare Scale (CCCHS), a scale that measures self-assessed cultural competency of nursing students participating in international immersion experiences during their nursing curriculum.Methods:A sample of 105 health professions students completed the CCCHS. Inter-item correlations, exploratory factor analysis (EFA), and Cronbach’s α were used to examine validity and reliability. Results: Results indicated that items were positively related. A 1-factor model of the CCCHS was found in which all items loaded onto a single factor at ≥ .30, except two items dealing with national policy, which may not be a component of cultural competence.Conclusion:The CCCHS was internally consistent (α = .93) and is a valid and reliable scale consisting of a unidimensional factor.
Collapse
|
20
|
Chen HC, Jensen F, Measom G, Bennett S, Nichols ND, Wiggins L, Anderton A. Factors Influencing the Development of Cultural Competence in Undergraduate Nursing Students. J Nurs Educ 2018; 57:40-43. [DOI: 10.3928/01484834-20180102-08] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2017] [Accepted: 07/11/2017] [Indexed: 11/20/2022]
|
21
|
Almutairi AF, Adlan AA, Nasim M. Perceptions of the critical cultural competence of registered nurses in Canada. BMC Nurs 2017; 16:47. [PMID: 28824334 PMCID: PMC5558749 DOI: 10.1186/s12912-017-0242-2] [Citation(s) in RCA: 31] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2017] [Accepted: 08/07/2017] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Cultural diversity often leads to misunderstandings, clashes, conflicts, ethnocentrism, discrimination, and stereotyping due to the frequent intersection of many variables, such as differences in traditions, behaviours, ethical and moral perspectives, conceptions of health and illness, and language barriers. The root of the issue is related to the way people conceptualise differences and the unique cultural and historical circumstances that have shaped different groups' heritages. In this study, therefore, we aimed to investigate the perceptions of critical cultural competence (CCC) of registered nurses working in various hospitals across the province of British Columbia, Canada. METHOD Data were collected using Almutairi's Critical Cultural Competence Scale (CCC Scale) with a random sample of 170 registered nurses. This scale measures four essential multidimensional components of the CCC model: critical awareness, critical knowledge, critical skills, and critical empowerment. Data were analysed using descriptive and inferential statistics (Kruskal-Wallis test). RESULTS The data revealed that participants' perceptions of CCC were positive with a mean score of 5.22 out of 7.00 for the total number of items (n = 43) and a standard deviation of 0.54. The mean scores for the CCC subscales ranged from 4.76 (for critical skills) to 5.42 (for critical empowerment). The results indicated a statistical difference in CCC perceptions based on participants' age and country of birth with p = 0.05 < 0.05 and 0.029 < 0.05, respectively. CONCLUSION Nurses' age (experience) and country of birth may influence their perceptions of CCC as gaining cultural competence requires exposure to caring for patients from various cultures and countries, and is associated with cultural knowledge and awareness. Therefore, this finding reveals that healthcare organizations must provide ongoing cultural education programs to increase their nursing staff's level of cultural competence so they are better able to deal with the difficulties that might arise during cross-cultural interactions.
