Education to promote culturally competent nursing care - A content analysis of student responses

Document type: Journal Articles
Article type: Original article
Peer reviewed: Yes
Author(s): Kerstin Gebru, Ania Willman
Title: Education to promote culturally competent nursing care - A content analysis of student responses
Translated title: Utbildning för att främja kulturkongruent omvårdnad - en innehållsanalys av studenternas svar
Journal: Nurse Education Today
Year: 2010
Volume: 30
Pagination: 54-60
ISSN: 0260-6917
Publisher: Elsevier
URI/DOI: 10.1016/j.nedt.2009.06.005
ISI number: 000273928100011
Organization: Blekinge Institute of Technology
Department: School of Health Science (Sektionen för hälsa)
School of Health Science S-371 79 Karlskrona
+46 455 38 50 00
http://www.bth.se/hal/
Authors e-mail: ania.willman@bth.se
Language: English
Abstract: The aim of the study was to describe and analyse the outcome of a 3-year study program from a student perspective for the purpose of promoting culturally congruent nursing care. Students were asked to complete questionnaires that included cases with open-ended questions at the beginning and end of the 3-yesr program. Two nursing situations were described and the students had to imagine how they would act in such cases. Ninety-two students completed the two questionnaires and the result of a manifest content analysis of their answers is presented. Four categories were formulated from the content analysis: an inviting attitude, a non-inviting attitude, a knowledge driven attitude and a non-knowledge driven attitude. An inviting attitude meant that the students found different strategies for approaching the patient and his/her spouse or parent. A non-inviting attitude implied that the students became frustrated with the situation and had more difficulty finding solutions that would enhance the relationship. A knowledge-driven attitude meant that the students described how they found it important to base nursing actions on knowledge of the patient. A non-knowledge-driven attitude meant that the students´responses indicated that they did not consider knowledge to be the foundation of their nursing actions. The study demonstrated marked changes in the students´approaches to culturally sensitive issues at the end of the program.
Summary in Swedish: Syftet var att beskriva och analysera resultatet av ett 3-årigt utbildningsprogram om kulturkongruent omvårdnad från ett studentperspektiv. Studenter tillfrågades om att svara på frågeformulär med öppna svarsalternativ och som innehöll beskrivningar av patientfall. Två omvårdnadssituationer beskrevs och studenterna uppmanades att föreställa sig hur de skulle agera som sjuksköterska. 92 studenter besvarade två formulär, ett i början och ett i slutet av den 3-åriga utbildningen. En manifest innehållsanalys resulterade i att fyra kategorier kunde formuleras: ett inbudande förhållningssätt, ett icke inbjudande förhållningssätt, ett kunskapssökande förhållningssätt och ett icke kunskapssökande förhållningssätt. Studien visar även att studenternas hållning till kulturella frågeställningar förändras över tid.
Subject: Nursing & Caring Sciences\General
Keywords: cultural issues, nursing education, nursing theory, holistic care
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