Nursing educator perspectives of overseas qualified nurses' intercultural clinical communication: barriers, enablers and engagement strategies

Abstract

The findings can act as triggers for discussion with overseas qualified nurses and other health professionals to raise awareness about the aspects of intercultural communication and to debate alternative viewpoints and explanations. They can also inform changes in the structure and content of the bridging programmes.

The relationship between professional communication competences and nursing performance of critical care nurses in South Korea

“…Intensive care unit staff nurses still face difficult problems in their nursing performance and communicating with patients' relatives because their practical experience is not an implicit guarantee of communication ability (Arranz, Ulla, Ramos, Del Rincon, & Lopez‐Fando, ; Bry et al, ). Additionally, an approach of assessing each domain level of communicating with patients, their families, and colleagues is required when designing educational programmes to improve communication competences; and educators have to consider the sociodemographic backgrounds of the nurses when teaching communication skills (Claramita et al, ; Gauntlett & Laws, ; Groves, ; Philip et al, ). Therefore, further study is needed to develop effective educational strategies to promote the communication competences of ICU nurses based on these findings.…”

“…Sociodemographic data based on a review of the literature (Magnus & Turkington, ; Philip, Manias, & Woodward‐Kron, ; Reader et al, ) were included. The sociodemographic variables were age, marital status, education, overall years of clinical experience as a nurse, years of work experience in the ICU, monthly salary, experience of communication education, and a single item for overall job satisfaction, which was highly correlated and acceptable with the multiple‐item measure (Dolbier, Webster, McCalister, Mallon, & Steinhardt, ).…”

Power distance and migrant nurses: The liminality of acculturation

“…In our analysis, these educational discomforts are also examples of migrant nurses as learners in a liminal space, as the teaching practices do not align with past experiences and therefore increase uncertainty and fear of failure. Philip, Manias, and Woodward‐Kron () appear to affirm uncritically the ‘learning partnership’ model provided by Australian nurse educators in a pre‐registration bridging programme. There is little acknowledgement of the stress for learners engaging in new pedagogies and the concomitant shift in power distance between educators and students.…”

Overseas qualified nurses’ communication with other nurses and health professionals: An observational study

“…In situations that required the OQNs to pursue more information or when conveying critical information to team members, factors impeding communication included lack of assertion, hesitancy and inadequate strategies to challenge poor communication of other health professionals. On the one hand, this finding underscores the need to view inter‐ and intraprofessional communication as a collaborative undertaking in which the OQN participants may have had inadequate conversational gambits and communicative competence in English to challenge poor communication; these communicative barriers may also be the result of perceived professional hierarchies between members in the healthcare team, and a lack of understanding of team communication norms and practices (Lum et al, ; Philip et al, ; Ting‐Toomey, ). On the other hand, this finding provides evidence that poor clinical communication with peers is not always caused by the non‐native‐speaking health professional.…”