Nursing students learning to care for refugee patients: a qualitative study^†

Abstract

Background Nursing students should gain cultural knowledge and skills necessary for providing care to all types of patients. Aim This study aimed to determine problems faced by nursing students who care for refugee patients. Method The study used phenomenological qualitative design. The sample comprised 25 nursing students who cared for refugee patients in a clinic. Data were analysed using Colaizzi’s seven‐step method following focus group interviews. Results Two themes were identified for the interviews: (i) language barrier: insufficient care and (ii) students’ perspectives on being a refugee. Furthermore, three subthemes were also identified by analysis of the interviews: (i) superficial communication and insufficiency in psychological support, (ii) health problems in difficult living conditions and (iii) unchanged basic human needs and unmet care needs. Conclusions Nursing students find it difficult to care for refugee patients, but nursing education programmes based on culture care improve their knowledge and perceptions and the quality of care they provide to patients from different cultures. Implication for nursing and health policy In a multicultural society, nursing students must recognize cultural differences. Consequently, a multicultural education programme helps lay the groundwork for successful integration of nursing students in new cultures.

Nurses' experience in stoma care for refugees and asylum seekers: Qualitative research

“…In that case study, similar to our results, all of the healthcare staff faced communication difficulties and problems with the availability of interpreters (Chang et al, 2014). Evgin and Muz (2021) examined nursing students' experiences in caring for refugee patients through a phenomenological study. In that study, 25 nursing students who cared for refugee patients were interviewed, and they emphasized that language barriers negatively affect care.…”

“…In that study, 25 nursing students who cared for refugee patients were interviewed, and they emphasized that language barriers negatively affect care. They also reported that patient education could not be provided because of language problems and superficial communication (Evgin & Muz, 2021). The results of another qualitative study conducted in Turkey examined senior nursing students' experiences in caring for refugee patients and similarly showed that language and communication are the biggest problems encountered while providing care (Karakuş Selçuk & Yanikkerem, 2022).…”

Nurses’ experiences of emergency care for undocumented migrants who travel by boats

“…Nurses demand training in compassion, cultural competencies, and human trafficking (Albright et al, 2020;Dumit & Honein-AbouHaidar, 2019). This would also be useful for students learning about UM care (Evgin & Muz, 2020). As other studies demonstrate (Harrison & Daker-White, 2019), participants propose having more time to provide care, promoting clinical autonomy, exploring stigma, defending patients (UMs) and safeguarding the care history of UMs as ways to improve the issue (Chiarenza et al, 2019).…”

Spanish adaptation and validation of the Cultural Competence Assessment Tool (CCATool) for undergraduate nursing students

“…The acquisition of this competence must be continuous, it should begin with entrance into the nursing education programme and be spread across the curriculum, i.e. during undergraduate nursing‐degree studies (Choi & Kim, 2018; Evgin & Muz, 2020; Markey & Okantey, 2019).…”