Determinants of attitudes towards refugees and intercultural sensitivity of nursing students: A descriptive and correlational study

Akca, Ayşegül; Ayaz‐Alkaya, Sultan

doi:10.1016/j.nedt.2023.105772

Cited by 12 publications

(4 citation statements)

References 28 publications

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“…It was found that students exhibit above average intercultural sensitivity levels, which is in line with other studies conducted in Türkiye (Akca & Ayaz-Alkaya, 2023;Alıcı, 2021;Baksi et al, 2019;Bilgiç & Şahin, 2019;Hergül et al, 2022;Kılıç & Sevinç, 2018;Yiğit et al, 2021;Yalçın & Öztürk, 2022;Yurttaş & Aras, 2020). However, it should be noted that studies in other countries have reported higher levels of intercultural sensitivity and cultural awareness among nursing students when compared to Türkiye (Ličen, Karnjuš, & Prosen, 2021;Muslu & Tuzcu, 2022;Thornton, 2017).…”

Section: Discussionsupporting

confidence: 86%

Determination of nursing students’ levels of cultural awareness, intercultural sensitivity, and their perspectives on culturally sensitive nursing care

Açıl,

Gülseven Karabacak

2024

HumanSciences

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Research problem/aim: This study aims to determine the levels of cultural awareness and cultural sensitivity among nursing students and explore their perspectives on culturally sensitive nursing care. Methods: The descriptive research was conducted with 332 students studying at a state university. Data collection instruments included a socio-demographic information form, intercultural sensitivity scale, cultural awareness scale, and a survey of perspesctives on culturally sensitive nursing care. Findings: Among the nursing students surveyed, 55.7% reported regular interactions with individuals from different cultural backgrounds, while 30.4% engaged with diverse cultures through social media. Furthermore, 56.0% expressed their interest in pursuing educational opportunities in foreign countries through student exchange programs, and 55.1% indicated a desire to work abroad after graduation. Only 3.3% of students reported receiving formal education on culturally sensitive patient care approaches, and 27.4% claimed to have prior experience in providing care to patients from diverse cultural backgrounds. During care provision to patients from diverse cultures, students acknowledged placing the highest emphasis on effective communication (24.4%), while paying the least attention to entertainment and social activities (0.3%). Students scored an average of 168.0±22.8 points on the Cultural Awareness Scale and 91.0±14.2 points on the Intercultural Sensitivity Scale. Analysis of students’ attitudes towards culturally sensitive nursing care revealed their strongest agreement with statements related to social justice, healthcare systems, and cultural practice standards. Conclusion: In the study, it has been determined that nursing students generally possess a moderate level of intercultural sensitivity and cultural awareness, and they mostly agreed to the standards for culturally compenent care. To enhance nursing students’ ability to provide culturally competent care, recommendations include the incorporation of simulation exercises, active teaching methods like standardized patient interactions in intercultural nursing education, the establishment of clinical practice environments that facilitate the application of theoretical knowledge, and support for students' interactions with individuals from various cultural backgrounds. (Extended English summary is at the end of this document) Özet Amaç: Bu çalışmada hemşirelik öğrencilerinin kültürel farkındalık ve kültürel duyarlılık düzeylerinin belirlenmesi ve öğrencilerin kültüre duyarlı hemşirelik bakımına yönelik görüşlerinin incelenmesi amaçlanmıştır. Gereç ve Yöntem: Tanımlayıcı ve kesitsel türde planlanan araştırma bir devlet üniversitesinde öğrenim görmekte olan 332 öğrenci ile gerçekleştirilmiştir. Araştırmanın verileri yaş, cinsiyet, sınıf gibi bazı sosyo-demografik özellikleri ile farklı kültürler ile etkileşimi ele alan tanıtıcı bilgi formu, kültürlerarası duyarlılık ölçeği, kültürel farkındalık ölçeği ve kültüre duyarlı hemşirelik bakımına ilişkin görüş formu ile toplanmıştır. Bulgular: Araştırmaya katılan hemşirelik öğrencilerinin %55.7’si başka kültürlerden bireylerle bir arada bulunduğunu, %30.4’ü sosyal medyada farklı kültürlerden bireylerle iletişim kurduğunu, %56.0’ı öğrenci değişim programları ile eğitim amaçlı farklı bir ülkeye gitmek istediklerini, %55.1’i ise mezun olduktan sonra yabancı bir ülkede çalışmayı düşündüklerini bildirmiştir. Öğrencilerin %3.3’ü farklı kültürden hastaya yaklaşım ile ilgili eğitim aldığını ve %27.4’ü farklı kültürden hastaya bakım verme deneyimi olduğunu belirtmiştir. Farklı kültürden hastaya bakım verirken en fazla iletişim %24.4, en az eğlence/sosyal aktivitelere %0.3 ilişkin özelliklere dikkat edildiği ve en fazla iletişim %22.3 alanında zorluk yaşandığı bildirilmiştir. Öğrenciler Kültürel Farkındalık Ölçeğinden 168.0±22.8 puan, Kültürlerarası Duyarlılık Ölçeğinden 91.0±14.2 puan almıştır. Hemşirelik öğrencilerinin kültüre duyarlı hemşirelik bakımına yaklaşımları incelendiğinde öğrencilerin kültürel yeterli bakım için uygulama standartlarından sosyal adalet, sağlık bakım sistemleri ve kültürel uygulama standartlarına yönelik ifadelere en fazla katılım gösterdiği saptanmıştır. Sonuç: Araştırmada hemşirelik öğrencilerinin orta düzeyde kültürlerarası duyarlılık ve kültürel farkındalığa sahip olduğu ve kültüre yeterli bakıma yönelik standartlara çoğunlukla katıldıkları belirlenmiştir. Hemşirelik öğrencilerinin kültürel olarak yeterli bakım sunabilmeleri için kültürlerarası hemşirelik eğitimlerinde simülasyon uygulamaları, standardize hasta gibi aktif öğretim yöntemlerinin kullanılması, hemşirelik öğrencilerinin teorik bilgilerini uygulamaya aktardıkları klinik uygulama ortamlarının düzenlenmesi ve öğrencilerin farklı kültürlerden bireylerle etkileşimlerinin sağlanması önerilmektedir.

