‘Work in progress’: nurse educators' views on preparing pre-registration nursing students in Wales for practice in multi-ethnic environments

Abstract

Nurses need to be adequately prepared to practise competently in increasingly ethnically diverse communities. This study explored nurse educators' views regarding the extent and nature of preregistration nursing education intended to prepare students for multi-ethnic practice in Wales. A qualitative approach was taken with a purposive sample of programme directors (n ¼ 6), branch leaders and lecturers (n ¼ 25) and practice mentors (n ¼ 35). Data were collected through focus groups, interviews, questionnaire and documentary review. Qualitative data were analysed using thematic analysis and three themes were identified: curriculum design and content, a theorypractice gap and personnel and material resources. Findings indicated that knowledge of the most effective way to prepare pre-registration nursing students for practice in multi-ethnic communities is 'work in progress' in Wales. Our findings raise questions about the extent to which the curriculum prepares students to engage with the Welsh social justice agenda. Improved clarity regarding what constitutes an adequate curriculum and improved preparation of nurse educators and mentors to competently and confidently prepare students for working within ethnically diverse communities is required.

Using Appreciative Inquiry to develop, implement and evaluate a multi-organisation ‘Cultivating Compassion’ programme for health professionals and support staff

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Producción científica en enfermería transcultural en el periodo 2007–2014

“…En este sentido, varios estudios sostienen que es el profesorado universitario el que debe mostrar al estudiante la necesidad de proporcionar un cuidado cultualmente competente y ofrecerle las herramientas necesarias para ello (Allen, Brown, Duff, Nesbitt & Hepner, 2013;Gebru & William, 2010;Merrell, Olumine & Khanom, 2014).…”

Juggling to survive: Master of Science postgraduate nursing students’ experiences of studying far from home

“…Like many countries, Ireland has seen a rapid increase in incoming migration (Central Statistics Office, 2016) and has become a popular destination for international students, contributing to the unprecedented growth of cultural and ethnic diversity in the classroom. Such intercultural classrooms can enrich learning experiences for international (Sawir, 2013) and domestic students (Dunne, 2013) and teaching faculty (Markey and Tilki, 2007; Merrell et al., 2014). Much of the existing literature focuses on globalisation of curriculum design (Abdul-Mumin, 2016; Dunne, 2011; Khadizah, 2016; Markey et al., 2012) with less emphasis on exploring ways to maximise intercultural learning opportunities.…”