Level Of Cultural Sensitivity Research Articles

Investigation of the relationship between cultural sensitivity and effectiveness levels among nursing students

AimThe aim of this study is to investigate the relationship between cultural sensitivity and effectiveness levels among nursing students. BackgroundThe world is changing and globalizing, and societies are becoming increasingly multicultural. Therefore, nurses, who play an important role in health service delivery, are expected to be competent in interacting with patients from different cultures and to develop cultural sensitivity during their education. DesignThe design of this study is a prospective descriptive study. MethodsThe research was conducted with 284 nursing students in the faculty of nursing at a university in Ankara. The data collection process of this study was conducted at the end of the spring semester of the 2019–2020 academic year between 20 and 30 June 2020. The Sociodemographic Characteristics Form, Intercultural Sensitivity Scale, and Intercultural Effectiveness Scale were used to collect data. Descriptive statistics, parametric and nonparametric tests were used for data analysis. ResultsThe mean age of the students was 20.80 ± 1.64, and 82% of the students were female. The mean scores on the Intercultural Sensitivity and Intercultural Effectiveness Scales were 92.56 ± 11.98 and 53.87 ± 6.28, respectively. A positive, moderate, and statistically significant correlation was found between the scores on the two scales. In the study, it was determined that females have higher cultural sensitivity and cultural effectiveness level than males, and students who could not understand and speak English have lower cultural sensitivity and cultural effectiveness level than students who could understand and speak English. ConclusionIn this study, it was evaluated that the nursing students had high cultural sensitivity and moderate cultural effectiveness levels, and cultural sensitivity levels were found to increase in line with cultural effectiveness levels. It is recommended to review the educational curricula to improve cultural communication competence and organize programs to improve English speaking and conduct more studies examining the cultural effectiveness of students.

Level of cultural sensitivity and its influence on teachers’ performance

Purpose: The primary goal of this study was to analyze the level of cultural sensitivity and its impact on the performance of secondary school teachers in Buayan District, Division of General Santos City. This study attempted to identify correlations between cultural sensitivity and secondary teacher performance. Research methodology: The research design of this study was descriptive-correlative. Since the design is descriptive, it provides a full discussion and explanation of teachers' cultural sensitivity and its impact on their performance. Furthermore, the study's methodology aimed to identify significant correlations between the variables under investigation. The mean and Pearson product-moment correlations were the statistical measures employed to evaluate the hypotheses. Results: The findings revealed a significant, moderate, and direct relationship between cultural sensitivity and teacher performance. Consequently, strengthening teachers' cultural sensitivity may improve their performance. Limitations: This study was limited to three (3) Buayan District Public Secondary Schools. The variables under consideration were narrowed down because cultural sensitivity is only concerned with the value system, belief system, decision making, and cross-cultural communication. On the other hand, teachers’ performance variables focused only on the teaching and learning processes, student outcomes, and community involvement. Contribution: The findings of this study provide information on teachers' levels of cultural sensitivity as a foundation for improving their performance and developing a curriculum for teaching in various cultures. Novelty: This study's originality focuses on its factors, which integrate cultural sensitivity and teachers’ performance. This research aids in determining the impact of teachers' cultural sensitivity on their performance.

Cultural sensitivity of food establishments as predictor of company reputation and quality service

This study aimed to examine the relationship between cultural sensitivity, company reputation, and quality service in food establishments in the 4th district of Laguna, Philippines. The research focused on the demographic profiles of the respondents and their perceptions of cultural sensitivity, company reputation, and quality service. Descriptive-correlation research design and convenience sampling were used to gather data from restaurant customers. The findings revealed moderate levels of cultural sensitivity and quality service in the food establishments. The study also demonstrated no significant relationship between the demographic profile of the respondents and their perception of cultural sensitivity, except for educational attainment, which showed a highly significant relationship with company reputation and quality service. The researcher recommends food establishments to enhance employees' cultural sensitivity through trainings, create unique strategies, and conduct regular evaluations to improve company reputation and quality service. Engaging with customers through social media and diversifying the workforce can also improve the establishments' image and service quality. Effective communication and the utilization of various statistical methods for future research are also suggested.

