Abstract
Title. Developing cultural sensitivity: nursing students’ experiences of a study
abroad programme
Aim. This paper is a report of a study to explore whether having an international
learning experience as part of a nursing education programme promoted cultural
sensitivity in nursing students.
Background. Many countries are becoming culturally diverse, but healthcare systems
and nursing education often remain mono-cultural and focused on the norms
and needs of the majority culture. To meet the needs of all members of multicultural
societies, nurses need to develop cultural sensitivity and incorporate this into
caregiving.
Method. A Gadamerian hermeneutic phenomenological approach was adopted.
Data were collected in 2004 by using in-depth conversational interviews and analysed
using the Turner method.
Findings. Developing cultural sensitivity involves a complex interplay between
becoming comfortable with the experience of making a transition from one culture
to another, making adjustments to cultural differences, and growing personally.
Central to this process was the students’ experience of studying in an unfamiliar
environment, experiencing stress and varying degrees of culture shock, and making
a decision to take on the ways of the host culture. These actions led to an understanding
that being sensitive to another culture required being open to its dynamics,
acknowledging social and political structures, and incorporating other people’s
beliefs about health and illness.
Conclusion. The findings suggest that study abroad is a useful strategy for bridging
the theory–practice divide. However, further research is needed with larger and
more diverse students to test the generalizability of the findings. Longitudinal
research is also needed to assess the impact of study abroad programmes on the
deliver of culturally sensitive care.
Keywords: cultural sensitivity, nursing students, empirical research, report, interviews, study abroad programmes, phenomenology
abroad programme
Aim. This paper is a report of a study to explore whether having an international
learning experience as part of a nursing education programme promoted cultural
sensitivity in nursing students.
Background. Many countries are becoming culturally diverse, but healthcare systems
and nursing education often remain mono-cultural and focused on the norms
and needs of the majority culture. To meet the needs of all members of multicultural
societies, nurses need to develop cultural sensitivity and incorporate this into
caregiving.
Method. A Gadamerian hermeneutic phenomenological approach was adopted.
Data were collected in 2004 by using in-depth conversational interviews and analysed
using the Turner method.
Findings. Developing cultural sensitivity involves a complex interplay between
becoming comfortable with the experience of making a transition from one culture
to another, making adjustments to cultural differences, and growing personally.
Central to this process was the students’ experience of studying in an unfamiliar
environment, experiencing stress and varying degrees of culture shock, and making
a decision to take on the ways of the host culture. These actions led to an understanding
that being sensitive to another culture required being open to its dynamics,
acknowledging social and political structures, and incorporating other people’s
beliefs about health and illness.
Conclusion. The findings suggest that study abroad is a useful strategy for bridging
the theory–practice divide. However, further research is needed with larger and
more diverse students to test the generalizability of the findings. Longitudinal
research is also needed to assess the impact of study abroad programmes on the
deliver of culturally sensitive care.
Keywords: cultural sensitivity, nursing students, empirical research, report, interviews, study abroad programmes, phenomenology
| Originalsprog | Engelsk |
|---|---|
| Tidsskrift | Journal of Advanced Nursing |
| Vol/bind | 59 |
| Udgave nummer | 4 |
| Sider (fra-til) | 361-9 |
| Antal sider | 9 |
| ISSN | 0309-2402 |
| Status | Udgivet - 2007 |
Emneord
- fænomenologi
- kvalitative undersøgelser
- kompetencer
- studerende
- kulturel kompetence
- kvalitativ metode
- hermeneutik