Collapse
Affiliation(s)
- Adel F Almutairi
- King Abdullah International Medical Research Center (KAIMRC), Riyadh, Saudi Arabia.,King Saud Bin Abdulaziz University of Health Sciences, Ministry of National Guard - Health Affairs, Riyadh, Saudi Arabia.,University of British Columbia, Vancouver, Canada
| | - Abdallah A Adlan
- King Abdullah International Medical Research Center (KAIMRC), Riyadh, Saudi Arabia.,King Saud Bin Abdulaziz University of Health Sciences, Ministry of National Guard - Health Affairs, Riyadh, Saudi Arabia
| | - Maliha Nasim
- King Abdullah International Medical Research Center (KAIMRC), Riyadh, Saudi Arabia.,King Saud Bin Abdulaziz University of Health Sciences, Ministry of National Guard - Health Affairs, Riyadh, Saudi Arabia
| |
Collapse
|
22
|
Eche IJ, Aronowitz T. Evaluating Cultural Competence of Pediatric Oncology Nurses at a Teaching Hospital: A Pilot Study. J Pediatr Oncol Nurs 2017; 34:422-426. [PMID: 28660797 DOI: 10.1177/1043454217713452] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
This cross-sectional descriptive study evaluated registered nurses’ self-ratings of cultural competence on the hematology/oncology unit at a large Northeastern urban children’s hospital. The Inventory for Assessing the Process of Cultural Competence among Healthcare Professionals was used to measure 5 constructs of cultural competence. The study findings show that there were significant correlations between the knowledge and skill subscales (ρ = .57, P < .001) and the knowledge and desire subscales (ρ = .42, P < .05). The highest mean among the 5 subscales was cultural desire (mean = 15.5), indicating that nurses were motivated to engage in the process of becoming culturally competent. The lowest mean among the 5 subscales was cultural knowledge (mean = 11.2), followed by cultural skill (mean = 11.8), indicating that nurses did not perceive themselves to be well informed in these areas. The findings from this pilot study suggest that nurses on this pediatric oncology unit are most likely to possess cultural desire and cultural awareness, but there is certainly opportunity to engage and educate the staff. Targeted interventions to improve cultural competence on this inpatient unit are being explored and a larger scale study is being planned to assess the cultural competence of nurses across the hospital.
Collapse
|
23
|
Watts KJ, Meiser B, Zilliacus E, Kaur R, Taouk M, Girgis A, Butow P, Goldstein D, Hale S, Perry A, Aranda SK, Kissane DW. Communicating with patients from minority backgrounds: Individual challenges experienced by oncology health professionals. Eur J Oncol Nurs 2017; 26:83-90. [DOI: 10.1016/j.ejon.2016.12.001] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2016] [Revised: 11/23/2016] [Accepted: 12/02/2016] [Indexed: 12/01/2022]
|
24
|
Cruz JP, Colet PC, Bashtawi MA, Mesde JH, Cruz CP. Psychometric evaluation of the Cultural Capacity Scale Arabic version for nursing students. Contemp Nurse 2016; 53:13-22. [DOI: 10.1080/10376178.2016.1255153] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Jonas Preposi Cruz
- Nursing Department, College of Applied Medical Sciences, Shaqra University, Al Dawadmi, Saudi Arabia
| | - Paolo C. Colet
- Nursing Department, College of Applied Medical Sciences, Shaqra University, Al Dawadmi, Saudi Arabia
| | - Meshrif Ahmed Bashtawi
- Nursing Department, College of Applied Medical Sciences, Shaqra University, Al Dawadmi, Saudi Arabia
| | - Jennifer H. Mesde
- Nursing Department, College of Applied Medical Sciences, Shaqra University, Al Dawadmi, Saudi Arabia
| | - Charlie P. Cruz
- Medical Laboratory Science Program, University of Wyoming, Casper, WY 82601, USA
| |
Collapse
|
25
|
Cruz JP, Estacio JC, Bagtang CE, Colet PC. Predictors of cultural competence among nursing students in the Philippines: A cross-sectional study. NURSE EDUCATION TODAY 2016; 46:121-126. [PMID: 27636832 DOI: 10.1016/j.nedt.2016.09.001] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2016] [Revised: 08/16/2016] [Accepted: 09/05/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND With the continued emigration of Filipino nurses and increasing globalization, there is a need for globally competent nurses. Thus, the development of cultural competence among nursing students is critical in their preparation to assume their future responsibilities in the profession. OBJECTIVES This study investigated the predictors of cultural competence among nursing students in the Philippines. DESIGN This is a descriptive, cross-section study. PARTICIPANTS AND SETTING This study included 332 Bachelor of Science in nursing students in three nursing schools situated in the northern Philippines. METHODS The Cultural Capacity Scale was used to gather data from the respondents. The demographic characteristics and cultural background of the students were entered in a regression analysis to predict their cultural competence. FINDINGS The respondents manifested appreciably good cultural competence with a mean score of 68.98±11.73. The ability to understand the beliefs of various cultural groups received the highest mean of 3.65±0.86, while the ability to identify the care needs of patients with diverse cultural backgrounds received the lowest (mean, 3.31±0.74). Living in an environment with culturally diverse people, prior diversity training, being in the latter years of the nursing program, and with experience of caring for patients from diverse cultures and special population groups, were identified as predictors, accounting for 68.1% of the variance of cultural competence. CONCLUSIONS Nursing education should devise strategies to ensure future culturally competent Filipino nurses. Considering the fact that most of the Filipino nurses will potentially work overseas, they should be well prepared to provide competent care that is culturally sensitive.