The Effects of Internationalization on Cultural Sensitivity: A Research among Higher Education Students

The internationalization of higher education has become a focal point in Hungary during the past few years. Consequently, all Hungarian higher education institutions aim to increase the number of international students. It is because one positive and multiplicative effect of internationalization is perceived to be an increase in the level of cultural sensitivity of both the international and the Hungarian students. The present paper, therefore, investigates this auspicious effect by presenting the rationale, the purposes, the contents as well as the findings of a small-scale quantitative research which aims to uncover how the cultural sensitivity of the respondents has changed after they began their tertiary studies in an international environment. The research was conducted among Hungarian and international students studying on English-taught programmes in the field of social and economic sciences at a Hungarian university, namely Széchenyi István University. Findings reveal that the cultural sensitivity of the respondents (both international and Hungarian) was indeed enhanced during their tertiary studies and this was as a result of the international learning environment. However, due to the limitations of the research, these findings remain tentative rather than conclusive.

An exploratory study of South Asian women’s experiences of mental health services in England: a thematic analysis of cultural sensitivity

Purpose Despite government and national health service demands for equality within mental health (MH) services, racial inequalities remain. South Asian (SA) women underutilise MH services, yet research regarding their experiences and the cultural sensitivity (CS) of services is sparse. The purpose of this study was to explore the experiences of SA women who have used MH services and the cultural sensitivity of the latter. Design/methodology/approach Thematic analysis was used for data analysis of semi-structured interviews carried out with 16 SA women. Findings Analysis yielded an overarching theme of “degree of understanding” and three main themes: “shared background and understanding” “humanity” and “cultural factors” and their subsequent subthemes. Results demonstrated mixed experiences, illustrating varied levels of CS and the impacts of this upon experiences. Cultural understanding underpins CS: participants’ experiences demonstrated the benefit of significant understanding and the detriment of limited understanding. Research limitations/implications All participants were well educated, English-speaking and from psychology, health or research backgrounds. SA culture is nuanced; thus, the demographic of “South Asian” could be too broad. However, because current understanding is limited, this research provides fundamental empirical knowledge. Practical implications Clear recommendations were co-produced with participants, highlighting strong impacts for service development and best practice. Social implications The research provides valuable insight into SA women’s experiences of MH services and wider understanding of CS. This raises cultural awareness in a field lacking understanding. Findings and recommendations can, therefore, provide foundational knowledge for broader societal issues experienced by people from this demographic and challenge preconceptions. Originality/value This research offers unique recommendations for more culturally sensitive practice, co-produced with participants.

The Relationship between moral competence and cultural sensitivity levels of nurses working in primary healthcare institutions: A cross-sectional study in Turkey

Purpose: This study was conducted to determine the moral competence and cultural sensitivity levels of nurses working in primary healthcare institutions and the relationship between the two. Methods: This cross-sectional design study conducted with 83 nurses working in primary healthcare services and was carried out between November 2018 and January 2019 in a province center in the Central Anatolia Region of Turkey. Results: The mean age of the nurses was 36.50 ± 6.06, the total score obtained from the Intercultural Sensitivity Scale was 91.44 ± 11.17, and the total score obtained from the Moral Competence Questionnaire for Public Health Nurses was 56.43 ± 7.71. The total scores obtained both from the Intercultural Sensitivity Scale and the Moral Competence Scale by those who lived in a big city for a long time and who got the intercultural nursing course during school were higher. No statistically significant relationship was found between the total scores obtained from both scales. However, there was a positive and statistically significant correlation between the score of Moral Competence Scale and the scores of the interaction confidence (R = 0.247; p = .025) and the interaction enjoyment (r = 0.306; p = .005) sub-dimensions of the Intercultural Sensitivity Scale. Conclusion: The moral competence and cultural sensitivity of nurses participating in the study were at a moderate level. As the moral competence of the nurses increased, their interaction enjoyment and interaction confidence levels increased, as well.

Implementation of diversity, equity, and inclusion dialogue for second-year dental students.

