Intercultural education of nurses and health professionals in Europe (IENE)

Abstract

Practical experiences form a fundamental part of preparation for labour mobility and/or for practice within a multicultural environment. However, health-care practitioners need to be adequately prepared for such experiences and value the opportunity to learn about culture, to explore values and beliefs, and to practise intercultural skills within the safe environment of an educational establishment, facilitated by skilled teachers.

Developing cultural competence through self-reflection in interprofessional education: Findings from an Australian university

“…Little is known about CC in IPE in Australia, an ethnically diverse country where over one in four residents are born overseas, half identify as culturally and linguistically diverse (ABS, 2012) and where Aboriginal and Torres Strait Islander peoples (their cultures and health needs) are being increasingly acknowledged (Paul, Hill & Ewen, 2014). Following key CC and IPE principles (Hamilton, 2011;Hawala-Druy & Hill, 2012;Purden, 2005;Taylor et al, 2011), this study furthers research into CC in IPE in Australia, providing an evaluation of a video-based learning activity designed to improve individual and group-reflection on cultural diversity. In the current context, self-reflection originates from Bourdieu (2003, p. 289), who argued: to know "the world better" one must "know oneself better."…”

“…This is of particular importance in Australia where Aboriginal and Torres Strait Islander people have life expectancies more than 5 years shorter than non-Indigenous Australians (Paul, Hill & Ewen, 2014). Furthermore, with globalization, societies are becoming increasingly multicultural (Lu, Tsai & Tseng, 2014;Taylor, Papadopoulos, Maerten, & Ziegler, 2011). Health practitioners need CC to reduce prejudice (Hamilton, 2011), and improve patient communication, concordance and outcomes (Garrison, 2007;Hawala-Druy & Hill, 2012;Purden, 2005).…”

“…CC enables a person to effectively listen to, communicate with, show respect for and work within another's culture rather than imposing one's own cultural perspective (Hamilton, 2011;Hawala-Druy & Hill, 2012;Pecukonis et al, 2008). CC improves interpersonal skills for working with people from diverse backgrounds (colleagues and clients): sexual, social, cultural and linguistic (Purden, 2005;Taylor et al, 2011).…”

“…Current approaches to teaching CC are "ad hoc" (Hamilton, 2011, p. e202), "fragmented" (Hawala-Druy & Hill, 2012, p. 773) and "inadequate" (Purden, 2005, p. 232). Many take a "textbook" (Hawala-Druy & Hill, 2012, p. 773), rote-learning approach that ill-prepares students for the self-reflection and life-long learning that the topic demands (Taylor et al, 2011). Existing scholarship suggests that CC learning should: (1) happen early within pre-licensure health professionals' undergraduate training; (2) involve exploration of case-studies; and (3) include reflection on one's own culture and biases (Hamilton, 2011;Hawala-Druy & Hill, 2012;Purden, 2005;Taylor et al, 2011).…”

Imaginative construction of care: the nursing professional experience in a remote care service

“…Cultural sensitivity is highlighted in literature as the need to tell information about the cultures we deliver care to; a cultural competency (14) . This study also permits taking into account what authors (15) mention about the socalled human depth, sensitivity and compassion when interacting with the user.…”