This article describes a qualitative study that explored the perceptions of graduating students from a northeast baccalaureate nursing program regarding their life experiences with cultural diversity. Thirteen students were interviewed using an interview guide, and interviews were recorded on audiotape. Information obtained included participants' cultural heritage, life experiences before entering a nursing program, educational and clinical experiences in the nursing program, knowledge about cultural competence, and the students' reflections on their ability to provide culturally competent care. Primarily qualitative methods were used to gather and analyze data. This article focuses on one of the major themes that emerged: defining life experiences related to cultural diversity. Data were reanalyzed focusing on this theme, and three life patterns emerged: positive, neutral, and conflicted. These patterns affected the students' interest and desire to provide culturally competent care. Implications for further research and nursing education are discussed.
The purpose of this study was to explore the meaning of hope and generic caring practices to nurture hope among people of a rural village in the Dominican Republic. Ethnonursing methods were used to gather and analyze data from which a definition of hope for this group of people was developed: "Hope is an essential but dynamic life force that grows out of faith in God, is supported by relationships, resources and work, and results in the energy necessary to work for a desired future. Hope gives meaning and happiness." The information obtained also demonstrated that hope interacts with nearly all domains in the Sunrise Model. Generic care practices discovered among this population included working together, advising each other to work hard, and sharing hope itself. Implications for further research are discussed.
This article describes the development and implementation of an educational strategy to enhance knowledge about transcultural nursing in a College of Nursing undergraduate program. Concepts of diversity and transcultural nursing were integrated into the entire undergraduate curriculum. This content was presented over six quarters in seminar courses throughout the undergraduate program. A team of faculty members developed this series of courses called "Nurse and Society" that included cultural diversity, ethics, professionalism, and policy as strands or threads woven through the courses. Based on faculty evaluations at the end of each course, most graduating students were aware of the need to provide culturally congruent care. However, there is a need to develop a sound programmatic evaluation that includes empirical outcomes of cultural competence among graduates.
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