Dental schools can support diversity and inclusion efforts through curricula targeted at providing a safe space for students to learn from each other and about themselves. Opportunities to learn about different backgrounds can improve levels of cultural sensitivity and improve inclusion. The aim of this study was to describe the implementation of a diversity dialogue tool for second-year dental students and evaluate student responses to this activity. Following a 3-h small group diversity, equity, and inclusion (DEI) dialogue, students completed a 3-2-1 reflective activity to determine new ideas that they encountered, ideas they would like to try, and things that they would like to know more about. Of the 66 students that participated in the DEI dialogue, 44 participated in the reflective activity for a response rate of 66%. Four significant new ideas were encountered including the concept of intersectionality (25%), the effects of race, racism, and identity on health (20.5), how to react to bias or discrimination (20.5%), and identity and their effect on perceptions of health and wellness (15.9). Three ideas students might try included being more open to learning about others' identity (52.3%), communicating openly with patients and peers (34.1%), and communicating calmly when dealing with bias or discrimination (13.6%). Two things students would like to know more about included how to handle situations of discrimination and bias (27.3%) and the existence of health disparities and how to address them (15.9%). Creating an opportunity for a DEI dialogue led to students encountering new information (intersectionality; effect of bias on health), identified targeted areas of future behavioral change (open and calm communication with others), and provided insight into areas of student interest (dealing with bias and addressing health disparities).

The intercultural sensitivity levels of primary health care workers in a city in Eastern Turkey.

To assess intercultural sensitivity levels and related factors of primary healthcare workers providing care to a variety of socio-ethnic groups. The descriptive cross-sectional study was conducted from March 1, 2019, to February 1, 2020, in the city of Mardin, Turkey, and comprised primary healthcare workers. Data was collected using a questionnaire about socio-demographic characteristics and the Turkish version of the Intercultural Sensitivity Scale. Data was analysed using SPSS 24 software version. Of the 150 subjects approached, 131(87.3%) volunteered to participate. Of them, 80(61%) were females and 51(39%) were males. The largest age group was 25-34 years having 77(59%) subjects. The total mean score of the intercultural sensitivity scale was 73.30±16.7. There was a strong relationship between the subscales of 'Responsibility and Interaction Attentiveness' and 'Respect for Cultural Differences' (p<0.01). Significant difference was found between the sensitivity levels and the job titles of the participants, their status of friendship in different countries, the opportunity to be with people in other cultures for any reason, the status of willingness to work in different cultures and their intercultural sensitivity scale scores (p<0.05). The level of cultural sensitivity of the healthcare professionals was overall moderate.

The effects of nursing students' conscientious intelligence on their cultural sensitivity levels.

This study was carried out to determine the relationship between the level of conscientious intelligence and cultural sensitivity among nursing students. This is a cross-sectional descriptive design. The sample of this study consisted of 172 nursing students. The study data were collected using a sociodemographic data form, the intercultural sensitivity scale, and the conscientious intelligence scale. The mean intercultural sensitivity scale score was 80.07 ± 10.68, and the mean conscientious intelligence scale score was 120.89 ± 12.32. Also, a positive relationship was determined between both scales that the nursing students obtained. The scale scores of nursing students were found to be a moderate level. As students' conscientious intelligence levels increased, their intercultural sensitivity was determined to increase, as well.

Determining the effect of an intercultural nursing course on empathic skill and intercultural sensitivity levels: An intervention study

BackgroundProviding culturally sensitive healthcare services requires to command on content and concepts. Moreover, it is essential to train nurses who are sensitive toward cultural values and beliefs and who can provide holistic and individual nursing care in an increasingly diverse population. ObjectiveThis study determined the effect of the Intercultural Nursing Course on the empathic skill and intercultural sensitivity levels of nursing students in Turkey. DesignThis study was an interventional study that adopted a pretest–posttest design with a control group. ParticipantsThe participants of the study were 165 nursing students from a school of health; these students were completing their fourth year of studies and in the spring term of the 2017–2018 academic year. However, the sample group comprised 113 students who agreed to participate in the study and completely filled out the administered forms. The intervention group consisted of 84 students admitted to Intercultural Nursing Course, whereas the control group consisted of 29 students who were not admitted to Intercultural Nursing Course. MethodsIntercultural Nursing Course, one of the elective courses in the fourth grade of the nursing program, was a 14-week course that was conducted through two contact hours per week. Data from both the groups were collected at the beginning and at the end of the course by the researchers using the “Introductory Information Form,” the “Empathic Skill Scale”, and the “Intercultural Sensitivity Scale”. Data were analyzed through descriptive tests, t-test, the Mann–Whitney U test, and the Wilcoxon signed-rank test using statistical package software. In addition, the required approval was procured from the ethics committee of the relevant university and School of Health before the study was conducted. ResultsNo significant differences prevailed between the intervention and control groups in terms of total intragroup and intergroup Empathic Skill Scale and Intercultural Sensitivity Scale scores. However, a significant difference (Z = −4.000; p = 0.000) between the pretest and posttest scores was observed in the interaction confidence subdimension of the Intercultural Sensitivity Scale in the intervention group. ConclusionAlthough Intercultural Nursing Course did not lead to a significant change in students' empathic skills and cultural sensitivity levels, it enhanced their cultural sensitivity and self-confidence in intercultural communication and ensured maintenance of their empathic skills. Intercultural Nursing Course can thus valuably contribute to the understanding of cultural structure and values of society and to the development of techniques that can provide nursing care accordingly.

