Their view: difficulties and challenges of patients and physicians in cross-cultural encounters and a medical ethics perspective

Würth, Kristina Maria; Langewitz, Wolf; Reiter-Theil, Stella; Schuster, Sylvie

doi:10.1186/s12910-018-0311-4

Cited by 25 publications

(24 citation statements)

References 40 publications

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“…However, nurses and other healthcare professionals may lack the knowledge, skills and attitudes necessary to provide equitable care for all, including those from a different cultural background [ 11 ]. Communication difficulties, in particular, pose significant difficulties in cross-cultural care encounters [ 12 ].…”

Section: Introductionmentioning

confidence: 99%

Nursing students’ experience of learning cultural competence

et al. 2021

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Introduction European societies are rapidly becoming multicultural. Cultural diversity presents new challenges and opportunities to communities that receive immigrants and migrants, and highlights the need for culturally safe healthcare. Universities share a responsibility to build a fair and equitable society by integrating cultural content in the nursing curricula. This paper aims to analyze European student nurses´ experience of learning cultural competence and of working with patients from diverse cultural backgrounds. Materials and methods A phenomenological approach was selected through a qualitative research method. 7 semi-structured focus groups with 5–7 students took place at the participants’ respective universities in Spain, Belgium, Turkey and Portugal. Results 5 themes and 16 subthemes emerged from thematic analysis. Theme 1, concept of culture/cultural diversity, describes the participants’ concept of culture; ethnocentricity emerged as a frequent element in the students’ discourse. Theme 2, personal awareness, integrates the students’ self-perception of cultural competence and their learning needs. Theme 3, impact of culture, delves on the participants’ perceived impact of cultural on both nursing care and patient outcomes. Theme 4, learning cultural competence, integrates the participants’ learning experiences as part of their nursing curricula, as part of other academic learning opportunities and as part of extra-academic activities. Theme 5, learning cultural competence during practice placements, addresses some important issues including witnessing unequal care, racism, prejudice and conflict, communication and language barriers, tools and resources and positive attitudes and behaviors witnesses or displayed during clinical practice. Conclusion The participants’ perceived level of cultural competence was variable. All the participants agreed that transcultural nursing content should be integrated in the nursing curricula, and suggested different strategies to improve their knowledge, skills and attitudes. It is important to listen to the students and take their opinion into account when designing cultural teaching and learning activities.

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Section: Introductionmentioning

confidence: 99%

Nursing students’ experience of learning cultural competence

et al. 2021

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“…From a gender perspective, the interaction between migrants and the representatives of health care systems (e.g., health care providers) can be a challenging task for both sides. The gender of patients and physicians has been shown to influence doctor-patient interaction [17][18][19], and cross-cultural interactions have been described as demanding by patients and health care professionals (HCPs) [20]. The exchange of health-related information is a central aspect of the treatment situation [21].…”

Section: Introductionmentioning

confidence: 99%

Gender-Specific Aspects of Health Literacy: Perceptions of Interactions with Migrants among Health Care Providers in Germany

Chakraverty

Baumeister

Aldin

et al. 2020

IJERPH

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Health literacy can be described as a complex process shaped by individual resources and preferences and by the nature and quality of health-related information people encounter. The main objective of this study was to explore the views of health care professionals on how gender as a personal determinant of health literacy affected their interactions with migrant patients. The interrelated challenges, needs and applied solutions were analyzed from a health literacy perspective. Five focus group discussions with health care professionals working with migrants (n = 31) were conducted in Cologne, Germany, audio recorded, transcribed and analyzed by qualitative content analysis. Gender-specific aspects, such as the gender of health care providers as a factor, were portrayed above all in relation to patients from Turkey and Arab countries regarding access to and understanding of health-related information. These statements exclusively represent the possibly biased or assumptions-based perspectives of health care professionals on their migrant patients and were made against the background of a systemic lack of time and the challenge of overcoming language barriers. Especially in this context, reducing time pressure and improving communication in the treatment setting may be to the benefit of all actors within healthcare.

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“…Various barriers lead to inadequate communication in health care, of which language and different cultural values and norms are frequently referred to as key barriers (Scheppers, 2006; Würth et al, 2018). Individual healthcare professionals’ preconceptions of ethnic minority patients, based on individual experiences and the culture of health organizations, often affect the content and structure of the sense‐making process with an impact on the clinical relationship (Johnson et al, 2004; Scheppers, 2006; Schinkel et al, 2018; Würth et al, 2018). Moreover, the professionals’ reflections on the three incidents seemed to be closely related to social discourses on migration and ethnic minorities (Eberl et al, 2018; von Unger et al, 2019).…”

Section: Healthcare Professionals’ Reflections On Critical Encounters With Ethnic Minority Patientsmentioning

confidence: 99%

Healthcare professionals’ encounters with ethnic minority patients: The critical incident approach

Kartzow

Fougner

2021

Nursing Inquiry

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Ethnic minority patients face challenges concerning communication and are at higher risk of experiencing health problems and consuming fewer healthcare services. They are also exposed to disparaging societal discourses about migrants which might undermine healthcare institutions’ ambitions of equitable health care. Therefore, healthcare professionals need to critically reflect on their practices and processes related to ethnic minority patients. The aim of this article is to explore healthcare professionals’ experiences of working with ethnic minority patients by using the critical incident (CI) technique. In two focus group sessions, participants discussed challenging events in their encounters with patients. The critical incidents show that healthcare professionals may experience unfamiliar situations related to their work performance, prejudice toward patients, and labeling by patients the professionals do not identify with. The professionals’ reflections are discussed in relation to social discourses on migration and their work conditions, and the possible influence on the professionals’ preconceptions and the patient–professional relationship in health care. Reflections about work experiences with ethnic minority patients and aligned societal discourses should be included in healthcare workers’ professional development. Critical incident reflections at work may contribute to better‐coping strategies for healthcare professionals and improved patient–professional relationships with ethnic minority patients.

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Their view: difficulties and challenges of patients and physicians in cross-cultural encounters and a medical ethics perspective

Cited by 25 publications

References 40 publications

Nursing students’ experience of learning cultural competence

Nursing students’ experience of learning cultural competence

Gender-Specific Aspects of Health Literacy: Perceptions of Interactions with Migrants among Health Care Providers in Germany

Healthcare professionals’ encounters with ethnic minority patients: The critical incident approach

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