AimTraining for the development of cultural competence is often not part of the professional training of nurses within the European Economic Area. Demographic changes in society and the cultural diversity of patients require nurses and other medical staff to provide the highest quality healthcare to patients from different cultural backgrounds. Therefore, nurses must acquire the necessary cultural knowledge, skills, and attitudes as part of their training and professional development to provide culturally competent care to achieve this objective.ObjectiveThis review aims to summarize existing methods of developing cultural competence in nurses working in clinical practice.DesignA scoping review of the literature.MethodThe following databases were used: PubMed, ScienceDirect, ERIH Plus, and Web of Science using keywords; study dates were from 2011 to 2021.ResultsThe analysis included six studies that met the selection criteria. The studies were categorized as face-to-face, simulations, and online education learning methods.ConclusionEducational training for cultural competence is necessary for today’s nursing. The training content should include real examples from practice, additional time for self-study using modules, and an assessment of personal attitudes toward cultural differences.
Old age and ageing are part of everyday life. Healthy ageing and population health have been essential issues throughout history. After the First World War, in the newly founded First Czechoslovak Republic, this topic was also important. This young republic had a lot of difficulties. It was a multi-ethnic state with substantial consequences of war. The republic's infrastructure was damaged, the population’s health condition could have been better, the incidence of infectious diseases was very high while health literacy was very low. It was necessary to take care of the population’s health and adopt laws on health, old age and disability insurance. Basic and modern policies were developed in the First Czechoslovak Republic in 1918–1938, to advance the society's development in virtually all areas of life. Interest in the quality of life of the state's inhabitants, including the elderly, increased. Educational activities were implemented to improve the population’s knowledge and attitudes. The idea of proactive living and preparation for old age was essential for building a healthy society. The role of family members was also highlighted in the preparation for old age. In present-day Czech Republic, as in the past, we put an emphasis on pension insurance and taking responsibility for one’s health.
Introduction: The independent Czechoslovak state, established in 1918, had to cope with the multi-ethnic aspect of its many areas. Only 65% of the population belonged to the state that made up the Czechoslovak nation; the rest were national minorities, most of whom were Germans (24%). The multi-ethnic aspect of the state affected all aspects of state life, including health care and medical education. Aim: The aim of this study was a historical analysis of contemporary primary and secondary sources dealing with the issue of education of national minorities in selected non-medical professions in the period of the First Czechoslovak Republic (during the 1920s). Methods: Historical data were collected in the archives of Most, Děčín, Karlovy Vary, Opava, Cheb, Košice-Rožňava selected monastic archives, the National Archives, and the Kramerius digital library of the National Library of the Czech Republic. Results: The new Czechoslovak Republic made it possible for members of the national minority to receive full training in midwifery and nursing in their native language, thus ensuring full linguistic access to midwifery and nursing care. Conclusions: Midwifery education in the First Czechoslovak Republic was conducted in Czech, Slovak, German and Hungarian, at separate midwifery schools. In the case of nursing education, even more space was offered to members of the national minority, mainly thanks to private order nursing schools.
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