Emotional intelligence and academic achievement in higher education

PurposeThis study examines the role of emotional intelligence on academic achievement among students at a private university in Kuwait.Design/methodology/approachThe data were obtained through a questionnaire which elicits information on students' sociodemographic data and their overall college grade point average (GPA). The 16-item Wong and Law Emotional Intelligence Scale (WLEIS, Wong and Law, 2002), was used to evaluate the level of emotional intelligence and explore the effect on academic performance in a sample of 480 Kuwaiti college students.FindingsThe results of the study indicate that academic success was strongly associated with self-emotion appraisal (SEA) and use of emotions (UOE). However, the results did not show direct correlations with age, high schooling system, gender and nationality. Additionally, results provide supporting evidence that the WLEIS scale has good psychometric properties and can be used as a reliable tool to assess the emotional intelligence skills among college students in Kuwait.Research limitations/implicationsThe study has several limitations that require consideration when interpreting the findings. First, this research used a quantitative methodology, which can provide limited information about emotional intelligence, and further qualitative research is necessary to identify contributors and inhibitors of this construct. Second, as in any study using self-report measures, the results may have been influenced by participants' acquiescence and need for social desirability. Further studies should aim to include ways in which EI can be incorporated into academic curricula and qualification framework and barriers that may pertain to encourage emotional intelligence skills development in higher education and suggest solutions accordingly. In future studies it would be interesting to see educators' self-perception vs of students to include a multi-rated for the emotional intelligence. To this end, these areas of study could provide a more comprehensive understanding in the sense of integrating emotional intelligence theories and methods from multiple disciplines that constitute social, personality and psychological trait within higher education. This research has only considered samples from a private university in Kuwait. Extension of sampling scope to other universities around the country and in the Middle East may bring a better understanding of students' emotional intelligence level. In terms of EI components, the results of this study indicated that students score highest in self-emotional appraisal (SEA) and the use of emotions (UOA) and lowest on regulation of emotions (ROE). Additional studies can be conducted to see whether the same results apply on Arab students in the Middle East as a whole. The present study has provided more evidence of the need for cross-cultural comparison of an imported construct and its measurement by showing that the emotional intelligence construct, defined by the WLEIS (Wong and Law, 2002), may be understood differently in other cultures.Practical implicationsThere are two key implications in this study, one concerning gender and the other relating to students' GPA. The results suggested differences between the way female and male students viewed EI skills in relation to their academic achievement. Considering that the instrument used to measure EI was the Wong and Law Emotional Intelligence Scale (WLEIS), a self-report measure, perhaps a degree of bias was introduced. Male students' EI scores as a whole (M = 5.56) were higher than the EI mean score for female students (M = 5.39). As Novinger (2001) proposed, emotional expressiveness in the Arab world is such that women are trained to be less demonstrative of their emotions than men.Social implicationsIn addition, gender and cultural values may influence communication styles among Arab students during the teaching process. An awareness of gender and cultural difference related to EI could be beneficial to all parties (students, educators and administrators) in higher educational institutions. Educators' sensitivity to students' EI skills associated with culture can be manifested in a wide variety of teaching practices, ranging from educators' expectations toward students to their interpersonal interactions with students and from teaching styles to assessment methods. For example, an understanding of the possible impact of gender on EI skills may raise educators' levels of cultural sensitivity in dealing with students in the Middle East, particularly, in Kuwait. Even though this study did not show a significant relationship between the overall EI level and students’ GPA, an effect on EI components SEA and UOA was found. University administrators and educators wishing to increase students' academic achievement would do well to incorporate the use and recognition of emotions into their curricula. For instance, emotions can be used to channel the anxiety created by exams to motivate students to prepare more thoroughly and attain more higher standards.Originality/valueEmotional intelligence skills are important predictors of academic success, and they play a key role in students' performance, and greater the emotional intelligence, the academic achievement will be higher. The results of this study support the research studies suggesting that students' emotional intelligence (EI) should be considered by curriculum designers to enable educators assist their students reach successful academic performance.

