Teaching Culturally and Linguistically Diverse Students: Exploring the Challenges and Perceptions of Nursing Faculty

Guler, Nilufer

doi:10.1097/01.nep.0000000000000861

Cited by 6 publications

(1 citation statement)

References 16 publications

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“…Competence‐based management is a form of knowledge management which, according to Ollila (2013) entails a comprehensive strategy for managing the knowledge, abilities and experiences available within an organisation, and guiding where they are deployed. In this study, the term CALD nurse is used to refer both to nurses who are foreign‐born and were educated in either their home country or Finland, and to children of immigrants who were educated in Finland (Guler, 2022).…”

Section: Introductionmentioning

confidence: 99%

Nurse leaders' perceptions of competence‐based management of culturally and linguistically diverse nurses: A descriptive qualitative study

Kiviniitty,

Kamau,

Mikkonen

et al. 2023

Nursing Open

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Aim(s)To describe nurse leaders' perceptions of culturally and linguistically diverse (CALD) nurses' competence‐based management.DesignA descriptive qualitative study of the competence‐based management of CALD nurses, from the perspectives of nurse leaders in three primary and specialised medical care organisations. This study followed the COREQ guidelines.MethodsQualitative semi‐structured individual interviews were conducted with 13 nurse leaders. Eligible interviewees were required to have management experience, and experience of working with or recruiting CALD nurses. Data were collected during November 2021–March 2022. The data were analysed using inductive content analysis.ResultsCompetence‐based management was explored in terms of competence identification and assessment of CALD nurses, aspects which constrain and enable competence sharing with them, and aspects which support their continuous competence development. Competencies are identified during the recruitment process, and assessment is based primarily on feedback. Organisations' openness to external collaboration and work rotation supports competence sharing, as does mentoring. Nurse leaders have a key role in continuous competence development as they organise tailored induction and training, and can indirectly reinforce nurses' work commitment and wellbeing.Conclusion(s)Strategic competence‐based management would enable all organisational competencies potential to be utilised more productively. Competence sharing is a key process for the successful integration of CALD nurses.Relevance to Clinical PracticeThe results of this study can be utilised to develop and standardise competence‐based management in healthcare organisations. For nursing management, it is important to recognise and value nurses' competence.ImpactThe role of CALD nurses in the healthcare workforce is growing, and there is little research into the competence‐based management of such nurses.Patient or Public ContributionNo patient or public contribution.

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Section: Introductionmentioning

confidence: 99%

Nurse leaders' perceptions of competence‐based management of culturally and linguistically diverse nurses: A descriptive qualitative study

Kiviniitty,

Kamau,

Mikkonen

et al. 2023

Nursing Open

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Exploring educator perceptions and profiles in supporting culturally and linguistically diverse students integration in healthcare work environments – A cross-sectional study

Matinlompolo,

Mikkonen,

Koskenranta

et al. 2024

Nurse Education Today

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Linguistically responsive learning and teaching for non-native speakers in undergraduate nursing education: a scoping review protocol

Schimböck,

Erichsen,

Petersen

et al. 2024

BMJ Open

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IntroductionNon-native-speaking nursing students as well as faculty, preceptors and mentors face specific issues related to language in undergraduate nursing education. A better understanding of the language experiences, needs, requirements, assessments and support activities will guide linguistically responsive learning and teaching and will direct future curriculum development. This scoping review aims to examine and map the extent of literature related to linguistically responsive learning and teaching for non-native speakers in undergraduate nursing education and to describe the lived experiences, barriers and facilitators, language needs, assessment tools and supportive interventions.Methods and analysisThis scoping review will follow the Joanna Briggs Institute (JBI) methodology for scoping reviews and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR). In May 2023, a preliminary search was conducted. The comprehensive search will include MEDLINE (PubMed), CINAHL (EBSCO), ERIC (EBSCO) and MLA (EBSCO). OpenGrey (DANS) and reference lists of the included articles will be searched for grey literature and additional articles. Two independent reviewers will screen titles and abstracts, then review the full texts of articles. Data will be extracted using a data extraction form and will be presented in figures, tables and narrative syntheses, in line with the review questions. This review will include articles that describe the experiences of non-native-speaking nursing students, faculty or preceptors in undergraduate nursing education and clinical practice environment. Articles that report on language requirements, needs and assessment tools will also be considered as well as articles reporting on supportive activities and interventions within the study programmes. Articles related to exchange students or programmes will be excluded.Ethics and disseminationNo ethical approval is required. The findings of the review will be disseminated through peer-review publication as well as oral and poster presentations at scientific conferences.

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Teaching Culturally and Linguistically Diverse Students: Exploring the Challenges and Perceptions of Nursing Faculty

Cited by 6 publications

References 16 publications

Nurse leaders' perceptions of competence‐based management of culturally and linguistically diverse nurses: A descriptive qualitative study

Nurse leaders' perceptions of competence‐based management of culturally and linguistically diverse nurses: A descriptive qualitative study

Exploring educator perceptions and profiles in supporting culturally and linguistically diverse students integration in healthcare work environments – A cross-sectional study

Linguistically responsive learning and teaching for non-native speakers in undergraduate nursing education: a scoping review protocol

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