Evaluation of nursing students’ perceptions of their cultural care competency: A mixed method study in Taiwan

Liang, Hwey-Fang; Wu, Kuang‐Ming; Hung, Chang‐Chiao; Wang, Ying-Hsiang; Chen, Yongchuan

doi:10.1016/j.nepr.2019.102639

Cited by 14 publications

(23 citation statements)

References 27 publications

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“…Cultural competence is an essential component of nursing care. In this context, culturally competent nursing care integrates specific knowledge, skills and attitudes that guarantee appropriate and equitable care for all, including diverse patient populations [ 7 , 16 ].…”

Section: Introductionmentioning

confidence: 99%

Nursing students’ experience of learning cultural competence

et al. 2021

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Introduction European societies are rapidly becoming multicultural. Cultural diversity presents new challenges and opportunities to communities that receive immigrants and migrants, and highlights the need for culturally safe healthcare. Universities share a responsibility to build a fair and equitable society by integrating cultural content in the nursing curricula. This paper aims to analyze European student nurses´ experience of learning cultural competence and of working with patients from diverse cultural backgrounds. Materials and methods A phenomenological approach was selected through a qualitative research method. 7 semi-structured focus groups with 5–7 students took place at the participants’ respective universities in Spain, Belgium, Turkey and Portugal. Results 5 themes and 16 subthemes emerged from thematic analysis. Theme 1, concept of culture/cultural diversity, describes the participants’ concept of culture; ethnocentricity emerged as a frequent element in the students’ discourse. Theme 2, personal awareness, integrates the students’ self-perception of cultural competence and their learning needs. Theme 3, impact of culture, delves on the participants’ perceived impact of cultural on both nursing care and patient outcomes. Theme 4, learning cultural competence, integrates the participants’ learning experiences as part of their nursing curricula, as part of other academic learning opportunities and as part of extra-academic activities. Theme 5, learning cultural competence during practice placements, addresses some important issues including witnessing unequal care, racism, prejudice and conflict, communication and language barriers, tools and resources and positive attitudes and behaviors witnesses or displayed during clinical practice. Conclusion The participants’ perceived level of cultural competence was variable. All the participants agreed that transcultural nursing content should be integrated in the nursing curricula, and suggested different strategies to improve their knowledge, skills and attitudes. It is important to listen to the students and take their opinion into account when designing cultural teaching and learning activities.

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Section: Introductionmentioning

confidence: 99%

Nursing students’ experience of learning cultural competence

et al. 2021

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“…The fact that cultural competencies needed in every field also revealed in many researches. This cultural competencies was needed in health education because the lack of knowledge about cultural competence can be a barrier to patient management [6], [7], [8], [9]. Cultural competencies also needed in social aspect such as the important of this study among immigrant where the research results are that cultural competence can have implications for the attention of immigrants [10].…”

Section: Introductionmentioning

confidence: 89%

Acquiring Indonesian Pragmatic and Cultural Competencies Towards Indonesian Language Learners by Arabic Speakers at Al-Azhar University Cairo:

Hasanah¹,

Sari²

2021

Advances in Social Science, Education and Humanities Research

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This study aims to uncover the pragmatic and cultural competencies of Indonesian Language Learners for Arabic Speakers at Al-Azhar University Cairo using an Anthropolinguistic perspective. This perspective is chosen to focus on the data of the learner's language performance which is also based on pragmatic and cultural input. The research method chosen is Spradley's ethnography of communication. The results showed that the form of pragmatic and cultural input: 1) Sourced from textbooks in the form of Communicative Expressions which are displayed in speaking materials and specific materials about Indonesian culture. 2) Authentic discourse classes joined by BIPA participants and al-Azhar students who came from Indonesia. 3) All Indonesian teachers are native speakers. 4) Initiative of BIPA students who communicate with Indonesian speakers through social media. These four inputs contribute to strengthening the pragmalinguistic, sociopragmatic, and cultural competencies of learners.

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“…Selected studies' methodologies. All interventions were conducted in the academic setting, although two of them also included hospital settings (Liang et al, 2019) and international local community experiences (Amerson, 2010). In all cases, participants were bachelor's-level undergraduate students, except for Muir-Cochrane et al ( 2018), who also included postgraduate students.…”

Section: Tablementioning

confidence: 99%

“…Noble et al (2014) used "Campinha-Bacote's Model of Cultural Competence" in their quasi-experimental study. Most recently, the mixed-methods study by Liang et al (2019) used two transcultural nursing seminal models in the design: the "Sunrise Model" (Leininger and McFarland) and "Campinha-Bacote's Process Model" on cultural competence.…”

Section: The Cultural Competence Interventionsmentioning

confidence: 99%

“…It should also be involved in the development of interpersonal relationships to gain cultural awareness skills (Quickfall, 2014). Liang et al (2019) emphasized that cultural competence education should be integrated into nursing courses to improve nursing students' perceptions and skills regarding cultural care competence. Similarly, Halabi and de Beer (2018) revealed that half of the students preferred to receive transcultural nursing education related to working with people from different cultures.…”

Section: Introductionmentioning

confidence: 99%

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