Abstract
Objective:The purpose of the present study was to assess the nursing students’ global perspectives and compare it to a nationally normed reference group.Background:An individual’s global perspective impacts the extent to which the person perceives and knows the people and cultures within the world. Nursing care is expected to take a holistic perspective in providing care and respond in culturally appropriate ways to a diverse population through understanding the impact of cultural influences.Methods:Participant nursing students completed the Global Perspective Inventory survey and information about their current global perspective taking and their perceptions of curricular and co-curricular experiences was collected and analyzed.Results:Compared to the nationally normed reference group, nursing students expressed statistically significant lower intrapersonal affect average score. Although higher average scores were detected in most of the other scales, differences were not statistically significant.Conclusion:A global perspective approach to intercultural nursing education is an area that needs to be further developed and different options are to be examined.
Highlights
A rapidly changing and increasingly global, multicultural world requires complex skills and knowledge from citizens
Nursing care is expected to take a holistic perspective in providing care and respond in culturally appropriate ways to a diverse population through understanding the impact of cultural influences
The value of including cultural competence and global perspective taking in nursing education can be thought of from three philosophical positions (Stier, 2006)
Summary
A rapidly changing and increasingly global, multicultural world requires complex skills and knowledge from citizens. As a knowledge-based profession, nursing schools must be capable of developing within students the necessary capabilities to face the challenges of emerging global conditions, together with an awareness of shared values and belonging to a common social and cultural space. The value of including cultural competence and global perspective taking in nursing education can be thought of from three philosophical positions (Stier, 2006). Exposure to ‘strange’ cultures with its features, social expectations and language-requirements is considered a unique multilevel learning experience where intercultural competence, knowledge of and respect for other cultures may be developed. An individual’s global perspective impacts the extent to which the person perceives and knows the people and cultures within the world. Nursing care is expected to take a holistic perspective in providing care and respond in culturally appropriate ways to a diverse population through understanding the impact of cultural influences
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