Cultural Differences in Therapeutic Humor in Nursing Education

Abstract

Humor has been recognized by nurse researchers and practitioners as a constructive therapeutic intervention and has shown positive psychological and physiological outcomes for patient care. Because cross-cultural research on humor is sparse, this preliminary study investigates how nursing faculty members approach teaching therapeutic humor in the classroom and clinical education in different countries. Through an investigation of classroom (didactic) education and clinical practicum with direct patient care, the study may elucidate the linkage between theory and practice as well as how nursing faculty members view therapeutic humor in general. Researching nursing faculty teaching practices and viewpoints of therapeutic humor may help reveal cultural differences in the use of humor in healthcare settings. This cross-cultural study included 40 nursing faculty at three nursing programs: two in the United States and one in Taiwan. A qualitative approach was used to perform content analysis on responses to the open-ended questionnaires. Research findings revealed cultural differences between faculties from the two countries. Taiwanese faculty members indicated that they teach more theory and concepts related to therapeutic humor in the classroom than do nursing faculty members from the United States. However, nursing faculty members in Taiwan reported that they observe and practice less therapeutic humor in clinical settings out of respect for the cultural value of "reverence of illness" operating within Taiwanese society. Therapeutic humor was family centered and interdependent on relationships, roles, duties, and responsibilities of family members. In contrast, the U.S. faculty members stated that they teach less theory and concepts related to therapeutic humor in the classroom but observe and practice humor more in clinical settings. United States faculty approached teaching therapeutic humor in the classroom on an informal basis because the subject was not part of the required nursing curricula. In clinical settings, therapeutic humor was patient centered and spontaneous in nature.

Filial Piety Discrepancy and Well-Being among Older Chinese Canadian Immigrants

“…With the added influence of a Western, individualist culture and the minimization of filial piety, older Chinese immigrants may place less emphasis on filial piety compared to aging parents in Chinese-speaking countries. However, consistent with findings from Chinese-speaking countries, some studies have found that older Chinese immigrants adjust their filial expectations (Chiang-Hanisko, 2010;Ip, Liu, & Chui, 2007). Zhou (2013) reported that older Chinese immigrants perceive filial piety as the reciprocal exchange of intergenerational care, rather than a filial obligation per se.…”

“…Given the different socio-political environments and infrastructure between Canada and the United States and the potential influence of immigration country selection, it is important to examine the relationship between filial piety discrepancy and well-being among older Chinese immigrants in Canada. There is only one study to date that has directly investigated the relationship between filial piety discrepancy and psychological well-being of older Chinese immigrants in the United States ; however, this study did not address other aspects of well-being, such as social and physical well-being. Qualitative evidence suggests that other sociocultural factors, such as acculturation and living arrangement, may also contribute to the relationship between filial piety discrepancy and well-being (Chiang-Hanisko, 2010;Lai, 2005;Lee & Mjelde-Mossey, 2004;Liu, Ng, Weatherall, & Loong, 2000;Wong et al, 2005); however, most studies to date often quantitatively controlled for the aforementioned sociocultural factors when examining the association between filial piety and well-being. There is no empirical data demonstrating the potential moderating effects of acculturation and living arrangement on filial piety discrepancy and well-being.…”

“…Guo and colleagues (2016) found that co-residence was associated with poor parent-child relationships. It was postulated that increased family conflicts, a shift in the power family dynamic, and cultural conflicts between generations might undermine the relationship between aging parents and their children (Chiang-Hanisko, 2010;Da & Garcia, 2015;Guo et al, 2016;Lin et al, 2017;Wong, Yoo, & Stewart, 2006). This may explain the increasing preference for geographic proximity over co-residence among Chinese older adults (Guo et al, 2016), as it allows adult children to meet their parents' filial needs while maintaining family harmony.…”

Using the Interpersonal Skills tool to assess interpersonal skills of internationally educated nurses

“…Hausman, Garrard, and Hong () found that Korean psychiatric nurses give “clinical disorders” a much higher priority score than do their American counterparts although psychiatrists in both countries shared a high priority on “clinical disorders”. Chiang‐Hanisko, Adamle, and Chiang () also reported that nursing faculties in Taiwan teach more theory and concepts related to therapeutic humor in the classroom than do nursing faculty in the USA, yet, they practiced therapeutic humor less in clinical settings out of respect for the Chinese cultural value of “reverence of illness”.…”

It's Funny Here. Is It There?

“…US faculty approached teaching therapeutic humor in the classroom on an informal basis because the subject was not part of the required nursing curricula. In clinical settings, therapeutic humor was patient-centered and spontaneous in nature (Chiang-Hanisko et al, 2009).…”