The cultural competence of healthcare providers is a professional imperative and has been linked to increased health disparities (Prosen, 2015). In health care, cultural competence has been defined in multiple ways. Described by Schim and Doorenbos (2010) as an integration of personal cultural diversities, awareness, and sensitivity into everyday clinical practice, the American Nurses Association (2015) characterizes cultural competence as a process through which nurses deliver culturally congruent care for patients of a different or similar culture. According to Jeffreys (2010), cultural competence is defined as a multidimensional education process, which integrates the main factor, transcultural self-effectivity (self-confidence) with transcultural skills (cognitive, practical, and affective), and focuses on achieving culturally congruent care. In her model, Papadopoulos (2018) defined cultural competence as an ability to provide effective health care, with the

AimTraining for the development of cultural competence is often not part of the professional training of nurses within the European Economic Area. Demographic changes in society and the cultural diversity of patients require nurses and other medical staff to provide the highest quality healthcare to patients from different cultural backgrounds. Therefore, nurses must acquire the necessary cultural knowledge, skills, and attitudes as part of their training and professional development to provide culturally competent care to achieve this objective.ObjectiveThis review aims to summarize existing methods of developing cultural competence in nurses working in clinical practice.DesignA scoping review of the literature.MethodThe following databases were used: PubMed, ScienceDirect, ERIH Plus, and Web of Science using keywords; study dates were from 2011 to 2021.ResultsThe analysis included six studies that met the selection criteria. The studies were categorized as face-to-face, simulations, and online education learning methods.ConclusionEducational training for cultural competence is necessary for today’s nursing. The training content should include real examples from practice, additional time for self-study using modules, and an assessment of personal attitudes toward cultural differences.

Introduction and objective. Increased migration within Europe is leading to rapid population changes in every country. Nurses increasingly care for patients with whom they do not share a common culture or language. The aim of this study is to ascertain nurses' perceptions of difficulties in providing culturally appropriate care. Materials and method. Survey questions derived from the literature were translated from Slovak into 5 languages, then distributed to nurses in 25 European States. The survey sample consisted of 1,264 respondents from 25 European countries. Statistical analysis was performed by IBM SPSS version 18. Results. Over 60% of nurses regularly cared for patients from different cultures. 70.6% of nurses declared challenges during nursing care for patients from different culture. The main challenges were language, religion, and lack of cultural knowledge. Statistical significance was demonstrated in terms of the preparedness of nurses to provide culturally appropriate care. Multilingual nurses were statistically significantly better prepared for nursing care of patients from other cultures. Conclusions. Despite existing standards and guidelines, nurses working in European countries who regularly care for migrant populations do not perceive themselves to be adequately prepared to deliver culturally appropriate care. A multifaceted approach that includes policymakers, educators, and clinicians is needed. This study highlights the challenges experienced by nurses in Europe which can be informative for educational programmes for nurses and other healthcare professionals.

Introduction: Strokes are the third most common cause of hospitalization in Slovakia. This is a serious social and economic problem, because after a stroke almost half of the patients have a persistent neurological deficit. The goal of this research was to assess the quality of life of patients who have had an acute stroke. Design: Quantitative cross-sectional study. Methods: The Stroke Impact Scale (SIS 3.0) was completed by 80 patients, an average age of 69.9 (± 9.49) years within 28 days after a stroke. The results were analyzed by the Mann-Whitney U test and Spearman correlation. Results: The average score for each SIS 3.0 domain ranged from 48.28 (social participation) to 75.18 (communication). The overall recovery rate was estimated at an average of 54.10 (± 29.19) points. There were no significant differences in the SIS domains by gender, and a worse score in the memory and thinking domain was only identified in women (p ≤ 0.05). Older age significantly correlated with most domains (p ≤ 0.05). The association between overall recovery rate and all SIS domains (p ≤ 0.05), except the emotion domain, was confirmed. Conclusions: Assessing the consequences of strokes is important for the effective management of healthcare, psychological and social care, respecting the individual needs of the patient.

Aim: Increased cultural diversity due to global migration and on-going associated healthcare disparities has highlighted the importance of culturally competent care. We sought to summarize existing knowledge and identify gaps in research linked to the cultural challenges encountered by nurses when caring for patients from different cultures. Design: A scoping review. Methods: Informed by PRISMA-ScR guidelines, we searched PubMed, ScienceDirect, EBSCO Host, Web of Science, and Google Scholar using relevant MeSH keywords for articles published from 2010-2020. We then used a 3-step data screening and extraction process to manage retrieved articles. Results: Initially 80 studies were identified, six of which met inclusion criteria. Thematic analysis yielded five themes: lack of cultural knowledge, language barriers, micro-racism, lack of time to attend training and provide culturally competent care, and recommendations to improve care delivery. Conclusion: Nurses should be proactive and advocate for the necessary education and training to provide culturally competent care so critical to providing high-quality healthcare. More research, interventional and effectiveness in particular, is needed to address common challenges such as micro-racism and to facilitate the World Health Organization and National Academy of Medicine recommendations directed at providing culturally appropriate care to promote health equity.