Undergraduate nursing students' experiences during international clinical placement: A scoping review.

Cultural competence: A call to action

It is generally presumed that most undergraduate first-year nursing students are not prepared for the transition from basic to higher education. Resilience is recommended as a viable coping strategy that acts as a buffer to the adversities that undergraduate first-year nursing students experience. Therefore, the aim of this study was to develop and validate a conceptual framework to improve resilience among undergraduate first-year nursing students at a South African university. A multiphase concurrent mixed-methods research design was followed through concept analysis, and the empirical, development and validation phases. Development and validation of a conceptual framework were guided by Dickoff etal.'s practice-oriented theory model and e-Delphi, respectively. Data used for development of the conceptual framework were gathered from undergraduate first-year nursing students from two campuses of a South African university, while national and international experts in nursing education were used to validate a conceptual framework. The conceptual framework developed shows that the undergraduate first-year nursing students are at the centre of four contexts, namely South African university, work-integrated clinical facilities, the South African Nursing Council and South African higher education. The conceptual framework includes collaboration of stakeholders, mentoring and debriefing. The guiding principles of the conceptual framework encompass strengthening internal resources and establishment of a support group to achieve the terminus, which is characterised by undergraduate nursing students' improved transition from basic to higher education. In conclusion, the newly developed conceptual framework has the potential to improve resilience among undergraduate first-year nursing students.

This entry discusses the importance of cultural competence in the healthcare of humans and animals, its challenges, its mixed research results, and the need for widely applicable competencies. Although there is research evidence showing that cultural competence is linked with patient satisfaction, better doctor–patient relationships, adherence to therapy, and to some extent, better health outcomes, there is a huge variety of models and competencies in the literature, which has sometimes resulted in inclusive outcomes, confusion as to what constitutes the necessary competencies, and patchy implementation. In spite of the development of cultural competence in human healthcare, its implementation in veterinary medicine remains poor. On this note, the aims of this entry are to provide a brief overview of the cultural competence in healthcare and veterinary medicine and education, to outline the important facts, and to highlight the need for more standardisation in implementing and testing widely applicable cultural competencies for both human and veterinary healthcare.

Introduction:The Sleep quality is a state where awareness of something decreases, but brain activity still plays an extraordinary role. Objectives: The purpose of this study was to determine the relationship between the duration of social media use and sleep quality in undergraduate nursing students at STIKes Maharani Malang. Methods: Correlational quantitative research design with a cross sectional approach. The number of research samples is 115 students with simple random sampling technique. Results: The results showed that the value of p = 0.003 which is smaller than α (<0.05). The value of the corelation coefficient (r = 0,272) indicates that there is a relationship between the duration of social media use and the quality of sleep in undergraduate nursing students at STIKes Maharani Malang. Conclusions: The majority or as many as 54 (47.0%) respondents had a moderate duration of social media use among undergraduate nursing study program students at STIKes Maharani Malang. The majority or as many as 98 (85.2%) of respondents experienced poor sleep quality among undergraduate nursing study program students at STIKes Maharani Malang. There is a significant relationship between the duration of social media use and sleep quality in undergraduate nursing study program students at STIKes Maharani Malang with a significance value of p = (0.003) < (0.05) so that the Ha hypothesis decision is accepted, namely that there is a relationship between the duration of social media use with sleep quality in undergraduate nursing study program students at STIKes Maharani Malang.

Undergraduate nursing student and preceptors’ experiences of clinical placement through an innovative clinical school supervision model

International clinical placements for Australian undergraduate nursing students: A systematic thematic synthesis of the literature

Cultural competence is recognised as a leading component in the delivery of high-quality health care. However, a lack of concept clarity has led to lower quality and less effective healthcare provision for culturally diverse groups. Understanding of cultural competence in a healthcare context will be improved through the exploration of health professionals' perceptions of the matter. The aim of this study was to explore health professionals' perceptions of cultural competence in a student healthcare context. The material consists of texts from interviews with ten health professionals in a student healthcare context. A hermeneutical approach was used, and the method was inspired by content analysis. One main theme and four subthemes were seen. The main theme was 'Caring ethics as the foundation for enabling cultural competence', and the subthemes were 'Cultural competence as knowledge and acting accordingly with open-mindedness and respect', 'Cultural competence as being willing to understand and learn through a process', 'cultural competence as responsiveness and adaptability' and 'Cultural competence as humility and discretion'. Ethics can be considered a core component of cultural competence in student healthcare. In further research, a focus should be placed on cultural competence as perceived from other (e.g. students') perspectives.

Cultural competence is a multifaceted and complex concept and practice approach. There are varied causal factors which are put forward to rationalise the need for cultural competence in healthcare. These causal factors can be considered the ‘drivers’ of cultural competence. In this chapter, we outline a framework for understanding key concepts and issues surrounding cultural competence by examining the drivers of cultural competence. We identified two primary drivers of cultural competence in the literature: sociocultural differences and healthcare disparities. These drivers simultaneously justify cultural competence and demonstrate what it aims to achieve and therefore frame how cultural competence is conceptualised and enacted. However, in much of the cultural competence literature, there is a lack of differentiation between drivers to justify the need for cultural competence. We argue that cultural competence interventions need to clearly address the identified drivers and by doing so better contribute towards building the evidence on whether cultural competence strategies achieve what they set out to accomplish.