Determination of Intercultural Sensitivity Among Nurses.

This descriptive study was carried out between July 2017 and August 2017 in an Obstetrics/Gynecology and Children Hospital affiliated to Gaziantep provincial directorate of health. The study population consisted of 363 nurses working in the aforementioned Obstetrics/Gynecology and Children Hospital, and the non-probability sampling method was implemented to reach them. Of the nurses included in the study population, 183 who volunteered to participate in the study comprised the sample of the study. The data were collected from the nurses who filled in the data collection forms given by the researchers using the paper pencil technique. To collect the study data, the Personal Information Form questioning the participants' socio-demographic characteristics, and the Intercultural Sensitivity Scale (ISS) were used. The mean scores the participants obtained from the Intercultural Sensitivity Scale and its subscales are as follows: 24.18 ± 3.87 for the Interaction Engagement subscale, 20.68 ± 4.41 for the Respect for Cultural Differences subscale, 17.10 ± 3.27 for the Interaction Confidence subscale, 10.27 ± 2.81 for the Interaction Enjoyment subscale, 10.64 ± 2.06 for the Interaction Attentiveness subscale and 82.62 ± 12.83 for the overall Intercultural Sensitivity Scale. In conclusion, the cultural sensitivity levels of the nurses in this study were above average.

Analysis of Teachers’ Intercultural Sensitivity Levels in Multicultural Contexts

Societies comprise multiple cultures, meaning that different cultural perceptions exist and that intercultural sensitivity is seen as an indicator of successful intercultural relations. The aim of this research is to establish the intercultural sensitivity levels of teachers in two multicultural cities. The sample consists of 190 teachers in primary education in the autonomous cities of Ceuta and Melilla and 174 primary teachers of Malaga and Granada, which makes a total sample of 364 teachers. The scale used in this research is an abridged version of the Intercultural Sensitivity Scale: relational engagement, regard for cultural diversity, relational certainty, relational satisfaction, and relational carefulness. The scale has been validated on many occasions in the abridged and unabridged versions. The results show that teachers in Melilla and Ceuta show high levels of cultural sensitivity. There are significant differences depending on the variables analysed and depending on the context. Interaction enjoyment and interaction attentiveness have the highest levels for teachers in this research.

Intercultural Sensitivity of University Students Studying At Health-Related Departments and Some Associated Factors

ÖZAmaçBu çalışma, sağlıkla ilgili bölümlerde okuyan öğrencilerin kültürel duyarlılık düzeylerini ve bazı ilişkili faktörleri belirlemek amacıyla yapıldı.YöntemAraştırma kesitsel tipte yapıldı. Araştırmanın evrenini, bir devlet üniversitesinin sağlık bilimleri fakültesi hemşirelik bölümü, fizik tedavi ve rehabilitasyon yüksekokulu ve tıp fakültesinde öğrenim gören 1. ve 4. sınıfta okuyan 1127 öğrenci oluşturdu. Örneklemi, araştırmaya katılmayı kabul eden 523 öğrenci oluşturdu. Araştırmanın verileri tanıtıcı bilgi formu ve Kültürlerarası Duyarlılık Ölçeği ile toplandı. Verilerin analizinde sayı, yüzdelik dağılımları, ortalama, standart sapma, t testi, tek yönlü varyans analizi kullanıldı.BulgularÇalışmada, öğrencilerin yaş ortalamasının 21.15±2.3 olduğu, %68.8’nin kadın ve %50.3’ünün 4. sınıfta olduğu belirlendi. Ayrıca %48.2’si hemşirelik bölümü, %32.3’ü tıp fakültesi ve %19.5’i ise fizik tedavi ve rehabilitasyon öğrencisiydi. Öğrencilerin kültürlerarası duyarlılık puan ortalamasının 3.88±0.64 olduğu belirlendi. Kız öğrencilerin, farklı kültürden insanlarla etkileşimi olanların, eğitimleri süresince mesleklerine ilişkin görüşleri pozitif yönde değişenlerin, yurt dışı öğrenci değişim programlarına katılmak isteyen ve yabancı dil bilenlerin kültürel duyarlılıklarının daha yüksek olduğu belirlendi (p<0.05).SonuçBu çalışmada; öğrencilerin kültürel duyarlılığı iyi düzeyde bulundu. Ayrıca cinsiyet, farklı kültürden insanlarla etkileşim içinde olma, öğrenci değişim programlarına katılmak isteme ve yabancı dil bilme değişkenleri kültürel duyarlılıkla ilişkili bulundu. Bu sonuçlara dayanarak; öğrencilerin farklı kültürlerden gelen bireylerle etkileşimde bulunabilecekleri fırsatlar yaratılması, dil yeterliliğinin geliştirilmesi için desteklenmesi ve yurt dışı öğrenci değişim programlarına daha fazla öğrenci katılımının sağlanması için işbirliklerin artırılması önerilebilir.

