Transcultural nursing education: a view from within

2001 ◽  
Vol 21 (8) ◽  
pp. 670-678 ◽  
Author(s):  
Laura Serrant-Green
Keyword(s):  
Nursing Education ◽  
Transcultural Nursing

scholarly journals Act Local But Think Global: Transcultural Nursing Competencies and Experiences of Foreign Students From Selected Higher Education Institutions in the Philippines

2019 ◽  
Vol 7 (1) ◽  
pp. 580-599
Author(s):  
Carmela Grabata Malabat ◽  
Fred B. Ruiz
Keyword(s):  
Nursing Education ◽  
Clinical Practice ◽  
Cultural Awareness ◽  
Cultural Knowledge ◽  
Transcultural Nursing ◽  
Clinical Instruction ◽  
Clinical Experiences ◽  
Cultural Encounters ◽  
Nursing Competencies ◽  
Cultural Skills

Introduction: The need for transcultural nursing competencies amongst students offers an array of improvements in nursing education, hospitals, and communities around the globe.  This research assessed the level of transcultural nursing competencies and experiences of foreign nursing students. Methods: Data were collected using a mixed methods design with a purposive sample of 104 respondents through a researcher-made tool which underwent exploratory factor analysis establishing its reliability and validity.  Frequency distribution and percentage, weighted mean and standard deviation, Mann-Whitney U-test, Kruskal-Wallis H-test and Spearman rank were utilized for data analysis.   Results: Significant differences were observed in the development of cultural knowledge among sex (p=0.027) and nationality (p=0.046) showing higher assessment among females and different nationalities have different level of knowledge; females have higher perceived assessment of cultural skills than males (p=0.038). Significant relationship were between general experiences in education and cultural awareness (p=0.003); classroom instruction and cultural skills (p=0.002); clinical instruction and clinical awareness (p=0.024) and cultural skills (p=0.003); cultural encounters (p=0.003) and cultural desire (p=0.021); clinical practice and cultural awareness (p=0.000); cultural skills (p=0.003); cultural encounters (p=0.000) and cultural desire (p=0.012). Respondents had adequate general experiences in nursing education (M=3.13); classroom (M=3.16); clinical instruction (M=3.13) and clinical practice (M=3.38).  They acquired clinical experiences and adequate competence in cultural awareness (M=3.73); cultural knowledge (M=3.24); cultural skills (M=3.27); cultural encounters (M=3.16) and cultural desire (M=3.52). Respondents were knowledgeable of other cultures and they understood institutional difficulties discouraging cultural groups from obtaining healthcare services.  They had skills in understanding the relationship between health and culture including cultural assessment tools used to evaluate patients and they possessed the willingness to learn from others. Discussion: Students’ theoretical and clinical experiences need strengthening and improvement by incorporating transcultural nursing in the curriculum.

scholarly journals Current Status of Transcultural Nursing Education in Nursing Baccalaureate Programs

2018 ◽  
Vol 24 (2) ◽  
pp. 181-189
Author(s):  
Seon Mi Jang ◽  
Jeongeun Kim
Keyword(s):  
Nursing Education ◽  
Teaching Methods ◽  
Field Experiences ◽  
Current Status ◽  
Transcultural Nursing ◽  
Course Content ◽  
Nursing Curricula ◽  
Baccalaureate Programs ◽  
Freshman Students

Purpose: This study presents the current status of transcultural nursing education in nursing baccalaureate programs. Methods: The nursing curricula from 185 out of 194 nursing colleges that received accreditation were collected and analyzed. Results: 109 (58.9%) nursing colleges offered 117 transcultural nursing-related courses. The courses were offered as elective (68.4%) as well as major (78.6%) courses. All courses were offered as a theoretical delivery class without any field experiences. The courses were offered mainly for sophomore (41.9%) and freshman students (33.3%), and most of them (79.5%) were two-credit courses. Instead of the term "transcultural nursing," "multicultural nursing" is mostly used in the title of courses. An inconsistency between the title of courses and their content was found. After analyzing the title of courses based on four nursing meta-paradigms, courses related to the environment were most common (41.9%). Conclusion: Transcultural nursing education has developed during the last decade. However, teaching methods and course content have not developed enough. Thus, a greater effort is needed to increase awareness of the importance of transcultural nursing education and to develop courses for it.

