Leininger’s Theory of Culture Care Diversity and Universality: An Overview With a Historical Retrospective and a View Toward the Future

2019 ◽  
Vol 30 (6) ◽  
pp. 540-557 ◽  
Author(s):  
Marilyn R. McFarland ◽  
Hiba B. Wehbe-Alamah
Keyword(s):  
Nursing Students ◽  
Cultural Diversity ◽  
Underserved Populations ◽  
Grant Writing ◽  
Culturally Competent ◽  
Culture Care ◽  
Leininger's Theory ◽  
Culture Care Theory ◽  
Nursing Courses ◽  
Evidenced Based

An historical overview of Leininger’s Theory of Culture Care Diversity and Universality also known as the Culture Care Theory (CCT) and evolution of the Sunrise Enabler are presented along with descriptions of the theory purpose, goal, tenets, basic assumptions, major core constructs, and orientational definitions. Recent articles, books, and book chapters provide relevant exemplars to enhance scholarly understanding and application of theory constructs. Proposed future directions encompass using the CCT to guide research of discovery and translational research projects for evidenced-based nursing practice; develop nursing courses and curricula to prepare culturally competent nurses; guide future culturally competent administrative and leadership policies and procedures; inform public policy related to cultural diversity and underserved populations; promote grant writing initiatives to enhance cultural diversity in hiring nursing staff, supervisors, and faculty; and promote admission of nursing students from underserved and/or diverse backgrounds.

scholarly journals Perception of nursing students about couples' violence: knowledge, beliefs and professional role

2015 ◽  
Vol 23 (3) ◽  
pp. 527-534 ◽  
Author(s):  
Assumpció Rigol-Cuadra ◽  
Paola Galbany-Estragué ◽  
Concepció Fuentes-Pumarola ◽  
Maria Dolors Burjales-Martí ◽  
Dolors Rodríguez-Martín ◽  
...  
Keyword(s):  
Nursing Students ◽  
Violence Against Women ◽  
Mentally Ill ◽  
Ecological Model ◽  
Professional Role ◽  
Specific Situation ◽  
Specific Intervention ◽  
Screening Questions ◽  
Nursing Courses ◽  
Demand Patterns

OBJECTIVES: to analyse the knowledge, beliefs and perception of the professional role that nursing students have, about exerted violence against women in relationships.METHOD: a descriptive qualitative study following the ecological model through 16 focus groups realized with 112 students from four nursing courses of four Spanish universities.RESULTS: the analytical categories were: knowledge, professional role, and beliefs about ones behaviour before the victim and the abuser. Students are unfamiliar with the characteristics of abuse, guidelines, protocols and screening questions and demand patterns for specific intervention. They do not identify their own professional role, be it delegated or specialized. Beliefs regarding their behaviour with the victim, not guided by professional criteria, perceive violence as a specific situation and disassociate the prevention of health care. They perceive the abuser as mentally ill, justifying the tolerance or delegation of performances.CONCLUSIONS: students define preconceived ideas about couples' violence. Speeches reproduce and reinforce stereotypical myths, values indicative of inadequate training for nursing studies which raises the need to fortify the competencies in relation to intimate couples' violence in the curriculum.

scholarly journals Development and Evaluation of Cultural Competence Course on Undergraduate Nursing Students in Vietnam

2022 ◽  
Vol 19 (2) ◽  
pp. 888
Author(s):  
Trang-Thi-Thuy Ho ◽  
Jina Oh
Keyword(s):  
Nursing Students ◽  
Cultural Competence ◽  
Field Experience ◽  
Control Group ◽  
Culturally Competent ◽  
Significant Group ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Nursing Curricula ◽  
Diverse Backgrounds

Cultural competence is a crucial requirement of nursing to promote caring for patients with diverse backgrounds. The purpose of this study was to develop a cultural competence course and to evaluate the effects of the course on undergraduate nursing students in Vietnam. A concurrent triangulation mixed-methods study was adopted using quantitative and qualitative data sources. Sixty-six nursing students were recruited for the following groups: cultural competence course with field experience (n = 22), stand-alone cultural competence course (n = 22), and a control group (n = 22). The findings indicated that significant group by time interactions in total cultural competence score (F = 66.73, p < 0.001) were found. Participants’ perceptions reflected on three categories: (a) journey to cultural competence, (b) satisfaction of cultural competence course, and (c) suggestions for improvements. No statistically significant differences between the two experimental groups were revealed, but “obtaining cultural experiences” and “expanding understanding of cultural competence through field experience” were immersed from participants having field experience. It is vital to expand cultural competency education into nursing curricula to enhance nursing students’ perspective of culturally competent care.