Quality and Cultural Sensitivity of Linguistically Appropriate Cardiovascular Disease Information for Chinese Immigrants

Chinese immigrants are at an increased risk for cardiovascular diseases (CVDs) compared with Chinese nationals partly because of lifestyle changes and knowledge deficits. Translated patient resources are available on the Internet and are often provided by health professionals; however, the quality and cultural sensitivity of these resources have not been reported. The aim of this study was to assess the availability, quality, and cultural sensitivity of Chinese-language information available from national "Heart Foundations" (cardiac research bodies, nongovernmental organisations) of the 5 most popular destinations of Chinese immigration. This study is a descriptive research in which national "Heart Foundation" websites were systematically searched for Chinese-language CVD patient education resources. Quality (content, identification, structure) was assessed using the Ensuring Quality Information for Patients instrument. Cultural sensitivity was evaluated using the Cultural Sensitivity Assessment Tool. From 107 identified resources, 33 were CVD specific: coronary heart disease (n = 20), arrhythmias (n = 7), and heart failure (n = 6). Quality of resources was adequate (mean Ensuring Quality Information for Patients score, 69%), but scores varied significantly (min, 60%; max, 85%). Although all resources were classified as culturally sensitive (Cultural Sensitivity Assessment Tool score ≥ 2.5), 2 resources scored low (≤2.5) for visual impact, and across all resources, written and visual domains were assessed as least culturally sensitive. Most resources lacked culturally specific references. Chinese-language CVD resources were inconsistent in the supply of key information. Quality and level of cultural sensitivity were adequate, but most resources lacked culturally specific references. Comprehensive, high-quality CVD resources powered by Editorial Manager and ProduXion Manager from Aries Systems Corporation tailored for Chinese immigrants are urgently needed for healthcare providers to support CVD education and care of patients belonging to this population.

USING SINGLE-CASE DESIGNS TO EVALUATE COMPONENTS OF TRIBAL HOME-VISITATION PROGRAMS.

Single-case designs are typically used in classroom and clinical settings to assess the behavioral impacts of an intervention with an individual child. Using two illustrative case studies, this article describes the extension of this model to home-visitation programs serving tribal communities and examines the lessons learned throughout the process of adapting this approach. Our experience suggests that the benefits of using this design outweigh the associated challenges and allows researchers to expand the use of single-case designs to previously unexplored settings. Specifically, some of the benefits discussed include allowing for evaluative rigor in contexts with small samples, allowing everyone who qualifies to immediately participate, providing visual representations of the outcome-making the results more tangible and accessible to a broader audience, and allowing for a deep level of cultural sensitivity. The article also provides some general guidelines to address the practical challenges one may face when attempting to use single-case designs in novel ways within nonschool settings.

Quality and Cultural Sensitivity of Linguistically Appropriate Cardiovascular Disease Information for Chinese Immigrants: A Review of Online Resources from Heart Foundations

Background Chinese immigrants are at an increased risk for cardiovascular diseases (CVDs) compared with Chinese nationals partly because of lifestyle changes and knowledge deficits. Translated patient resources are available on the Internet and are often provided by health professionals; however, the quality and cultural sensitivity of these resources have not been reported. Objective The aim of this study was to assess the availability, quality, and cultural sensitivity of Chinese-language information available from national Heart Foundations (cardiac research bodies, nongovernmental organisations) of the 5 most popular destinations of Chinese immigration. Methods This study is a descriptive research in which national Heart Foundation websites were systematically searched for Chinese-language CVD patient education resources. Quality (content, identification, structure) was assessed using the Ensuring Quality Information for Patients instrument. Cultural sensitivity was evaluated using the Cultural Sensitivity Assessment Tool. Results From 107 identified resources, 33 were CVD specific: coronary heart disease (n = 20), arrhythmias (n = 7), and heart failure (n = 6). Quality of resources was adequate (mean Ensuring Quality Information for Patients score, 69%), but scores varied significantly (min, 60%; max, 85%). Although all resources were classified as culturally sensitive (Cultural Sensitivity Assessment Tool score ≥ 2.5), 2 resources scored low (≤2.5) for visual impact, and across all resources, written and visual domains were assessed as least culturally sensitive. Most resources lacked culturally specific references. Conclusions Chinese-language CVD resources were inconsistent in the supply of key information. Quality and level of cultural sensitivity were adequate, but most resources lacked culturally specific references. Comprehensive, high-quality CVD resources powered by Editorial Manager and ProduXion Manager from Aries Systems Corporation tailored for Chinese immigrants are urgently needed for healthcare providers to support CVD education and care of patients belonging to this population.