Using Transcultural Nursing Education to Increase Cultural Sensitivity and Cultural Assessment Documentation by Staff in an In-Home Chronic Disease Self-Management Program

2019 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Chia-Hui Neilly ◽  
Anne Rader ◽  
Sara Zielinski ◽  
Hiba Wehbe-Alamah ◽  
Margaret Murray-Wright
Keyword(s):  
Nursing Education ◽  
Chronic Disease ◽  
Educational Intervention ◽  
Cultural Sensitivity ◽  
Self Efficacy ◽  
Management Program ◽  
Transcultural Nursing ◽  
Culturally Sensitive Care ◽  
Cultural Self ◽  
Cultural Assessment

BackgroundDespite literature indicating that culturally sensitive care promotes a positive patient environment and may help improve outcomes, limited data exist on the documentation of patients' cultural concerns in electronic medical records (EMR).ObjectiveThe project's objective was to use an educational intervention to increase clinic staff's cultural sensitivity and cultural assessment documentation.MethodsResearchers conducted this 3-month project at a Midwestern clinic's in-home, self-care chronic disease management program. The voluntary sample of clinical staff (n= 8) received an educational intervention on transcultural nursing practices. Researchers administered the Transcultural Self-Efficacy Tool for the Multidisciplinary Healthcare Provider (TSET-MHP) to participants before and after the intervention. A pre- and postintervention EMR audit was completed on 128 charts to evaluate cultural assessment documentation.ResultsTSET-MHP cognitive and practical subscales scores increased postintervention. Affective subscales scores decreased slightly. Electronic cultural assessment documentation increased by 10%. An assessment questionnaire showed an increase in participants' cultural self-awareness and comfort with cultural assessment.ConclusionsAn educational intervention demonstrated an increase in providers' cultural awareness and cultural assessment documentation.Implications for NursingTranscultural nursing education may help increase providers' perceived cultural self-efficacy, which may improve cultural assessments and culturally competent care.

scholarly journals How To Enhance Empathy Nursing Students In Education: Literature Review

2022 ◽  
Author(s):  
Bhakti Permana ◽  
Moses Pandin
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Education And Training ◽  
Vulnerable Groups ◽  
Transcultural Nursing ◽  
Empathy Training ◽  
Team Interaction ◽  
Training Materials ◽  
Training Courses ◽  
And Training

Introduction. The tendency of reducing student empathy requires efforts to improve it through education or training. The purpose of this review is to identify education, learning, or teaching that is used to increase student empathy. Method. The design used a Literature Systematic Review. Articles were conducted in three electronic databases guided by The PRISMA. Articles published in English and from 2019 to 2021. Results. The result obtained 20 articles and will be reviewed. Eighteen articles show an effect or relationship between intervention and empathy. Training materials that can increase student empathy are the concept of empathy, communication, mindfulness, and transcultural nursing education. Education and training using patients/patient simulations to help improve student empathy, namely: expert patients, ECARE Program, polypharmacy effects; clinical Simulation of Inpatients, Lectures in class, Virtual Dementia Tour, living in poverty, and games for team interaction. Another method is through the KSS module, mannequin simulator experience, and peers. Conclusion. Education and training on the concepts of empathy, communication, meditation, and cultural competence using Simulation and immersion methods with patients, being like patients, using mannequins, or interacting with vulnerable groups can increase student empathy. Faculty and lecturers can apply experiential learning methods with Simulation and immersion in learning or training courses. Keywords: empathy, student, nursing, learning, education

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