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Section: Discussionsupporting

confidence: 86%

Determination of nursing students’ levels of cultural awareness, intercultural sensitivity, and their perspectives on culturally sensitive nursing care

Açıl,

Gülseven Karabacak

2024

HumanSciences

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“…Knowledge alone is not enough to ensure component cultural care (Roberts et al, 2014). Nursing students need education and experience to improve their cultural competence and to provide culturally sensitive care (Akca & Ayaz-Alkaya, 2023; Thomas & Konieczny, 2018). Therefore, nurse educators should contribute to the development of nursing education programs to improve students’ cultural sensitivities and cultural competencies.…”

Section: Discussionmentioning

confidence: 99%

“…Several studies examining the intercultural sensitivity among nursing students (Göl & Erkin, 2019; Kaya et al, 2021; Kılıç & Sevinç, 2018) have found that students have a high level of intercultural sensitivity. There are limited studies investigating its predictors (Akca & Ayaz-Alkaya, 2023; Beser et al, 2021; Kaya et al, 2021). Intercultural sensitivity is important in caring for individuals with different cultural characteristics (Kaihlanen et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Predisposing Factors of Intercultural Sensitivity Among Nursing Students: A Predictive Correlational Design

Ayaz-Alkaya,

Simones

2023

J Transcult Nurs

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Introduction: Intercultural sensitivity in health care improves health care quality due to effective communication, intervention, and increased satisfaction. The present study aimed to compare the intercultural sensitivity of undergraduate nursing students in two different countries and identify predisposing factors of intercultural sensitivity. Methods: A predictive correlational study was conducted with 980 undergraduate nursing students at a university in Turkey and the United States. A questionnaire and the Intercultural Sensitivity Scale were used for data collection. Results: Multiple linear regression revealed that the country in which nursing students were studying, and speaking a second language were found as significant predictors of intercultural sensitivity in the current study. The findings of the two-way variance analysis indicated that the interaction effect between nursing students in two schools and sociodemographic variables was not statistically significant ( p > .05). Discussion: Nursing students from both universities presented a moderate level of intercultural sensitivity. This level is low compared with previous results reported in the literature. The study findings may help faculty administrators make new arrangements in the nursing curriculum and contribute to providing equal, and non-discriminatory health services to people. Intercultural education programs within the curriculum should be offered as independent courses and/or integrated within courses to develop culturally competent knowledge, awareness, and skills throughout undergraduate nursing education.

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“…Many adaptations and validations have been carried out, since the construction of the original scale (e.g., Fritz et al, 2001;Tamam, 2010;Wu, 2015;Weda et al, 2022), across a variety of contexts and fields of action. Validations have been made in social and community contexts (Bennett, 2013), and in work and healthcare settings, such as for assessing workplace interactions and leadership effectiveness in international organizations in Australia (Fitzsimmons, 2013), and studying the impact of intercultural sensitivity on stress and job satisfaction among healthcare professionals (Ayşegül and Ayaz-Alkaya, 2023). In cross-cultural education, the ISI has been employed to assess cross-cultural sensitivity among university students (Chen and Starosta, 2000;Pedersen, 2010;Portalla and Chen, 2010), analyze the relationship between cross-cultural sensitivity and academic performance in the United Kingdom (Durkin, 2008), and study the influence of study abroad experiences (Hou and Feng, 2019).…”

Section: Introductionmentioning

confidence: 99%

Validation of the intercultural sensitivity scale in the Spanish context

et al. 2023

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The aim of this study was to validate the Intercultural Sensitivity Inventory (ISI) in the Spanish context, testing the five, four, and three-dimensional models of the construct and examining its relationship with other psychological variables. A Spanish sample of 872 participants aged between 18 and 80 years old (M = 52.50; SD = 17.41) was used. The main results indicated an adequate fit for the three correlated dimensions model (two of them include two dimensions of the original scale). In addition, an adequate fit for the original five-dimensional model or the theoretical four-dimensional alternative was not observed. Lastly, differences were observed based on the gender of the participants in the three dimensions of intercultural sensitivity, as well as in beliefs about the inclusion of immigrants in education and the rights of immigrants. The scope and limitations of the study are discussed, as well as the relationships with the observed psychosocial constructs.

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Determinants of attitudes towards refugees and intercultural sensitivity of nursing students: A descriptive and correlational study

Cited by 12 publications

References 28 publications

Determination of nursing students’ levels of cultural awareness, intercultural sensitivity, and their perspectives on culturally sensitive nursing care

Determination of nursing students’ levels of cultural awareness, intercultural sensitivity, and their perspectives on culturally sensitive nursing care

Predisposing Factors of Intercultural Sensitivity Among Nursing Students: A Predictive Correlational Design

Validation of the intercultural sensitivity scale in the Spanish context

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