ABSTRACTBackground: Fear of physicians is associated with a variety of negative relationship and clinical outcomes. Culturally competent communication has been suggested as a way for physicians to reduce patient fear. Previous research has not, however, assessed whether patients’ perceptions of physicians’ cultural competence are associated with the level of felt fear. This study assessed associations between patients’ fear of physicians and their perceptions of physicians’ cultural competence in healthcare interactions.Method: In this cross-sectional study, a purposive sample of 306 patients were recruited from the patient base of a local clinic system with three locations, one rural, one suburban, and one urban in Appalachian Ohio. Using validated paper-and-pencil questionnaires, we assessed patients’ perceptions of physicians’ cultural competence in four domains (macro cultural issues, proxemics/chronemics, language issues, and patient-centeredness) as well as fear of physicians.Results: Fear of physicians was associated with perceptions that physicians’ accommodated cultural differences related to issues of personal space and time and with perceptions of physicians’ provision of patient-centered care. Other domains of intercultural competence indicated negative association, but were not significant.Conclusions: The findings of this study provide evidence that some forms of physician accommodation of cultural difference are associated with reduced fear of physicians. These findings have implications for promoting physicians' cultural competence in healthcare interactions. These implications, with a focus on patient-physician communication are discussed.

BackgroundA goal of studying abroad is increased cultural knowledge as well as strengthening the participants' disposition for active participation in society and in future careers. Empirical studies have shown a positive impact on nursing students', but little is known about the effects of international clinical placement on professional nursing. The aim was to investigate nurses' experiences after participating in international clinical placement as students, and how the stay influences their future career as professional nurses. DesignQualitative design, and a hermeneutic phenomenological approach. MethodsIndividual semi-structured interviews were conducted with a sample of eight nurses who had participated in an international clinical placement as nursing students and worked for at least two years as nurses. The participants were students at one University College in Norway. The data analysis method was inspired by Max van Manen's thematic analysis. ResultsThe international clinical placement promoted personal and professional development of importance to professional nursing practice. The informants benefited from increased global and cultural awareness and noted that mastering the emotional challenges during the placement strengthen their ability to manage demanding situations in nursing work. The students evaluated guided reflection before, during and after the stay to contributing to learning outcome. ConclusionThe potential for increased global and cultural competence and personal and professional development is high in international clinical placements. If the opportunity is taken, the participants' future careers can be affected in a way that benefits patients and colleagues. We recommend that educators and supervisors of students on international clinical placements should facilitate guided reflection to the participating students.

This study aims to conduct a concept analysis on cultural competence in community healthcare. Clarification of the concept of cultural competence is needed to enable clarity in the definition and operation, research and theory development to assist healthcare providers to better understand this evolving concept. Rodgers' evolutionary concept analysis method was used to clarify the concept's context, surrogate terms, antecedents, attributes and consequences and to determine implications for further research. Articles from 2004 to 2015 were sought from Medline, PubMed, CINAHL and Scopus using the terms "cultural competency" AND "health," "cultural competence" OR "cultural safety" OR "cultural knowledge" OR "cultural awareness" OR cultural sensitivity OR "cultural skill" AND "Health." Articles with antecedents, attributes and consequences of cultural competence in community health were included. The 26 articles selected included nursing (n=8), health (n=8), psychology (n=2), social work (n=1), mental health (n=3), medicine (n=3) and occupational therapy (n=1). Findings identify cultural openness, awareness, desire, knowledge and sensitivity and encounter as antecedents of cultural competence. Defining attributes are respecting and tailoring care aligned with clients' values, needs, practices and expectations, providing equitable and ethical care, and understanding. Consequences of cultural competence are satisfaction with care, the perception of quality healthcare, better adherence to treatments, effective interaction and improved health outcomes. An interesting finding is that the antecedents and attributes of cultural competence appear to represent a superficial level of understanding, sometimes only manifested through the need for social desirability. What is reported as critical in sustaining competence is the carers' capacity for a higher level of moral reasoning attainable through formal education in cultural and ethics knowledge. Our conceptual analysis incorporates moral reasoning in the definition of cultural competence. Further research to underpin moral reasoning with antecedents, attributes and consequences could enhance its clarity and promote a sustainable enactment of cultural competence.

Teaching and learning about dementia care among undergraduate nursing students: A scoping review

A project is described in which performance measures of cultural competency in behavioral health care were selected and benchmarked. Input from an Expert Panel representing the four major ethnic and racial groups in the U.S. and persons with extensive experience in implementing cultural competency in health care, along with survey data from 21 sites were used in the process. Measures and benchmarks are made specific to organizations that administrate care networks, and to service entities that deliver care. Measures were selected to parallel an implementation process, and benchmarks were set at "gold standard" levels.

The impact of short term clinical placement in a developing country on nursing students: A qualitative descriptive study

The learning outcomes of smoking cessation training in undergraduate nursing students: A systematic review