Integrating YouTube into the Nursing Curriculum

2011 ◽  
Vol 16 (3) ◽  
Author(s):  
Leighsa Sharoff
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Graduate Students ◽  
Undergraduate Students ◽  
Nurse Educators ◽  
Nursing Curriculum ◽  
Nursing Courses ◽  
User Friendly ◽  
Nursing Professionals ◽  
Theoretical Foundations

Nurse educators need to be innovative, stimulating, and engaging as they teach future nursing professionals. The use of YouTube in nursing education classes provides an easy, innovative, and user-friendly way to engage today’s nursing students. YouTube presentations can be easily adapted into nursing courses at any level, be it a fundamentals course for undergraduate students or a theoretical foundations course for graduate students. In this article I will provide information to help educators effectively integrate YouTube into their course offerings. I will start by reviewing the phenomenon of social networking. Next I will discuss challenges and strategies related to YouTube learning experiences, after which I will share some of the legal considerations in using YouTube. I will conclude by describing how to engage students via YouTube and current research related to YouTube.

scholarly journals HEADS-UP: Understanding and Problem-Solving

Stroke ◽  
2020 ◽  
Vol 51 (11) ◽  
pp. 3375-3381
Author(s):  
Bruce Ovbiagele
Keyword(s):  
Problem Solving ◽  
Health Equity ◽  
Neurological Disorders ◽  
Underserved Populations ◽  
Early Stage ◽  
Ethnic Disparities ◽  
Grant Writing ◽  
Scientific Content ◽  
Stroke Incidence ◽  
Racial Ethnic

There are substantial and longstanding inequities in stroke incidence, prevalence, care, and outcomes. The Health Equity and Actionable Disparities in Stroke: Understanding and Problem-Solving (HEADS-UP) symposium is an annual multidisciplinary scientific and educational forum targeting major inequities in cerebrovascular disease, with the ultimate objective of helping to bridge major inequities in stroke, and promptly translating scientific results into routine clinical practice, for the benefit of vulnerable and underserved populations. HEADS-UP is a collaborative undertaking by the National Institute of Neurological Disorders and Stroke and the American Stroke Association and is held the day before the annual International Stroke Conference. In 2020, the HEADS-UP focused on the topic of racial/ethnic disparities in stroke and comprised invited lectures on determinants of racial/ethnic inequities in stroke as well as emerging interventions or promising strategies designed to overcome these inequities. Competitively selected travel award scholarships were given to 19 early stage investigators who presented posters at professor moderated sessions; engaged in several career development activities aimed imparting grant writing skills, knowledge about climbing the academic ladder, and striving for work-life balance; and participated in networking events. This Health Equity edition of Focused Updates will feature an overview of the HEADS-UP 2020 symposium proceedings and articles covering the key scientific content of the major lectures delivered during the symposium including the presentation by the award-winning plenary speaker. Starting in 2021, HEADS-UP will expand to include 5 major inequities in stroke (racial/ethnic, sex, geographic, socioeconomic, and global) and seeks to be a viable avenue to meet the health equity goals of the American Heart Association/American Stroke Association, National Institutes of Neurological Disorders and Stroke, and World Stroke Organization.

Community Health Workers (CHWs) as Innovators

2018 ◽  
Vol 13 (1) ◽  
pp. 15-28
Author(s):  
Tyler Prentiss ◽  
John Zervos ◽  
Mohan Tanniru ◽  
Joseph Tan
Keyword(s):  
Community Health ◽  
Community Health Workers ◽  
Health Workers ◽  
Underserved Populations ◽  
Low Cost ◽  
Cost Effective ◽  
Well Being ◽  
Grant Writing ◽  
Multiple Sources ◽  
Context Of Learning

Community health workers (CHWs) have a longstanding role in improving the health and well-being of underserved populations in resource-limited settings. CHWs are trusted in the communities they serve and are often able to see through solutions on community challenges that outside persons cannot. Notwithstanding, such solutions often must be low-cost, easily implementable, and permit knowledge gaps among CHWs to be filled via appropriate training. In this sense, use of cost-effective information technology (IT) solutions can be key to increasing access to knowledge for these community agents. This paper highlights insights gleaned from a pilot study performed in Detroit, Michigan with a group of CHWs in basic grant-writing training via an e-platform, the Community Health Innovator Program (CHIP). The results are discussed within the context of learning theory. It is concluded that e-platforms are necessary for CHWs to leverage knowledge from multiple sources in an adaptive environment towards addressing ever-evolving global health challenges.

scholarly journals Nursing Students’ Attitudes towards Immigrants’ Social Rights

2020 ◽  
Vol 17 (23) ◽  
pp. 8875
Author(s):  
María Angustias Sánchez-Ojeda ◽  
Silvia Navarro-Prado ◽  
Adelina Martín-Salvador ◽  
Trinidad Luque-Vara ◽  
Elisabet Fernández-Gómez ◽  
...  
Keyword(s):  
Nursing Students ◽  
Cultural Diversity ◽  
Healthcare Services ◽  
Social Rights ◽  
Migrant Population ◽  
Cross Sectional ◽  
Negative Attitudes ◽  
Ex Post ◽  
Students Attitudes ◽  
The Right

The migrant population has increased in recent years and, as a result, so has cultural diversity. Universities are incorporating specific modules addressing cultural diversity. However, the native population has negative attitudes towards immigrants, as they believe that immigrants receive more social benefits and abuse healthcare services. Nurses may have these attitudes too, which may affect the way they treat patients. The objective of this study was to determine nursing students’ attitudes towards the rights of the migrant population. This is a descriptive ex post facto study using a cross-sectional design, with 821 nursing students in Melilla, Ceuta, and Almeria, Spain. An anonymous questionnaire was used for data collection. Students recognize the same rights for both the immigrant and native populations. More than 80% of the sample upholds the right of undocumented immigrants and their families to access publicly funded healthcare. Attitudes were more positive among students with a Berber background and first-year students. Students approved of the right of immigrants and their families to healthcare and education. The students’ negative attitudes towards the social rights of immigrants need to be addressed with intercultural training to reduce their prejudices as future professionals in a multicultural society.

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