Preparing culturally safe student nurses: An analysis of undergraduate cultural diversity course reflections

Olukotun, Oluwatoyin; Mkandawire‐Valhmu, Lucy; Kreuziger, Suzanne B.; Dressel, Anne; Wesp, Linda; Sima, Christina; Scheer, Victoria; Weitzel, Jennifer; Washington, Rosetta; Hess, Alexa; Kako, Peninnah; Stevens, Patricia E.

doi:10.1016/j.profnurs.2017.11.011

Cited by 18 publications

(19 citation statements)

References 17 publications

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“…At the end of the semester, students reflected on which groups to which they might feel uncomfortable providing nursing care, why they might feel this discomfort, and how they would overcome their discomfort based on what they had learned. The data based on these reflections is beyond the scope of this paper and have been published elsewhere (Olukotun et al., ).…”

Section: Methodsmentioning

confidence: 99%

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Enhancing cultural safety among undergraduate nursing students through watching documentaries

et al. 2018

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The purpose of the study was to develop an understanding of how nursing students gained perspective on nursing care of diverse populations through watching documentaries in a cultural diversity course. The basis of this paper is our analyses of students’ written responses and reactions to documentaries viewed in class. The guiding theoretical frameworks for the course content and the study included postcolonial feminism, Foucauldian thought, and cultural safety. Krathwohl's Taxonomy of the Affective Domain was used to identify themes and determine how undergraduate nursing students were progressing in achieving learning outcomes. Our findings suggest that while the use of documentaries serves as a tool for deepening students’ understanding of the realities of various populations, this activity, in the absence of critical reflection, may inadvertently promote stereotypes and further marginalize different people groups. Even though nursing students reflected on the importance of cultural safety in nursing, our findings indicate that their actions may not reflect this, especially since these students are in the early stages of the nursing program. Students need to be provided with a space where they can explore implicit biases evoked by exposure to new information about different people groups as a way of enhancing culturally safe care.

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Section: Methodsmentioning

confidence: 99%

“…Current scholars, however, argue that early iterations of cultural theorizing in nursing were grounded in essentialist views of culture that frequently conflated culture with race, ethnicity, and/or religion (Darroch et al, 2017;Garneau & Pepin, 2015;Mkandawire-Valhmu, 2018). This kind of theorizing is thus more problematic than valuable.…”

Section: Backg Rou N Dmentioning

confidence: 99%

Enhancing cultural safety among undergraduate nursing students through watching documentaries

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“…Further studies continued to emphasize the critical importance of teaching students to be culturally competent. [2][3][4] National organizations such as the National League for Nursing [5] and the American Association of Colleges of Nursing [6] explicitly mandate that baccalaureate-nursing programs teach cultural competence. Hospital accrediting agencies likewise require health care institutions to demonstrate that they evaluate outcomes related to cultural competency.…”

Section: Introductionmentioning

confidence: 99%

Measurement of cultural competency: A pilot study of nurses' knowledge of religious practices

Hickerson

Fried

Levy

et al. 2019

JNEP

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Background: Most studies assessing cultural competence inquire about attitudes and beliefs and do not measure mastery of information. In this study, we investigate how much nurses know about various religious practices they might encounter.Methods: An open response examination with 90 questions regarding Judaism, Islam, Hinduism, Mormonism, Seventh Day Adventist and Evangelical Christianity was administered to 24 faculty members and 60 students.Results: The mean score on the exam was 22.8 out of 100 (students 23.3%; faculty 21.6%). The sub-scores were highest for questions about Judaism (mean 36.3%) and lowest for questions about Hinduism (12.7%). The answer “I don’t know” was offered in response to 67.3% of all questions.Discussion: Factual mastery by nurses regarding religious practices was seen to be low. Because providing culturally competent care demands nurses to be both willing and able, this preliminary finding suggests that delivering culturally competent care requires not only awareness and readiness but a better factual knowledge base.

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“…This is typically due to the lower cultural sensitivity of healthcare providers (Choi & Kim, ). The major cultural issues arise from communication difficulties between service users and healthcare providers (Olukotun et al., ), which impacts the quality of care (Alpers, ). In mental health settings, people are not only distressed by their illness, but they also experience stigma, which is an important factor in care‐seeking behaviors and undermines the service system.…”

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confidence: 99%

“…Lifestyles and beliefs and perceptions of physical and psychological well‐being differ substantially across and within societies. In this sense, culture can be understood as not only habits and beliefs about perceived wellbeing, but also political, economic, legal, ethical, moral, and health practices (Olukotun et al., ).…”

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confidence: 99%

A PRISMA‐Drıven Systematıc Revıew for Determınıng Cross‐Cultural Mental Health Care

Üzar-Özçeti̇n

Tee

2020

Int J of Nursing Knowl

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PURPOSE:The study aimed to determine how culture can affect mental healthcare delivery in order to make recommendations for improving care pathways supported by culturally competent care. METHODS: Three international databases were systematically and independently searched by two researchers. FİNDİNGS: The results were grouped under three themes-quality of cross-cultural mental health care, expectations of people receiving cross-cultural mental health care, and perspectives of healthcare providers on cross-cultural mental health care. CONCLUSİONS: The study indicates how important it is for nurses to understand the complex interplay between culture and mental health and to develop cultural awareness and sensitivity. PRACTİCE IMPLİCATİONS: The study seeks to identify best practice and make recommendations for enhancing positive attitudes toward the cultural needs of people with mental health problems Search terms:Cross-culture, culture, mental health

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Preparing culturally safe student nurses: An analysis of undergraduate cultural diversity course reflections

Cited by 18 publications

References 17 publications

Enhancing cultural safety among undergraduate nursing students through watching documentaries

Enhancing cultural safety among undergraduate nursing students through watching documentaries

Measurement of cultural competency: A pilot study of nurses' knowledge of religious practices

A PRISMA‐Drıven Systematıc Revıew for Determınıng Cross‐Cultural Mental Health Care

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