Border Health: Its Hidden Issues and Implications for Nursing Care

Kohlbry, Pamela

doi:10.1177/1084822310390890

Cited by 4 publications

(3 citation statements)

References 18 publications

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“…In response to this, the students and faculty worked in teams to identify and implement care. Health conditions along border areas are often more severe than generally found beyond the distance of the border area (Kohlbry, 2011).…”

Section: International Immersion Project In a Mexican Communitymentioning

confidence: 98%

International Service–Learning: An Opportunity to Engage in Cultural Competence

Kohlbry

Daugherty

2015

Journal of Professional Nursing

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Section: International Immersion Project In a Mexican Communitymentioning

confidence: 98%

International Service–Learning: An Opportunity to Engage in Cultural Competence

Kohlbry

Daugherty

2015

Journal of Professional Nursing

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“…Therapy felt like regressing into their past experiences, rather than dealing with the difficulties they were facing in their present lives. Other studies have described the lack of cultural sensitivity amongst medical professionals (Kohlbry, 2011 ) or the inappropriate use of interpreters (Davies & Webb, 2000 ) as barriers in therapy. UASC might also be more familiar with other forms of healing, such as traditional healers, elders and other important providers of care.…”

Section: Introductionmentioning

confidence: 99%

Survivors of Hell: Resilience Amongst Unaccompanied Minor Refugees and Implications for Treatment- a Narrative Review

Rodríguez

Dobler

2021

Journ Child Adol Trauma

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Approximately half of the world’s displaced population are children and a significant proportion of these are unaccompanied asylum-seeking children (UASC). UASC are the most vulnerable of all refugee populations. Up to 90% of UASC have been subjected to exploitation, including trafficking or being drafted into military groups. Having survived the perils of flight, UASC are confronted with continued challenges, including the uncertainties regarding their residential rights in host counties. Unsurprisingly, the prevalence of mental health problems is higher amongst UASC than in any other refugee group. Yet, Mental Health and Psychosocial Support (MHPSS) appears to neither reach nor engage UASC. This begs for re-examination of what and how MHPSS is offered. Despite high levels of adversity, UASC often have considerable resilience, and make remarkable recoveries. However, literature exploring their resources or their own views of what helps or hinders recovery is scarce. In this narrative review, we explore individual and systemic factors promoting recovery in UASC. We consider theoretical understanding of resilience, emerging data and user perspectives. From these we deduct four areas of resilience in UASC: Individual factors – prosocial behaviour, problem-solving skills; Lifetime relationships – positive early family relationships, connection with family and country of origin, positive peer and adult relationships in host country; Acculturation – integration of own and new culture, positive relationships with prosocial institutions; Care arrangements – supported but less restrictive living arrangements. We suggest, MHPSS may need to focus on enhancing social networks, including connectedness with positive relationships in the home-country, life-history work with a focus on resource-building experiences in addition to trauma, and promoting integration of old and new cultural values. We also conclude that despite growing data, there is a gap in both eliciting user perspectives and understanding adaptive resources, especially those emerging during early development and within their cultural setting.

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“…The opportunities for collaboration with social service programs and community partners maximize learning and develop cultural competence (Pretorius & Small, ). For example, service‐learning opportunities can be found in communities near international border areas where health conditions are often more severe than generally found beyond the distance of the border area (Kohlbry, ). Allen, Smart, Odom‐Maryon, and Swain () found a significant increase in perceived cultural competency and self‐efficacy in cultural knowledge, skills, and attitudes among participants in a service‐learning immersion activity in Peru.…”

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confidence: 99%

The Impact of International Service‐Learning on Nursing Students’ Cultural Competency

Kohlbry

2016

J of Nursing Scholarship

106

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Purpose: This article reports research findings on the effect of an international immersion service-learning project on the level and components of cultural competence of baccalaureate (BSN) nursing students. Design: A triangulated methodology was used to determine changes in components and level of cultural competence pre-and postexperience. The theoretical model The Process of Cultural Competence in the Delivery of Healthcare Services was used. It identifies five central constructs in the process of becoming culturally competent: cultural awareness, cultural knowledge, cultural skill, cultural encounter, and cultural desire. The sample of 121 BSN nursing students was gathered from three southern California universities. Data were collected from 2009 to 2013. Methods: Using the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals-Student Version C and Cultural SelfEfficacy Scale, constructs of cultural competency were measured in pre-and posttest participants who participated in international service-learning immersion experiences. A demographic survey and open-ended qualitative questions were completed at the posttrip meeting. Mean, frequencies, and correlations with demographic data and survey data were calculated. Pre-and posttrip means were analyzed. Qualitative analysis from six open-ended questions completed at the posttest were coded and themes emerged. Findings: The research findings demonstrated the impact of the international service-learning project on building cultural competency in nursing students. Quantitative findings revealed statistically significant differences between preand posttest surveys for two of the five constructs of cultural competence. Qualitative analysis supported the quantitative findings in cultural competency constructs found in the model. Conclusions:The research findings support nursing education program use of international service-learning immersion experiences to foster cultural competence in nursing students. Findings from student participants demonstrated and articulated that these program experiences strengthen the process of becoming culturally competent. The research findings support the inclusion of international service-learning experiences with debriefing and reflective learning as effective teaching strategies. Researchers have demonstrated that poor healthcare outcomes are a result of health disparities, which are then compounded by healthcare workers not being prepared to care for clients from differing cultures. The American Association of Colleges of Nursing identified innovative ways for nursing students to develop skills in cultural competency, which included international experiences.

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Border Health: Its Hidden Issues and Implications for Nursing Care

Cited by 4 publications

References 18 publications

International Service–Learning: An Opportunity to Engage in Cultural Competence

International Service–Learning: An Opportunity to Engage in Cultural Competence

Survivors of Hell: Resilience Amongst Unaccompanied Minor Refugees and Implications for Treatment- a Narrative Review

The Impact of International Service‐Learning on Nursing Students’ Cultural Competency

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