Naomi Armah1, Donna Martin2, Nicole Harder3, Frank Deer4. 1. College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Canada. Electronic address: armahn@myumanitoba.ca. 2. College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Canada. Electronic address: Donna.Martin@umanitoba.ca. 3. College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, Canada. Electronic address: Nicole.Harder@umanitoba.ca. 4. Faculty of Education, University of Manitoba, Canada. Electronic address: Frank.Deer@umanitoba.ca.
Abstract
BACKGROUND: Problematic communication in nurse-client relationships is a contributory factor to healthcare disparities and negative health outcomes. Information and practice sessions about intercultural communication in nursing education are vital to equip the future health workforce. Limited evidence was located regarding undergraduate nursing students' perspectives on intercultural communication, which is crucial in determining the effectiveness and appropriateness of incorporating intercultural communication in nursing curricula. OBJECTIVE: This study explored the perceptions of undergraduate nursing students regarding intercultural communication in their nursing program. DESIGN: This study used a qualitative descriptive design guided by the Integrated Model of Intercultural Communication Competence. SETTING: A Western Canadian university. PARTICIPANTS: Ten fourth-year undergraduate nursing students. METHODS: Participants volunteered to participate in a semi-structured, one-on-one interview. Interviews were digitally recorded, transcribed verbatim, and analyzed using content analysis. Another data source was the first author's reflective journal. Member checks were conducted. RESULTS: Participants perceived that limited intercultural communication content existed in nursing curricula; however, they acknowledged that learning about and engaging in intercultural communication facilitated more empathetic and culturally safe nursing practice. Barriers identified during intercultural communication in students' clinical practice included language, power differentials, gender, and limited staffing. However, students' cultural background, experiences, social media, and learning within culturally diverse environments were perceived to enable them to facilitate intercultural communication. Based on the findings, recommendations were formulated to integrate a cultural component in health assessment protocols with the addition of active teaching strategies to equip nursing students with the requisite skills and knowledge for effective intercultural communication. CONCLUSION: This study highlighted the perceived barriers, facilitators, and outcomes of intercultural communication education. Participating nursing students described how they developed empathetic intercultural communication skills and adjusted care with culturally diverse clients. Findings indicate that nurse educators use active teaching strategies that offer students opportunities to engage with culturally diverse clients.
BACKGROUND: Problematic communication in nurse-client relationships is a contributory factor to healthcare disparities and negative health outcomes. Information and practice sessions about intercultural communication in nursing education are vital to equip the future health workforce. Limited evidence was located regarding undergraduate nursing students' perspectives on intercultural communication, which is crucial in determining the effectiveness and appropriateness of incorporating intercultural communication in nursing curricula. OBJECTIVE: This study explored the perceptions of undergraduate nursing students regarding intercultural communication in their nursing program. DESIGN: This study used a qualitative descriptive design guided by the Integrated Model of Intercultural Communication Competence. SETTING: A Western Canadian university. PARTICIPANTS: Ten fourth-year undergraduate nursing students. METHODS:Participants volunteered to participate in a semi-structured, one-on-one interview. Interviews were digitally recorded, transcribed verbatim, and analyzed using content analysis. Another data source was the first author's reflective journal. Member checks were conducted. RESULTS:Participants perceived that limited intercultural communication content existed in nursing curricula; however, they acknowledged that learning about and engaging in intercultural communication facilitated more empathetic and culturally safe nursing practice. Barriers identified during intercultural communication in students' clinical practice included language, power differentials, gender, and limited staffing. However, students' cultural background, experiences, social media, and learning within culturally diverse environments were perceived to enable them to facilitate intercultural communication. Based on the findings, recommendations were formulated to integrate a cultural component in health assessment protocols with the addition of active teaching strategies to equip nursing students with the requisite skills and knowledge for effective intercultural communication. CONCLUSION: This study highlighted the perceived barriers, facilitators, and outcomes of intercultural communication education. Participating nursing students described how they developed empathetic intercultural communication skills and adjusted care with culturally diverse clients. Findings indicate that nurse educators use active teaching strategies that offer students opportunities to engage with culturally diverse clients.
Authors: Anna Majda; Joanna Zalewska-Puchała; Iwona Bodys-Cupak; Anna Kurowska; Krystian Barzykowski Journal: Int J Environ Res Public Health Date: 2021-04-11 Impact factor: 3.390