An Influx of Refugees into Jeju Islandand its Effects on the Jeju Residents’ Cultural Sensitivity

This research investigated how recent issues surrounding refugees in Jeju had affected the residents’ cultural sensitivity. The responses of 109 Jeju residents were used for an analysis. An independent t-test was conducted to see the difference in cultural difference in two groups: the residents who view refugees as potential neighbors and those who don’t. Based on the result of Pearson’s correlation analysis, a multiple linear regression analysis was conducted to see how refugee-related variables explain the change in residents’ cultural sensitivity. The result revealed that people open to refugees have a higher level of cultural sensitivity, and women in Jeju fear refugees more so than men. Also, Korean identity is negatively correlated with cultural sensitivity. Most importantly, the findings of this research suggested that accepting refugees can foster Jeju residents’ cultural sensitivity, which is vital to the Jeju economy and its community.

The Best of Both Worlds: A Decision-Making Framework for Combining Traditional and Contemporary Forecast Systems

AbstractIn most countries, national meteorological services either generate or have access to seasonal climate forecasts. However, in a number of regions, the uptake of these forecasts by local communities can be limited, with the locals instead relying on traditional knowledge to make their climate forecasts. Both approaches to seasonal climate forecasting have benefits, and the incorporation of traditional forecast methods into contemporary forecast systems can lead to forecasts that are locally relevant and better trusted by the users. This in turn could significantly improve the communication and application of climate information, especially to remote communities. A number of different methodologies have been proposed for combining these forecasts. Through considering the benefits and limitations of each approach, practical recommendations are provided on selecting a method, in the form of a decision framework, that takes into consideration both user and provider needs. The framework comprises four main decision points: 1) consideration of the level of involvement of traditional-knowledge experts or the community that is required, 2) existing levels of traditional knowledge of climate forecasting and its level of cultural sensitivity, 3) the availability of long-term data—both traditional-knowledge and contemporary-forecast components, and 4) the level of resourcing available. No one method is suitable for everyone and every situation; however, the decision framework helps to select the most appropriate method for a given situation.

The Relationship Between Cultural Sensitivity and Assertiveness in Nursing Students from Turkey.

As foreigners live in and visit Turkey for various reasons, it is essential to provide culturally appropriate health care. This study was conducted to determine the relationship between cultural sensitivity and assertiveness in university nursing students. This descriptive, cross-sectional study was conducted at two universities in the cities of Kilis and Elazığ, Turkey. The study sample consisted of 444 nursing students. Data collection tools included a questionnaire about participant sociodemographic characteristics, Chen and Starosta's Intercultural Sensitivity Scale, and the Rathus Assertiveness Scale. The mean age of participants was 21.09 years. Most students (71.6%) were female and 34.7% of the students stayed at the hostel. Of the students, 44.4%, 27.5%, and 28.2% attended were the second-, third-, and fourth-year students, respectively. Participants were asked about problems related to caring for patients who speak different languages. The mean score for the Intercultural Sensitivity Scale was 89.42 ± 13.55 and the total score for all students for the Assertiveness Scale was 112.64 ± 15.61. We identified a positive relationship between total scores for the Intercultural Sensitivity Scale and the Assertiveness Scale ( p < .001). There was relationship between cultural sensitivity and gender and want to work overseas; assertiveness and year of nursing education and want to work overseas. Nursing students at both schools had a moderate level of cultural sensitivity and assertiveness. It has been determined that as assertiveness level of the students increased, intercultural sensitivity of them also increased. Consequently, it is concluded that training as assertive and self-confident individuals during the nursing education of students has a contribution to making patient-specific and culture-sensitive care.