Collapse
Affiliation(s)
- Jonas Preposi Cruz
- Nursing Department, College of Applied Medical Sciences, Shaqra University, Saudi Arabia.
| | - Joel C Estacio
- Midwifery Department, Institute of Community Health and Allied Medical Sciences, Don Mariano Marcos Memorial State University South Luzon Campus, La Union, Philippines
| | - Cristeta E Bagtang
- College of Nursing and Allied Health Programs, Union Christian College, La Union, Philippines
| | - Paolo C Colet
- Nursing Department, College of Applied Medical Sciences, Shaqra University, Saudi Arabia
| |
Collapse
|
26
|
Kuwano N, Fukuda H, Murashima S. Factors Affecting Professional Autonomy of Japanese Nurses Caring for Culturally and Linguistically Diverse Patients in a Hospital Setting in Japan. J Transcult Nurs 2016; 27:567-573. [DOI: 10.1177/1043659615587588] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Affiliation(s)
- Noriko Kuwano
- Oita University of Nursing and Health Sciences, Oita, Japan
| | - Hiromi Fukuda
- Oita University of Nursing and Health Sciences, Oita, Japan
| | - Sachiyo Murashima
- Oita University of Nursing and Health Sciences, Oita, Japan
- University of Tokyo, Tokyo, Japan
| |
Collapse
|
27
|
Repo H, Vahlberg T, Salminen L, Papadopoulos I, Leino-Kilpi H. The Cultural Competence of Graduating Nursing Students. J Transcult Nurs 2016; 28:98-107. [DOI: 10.1177/1043659616632046] [Citation(s) in RCA: 73] [Impact Index Per Article: 9.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Purpose: Cultural competence is an essential component in nursing. The purpose of this study was to evaluate the level of cultural competence of graduating nursing students, to identify associated background factors to cultural competence, and furthermore to establish whether teaching multicultural nursing was implemented in nursing education. Design: A structured Cultural Competence Assessment Tool was used in a correlational design with a sample of 295 nursing students in southern Finland. Findings and Conclusions: The level of cultural competence was moderate, and the majority of students had studied multicultural nursing. Minority background ( p = .001), frequency of interacting with different cultures ( p = .002), linguistic skills ( p = .002), and exchange studies ( p = .024) were positively associated to higher cultural competence. Implications for Practice: To improve cultural competence in students, nursing education should provide continuous opportunities for students to interact with different cultures, develop linguistic skills, and provide possibilities for internationalization both at home and abroad.
