The present study was a secondary analysis of data from two phenomenological studies of nurses in the USA and Japan. The study incorporated hermeneutics and feminist methodologies to answer the following questions. Are there common values and ethical concerns and values within the nursing cultures of Japan and the USA? What are some commonalities and differences between Japanese nurses' ethical concerns and those of American nurses? Findings indicated that nurses from the USA and Japan share common values and ethical concerns as professional nurses, including competence, respect for the patient as a person, responsibility, relationship and connection, importance of the family, caring, good death, comfort, truth-telling, understanding the patient/situation, and anticipatory care. Although ethical concerns are similar, related background meanings and actions often look different between cultures; truth-telling is described as an example. Nurses in each country also hold unique values not found in the nursing practice of the other country. Understanding these commonalities and differences is critical for the development of global nursing ethics.
Cultural safety emerged in Aotearoa, New Zealand as a nursing response to bicultural interactions between indigenous Maori and other New Zealanders. The purpose of this research is to describe the meaning and experience of cultural safety as depicted by nurses in New Zealand and to illustrate the potential for this to inform U.S. nursing education and practice. This interpretive hermeneutic study explored cultural safety as described by 12 experienced nurses who were selected through snowball and purposive sampling. Audiotaped interviews were conducted after ethics approval. Interpretive analysis uncovered five themes that are described with data and paradigm cases. Cultural safety considers the perspective of the patient as the norm in contrast to the culture of health care. Understanding historical power differences and personal biases can help challenge victim-blaming responses by health care providers. Incorporating these understandings into reflective practice enhances the possibility of culturally safe learning for students and culturally safe care for patients.
Native American nurses experienced a great deal of stress and illness as they attempted to fulfill their mission to help their people. The three themes were: (a) paying the price to fulfill my mission, (b) being and connecting holistically, and (c) transcending the system. Recommendations include strategies for nurse educators, tracking the ethnicity of nurses in each Indian Health Service area, documenting their reasons for leaving, and conducting further research to develop community-based interventions to improve retention.
New nurse retention and satisfaction has been a recurring topic of research and concern for nursing administrators and educators. As the nursing shortage continues to grow, the retention of new nurses becomes even more important. Most research has focused on why new nurses leave nursing. This article describes the experiences of six new nurses who chose to stay in their first nursing position for 2 years. The qualitative results suggest that even though they felt underprepared, the nurses persevered and remained resilient because of a culture of mutual support. The study participants suggested that individuals contemplating nursing as a career need to "enter with their eyes open," stay strong and "persevere," and foster a "culture of mutual support."
I. INTRODUCTION A. Increasing diversity in global and local populations intensified the realization that current models of health education and health care delivery are not adequately responsive to the changing needs of populations. B. Widening health disparities across populations within countries and worldwide heightened the need for more comprehensive models and theories for care delivery that address social inequalities affecting populationbased health outcomes. C. This chapter provides a broad foundation for transcultural nursing and health care drawn from the social and behavioral sciences, philosophy and nursing to assist educators, practitioners and students to develop approaches to reduce differential outcomes of health care and education in populations. II. CONCEPTS IN CULTURALLY COMPETENT CARE A. The Concept of Culture 1. Culture is the complex whole, which includes knowledge, beliefs, art, morals, law, customs and any other capabilities and habits acquired by members of a society (Tylor, 1871). 2. Culture is an ideational system of shared ideas, concepts, rules and meanings that underlie and are manifested in the ways of life of human beings (Keesing & Strathern, 1998). 3. A set of explicit and implicit guidelines that individuals learn as members of a particular society, which guide how they view and affectively experience the world, and behave toward others, nature, supernatural forces, or gods (Helman, 2007) 4. Cultures are never homogeneous so one should avoid overgeneralizations or stereotyping about members of any group; differences between members of a particular group maybe just as distinct as differences across groups. 5. Levels of culture (Hall, 1984): a. Tertiary level-Explicit or manifest culture is the public facade that is visible to outsiders such as rituals, dress, cuisine, festivals. b. Secondary level-Underlying rules and assumptions known to members of the group but rarely shared with outsiders. c. Primary level-Deepest level of culture comprising implicit rules known and followed by members of the group but seldom stated. 6. Tertiary level is easily observed and manipulated but the deeper primary and secondary levels are most hidden, stable, and resistant to change. B. Worldviews 1. Worldview is the perspective taken by an individual or group to explain the universe and life events, and understand and cope with the world around them and with life's experiences. It is often based on a strong sense of connection to a homeland. 2. Worldviews are illustrated by health belief systems (Andrews, 2008; Purnell & Paulanka, 2008). a. Naturalistic paradigms are based on the belief that health and illness are caused by the harmony, unity, and balance between humans and the universe. Examples are: 1) Health and illness are influenced by the balance between opposing principles of yin and yang. Yin symbolizes feminine, winter and spring, cold, shady. Yang symbolizes masculine, summer and autumn, warm, sunny. 2) Health and illness are influenced by the balance among the four body humors, began in ...
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with đź’™ for researchers
Part of the Research Solutions Family.