Collapse
Affiliation(s)
| | | | | | | | - Helena Leino-Kilpi
- University of Turku, Turku, Finland
- Turku University Hospital, Turku, Finland
| |
Collapse
|
28
|
An innovative service-learning project to develop cultural competency in undergraduate nursing students. TEACHING AND LEARNING IN NURSING 2016. [DOI: 10.1016/j.teln.2016.01.004] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
|
29
|
Hadziabdic E, Safipour J, Bachrach-Lindström M, Hultsjö S. Swedish version of measuring cultural awareness in nursing students: validity and reliability test. BMC Nurs 2016; 15:25. [PMID: 27087783 PMCID: PMC4832551 DOI: 10.1186/s12912-016-0146-6] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2015] [Accepted: 04/05/2016] [Indexed: 11/11/2022] Open
Abstract
Background Nearly 20 % of the Swedish population is foreign-born. Increased exposure of patients from diverse cultures means there is an urgent need to address their unique requirements and provide optimal health care to a diverse population. Nursing schools thus have an important goal of educating nurses to ensure they are culturally competent. Culturally competent care improves safety and equity for patients. To measure cultural awareness among nursing students in Sweden, the aim of this study was to translate, adapt and test the validity and reliability of the Swedish version of a cultural awareness scale which has not previously been tested. Methods A total of 158 nursing students from three universities in Sweden completed the 36-item questionnaire on cultural awareness. Verification of face and content validity and a translation/reverse translation process were first carried out. Results The results indicate that one item (no 13) caused weak reliability and validity, and therefore it was removed. The reliability test result (with 35 items) showed Cronbach’s Alpha ranged from 0.60 to 0.87. The Model ChiSq group fit for five factors was 50.44 (31.27–77.06; Df = 5; p < 0.001), and the RMSEA was 0.24 (C.I 95 % = 0.18–0.30). Conclusion The findings of the validity and reliability tests revealed that the CAS-scale for the 35 items is valid and reliable for use with Swedish nursing students. However, the CAS should be further tested in larger and more diverse samples of nursing students before being used in different socio-cultural settings.
Collapse
Affiliation(s)
- Emina Hadziabdic
- Department of Health and Caring Science, Faculty of Health and Life Sciences, Linnaeus University, 351 95 Växjö, Sweden
| | - Jalal Safipour
- Department of Health and Caring Science, Faculty of Health and Life Sciences, Linnaeus University, 351 95 Växjö, Sweden
| | | | - Sally Hultsjö
- Department of Nursing, School of Health Sciences, Box 1026, 551 11 Jönköping, Sweden ; Psychiatric Clinic, County Hospital Ryhov, 55185 Jönköping, Sweden
| |
Collapse
|
30
|
Oguz E, Alasehirli B, Demiryurek AT. Evaluation of the attitudes of the nurses related to rational drug use in Gaziantep University Sahinbey Research and Practice Hospital in Turkey. NURSE EDUCATION TODAY 2015; 35:395-401. [PMID: 25467715 DOI: 10.1016/j.nedt.2014.10.011] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/16/2014] [Revised: 09/27/2014] [Accepted: 10/21/2014] [Indexed: 06/04/2023]
Abstract
BACKGROUND AND OBJECTIVES This study aimed to evaluate the attitude of nurses about rational drug use in Gaziantep University Sahinbey Research and Practice Hospital. There are a limited number of studies available on this issue and no studies of this scale were conducted among the nurses in our region. DESIGN AND SETTING A questionnaire generated by the Rational Drug Use Unit of Turkish Ministry of Health General Directorate of Pharmaceuticals and Pharmacy was carried out to nurses. PARTICIPANTS The study was carried out to 162 nurses. METHODS The data obtained from nurses by questionnaire were determined as count, percentage and Chi-square test by SPSS statistical package program. RESULTS The most common type of medication error was giving the medicine at the wrong time. Medication errors were least common among the 36-50-year age group and with a professional experience of 11 years or longer. Nurses had the highest level of knowledge in the areas of drug administration routes and the intended use. The number of nurses reported having good/very good knowledge was higher with 4 to 10 years of professional experience and with a university degree. The nurses aged between 26 and 35 years and those with professional experience of 4 to 10 years provided drug information to patients more often than others. Forty two percent of the nurses were found to actively report any adverse events. Reporting of adverse events and reporting more than 6 adverse events were most common among university degree holders. CONCLUSIONS Nurses required a more comprehensive education on pharmacology both during their training years and working life since the requests for medicinal products are received by the nurses and preparation and administration of drugs are under the control of nurses.
Collapse
Affiliation(s)
- Elif Oguz
- Department of Medical Pharmacology, Faculty of Medicine, University of Harran, Sanliurfa, Turkey.
| | - Belgin Alasehirli
- Department of Medical Pharmacology, Faculty of Medicine, University of Gaziantep, Gaziantep, Turkey
| | | |
Collapse
|