A Model for Enhancing Intercultural Communication in Nursing Education

Abstract

Based on real-world experience, this article constructs a model to improve intercultural communication in nursing education. First, a framework of cultural variability is described to provide a conceptual lens through which to examine the experience that led to this article. Second, accounts of an event during a clinical nursing course that caused misunderstanding are presented. Third, through contextual analysis, the discrepancies of the perceived reality between two involved faculty are bridged with commentaries from other faculty colleagues. These commentaries provide footnotes and insight into cultural nuances surrounding the event and are supplemented by a rebuttal by the two involved faculty. Consequently, a better understanding of the other party's perspective is gained, and a model for enhancing intercultural communication emerged. Finally, implications of applying the proposed model in nursing education are elaborated. E ffective communication is critical in nursing practice and nursing education. However, because of differences in cultural and personal experience, situation-based contextual factors, and the inherent ambiguity of language, perceptions by people of the same events may present broad discrepancies, which may, in turn, lead to misunderstanding and impaired collegiality if not addressed in a timely and effective manner. Effective intercultural communication has taken on an added urgency in nursing with increasing diversity of the patient population, the student body, and the faculty.Based on his extensive study on world cultures, Edward Hall (1959), guru of intercultural communication, proposed the revolutionary notion that "culture is communication and communication is culture" (p. 217). To Hall, apart from language (the most obvious medium for communication), the utilization of time, space, touch, tone of speech, and eye contact all constitute communication in its broadest sense. Essentially, Hall (1966) suggested that culture determines what data one takes in and processes and what one leaves out. In Hall's (1966) words, "Selective screening of sensory data admits some things while filtering out others, so that experience as it is perceived through one set of culturally patterned sensory screens is quite different from experience perceived through another" (p. 2). Furthermore, Hall (1976) maintained that context, which is affected by status, setting, experience, and taken-for-granted assumptions and norms, all inform and frame individual perception.

WHAT DO WE KNOWAboutEducating Asian ESL Nursing Students?A Literature Review

“…Language barriers and cultural differences are identified as the leading cause of a myriad of academic and psychosocial issues, and often result in communication and adjustment difficulties in • Develop academic language fluency by preparing list or categories of problem words, use flash cards to build a concept map, and connect related concepts and abstractions • Encourage nurse educator and student collaborations through orientation, tour school to familiarize students with classroom and lab facilities, resources, and support services • Meet periodically with transcultural adviser to discuss progress and problems • Encourage active involvement in learning through participation in discussions, conferences, and new learning experiences and challenges • Continue to develop English language proficiency Guhde (2003) Guttman (2004) Klisch (2000) Malu & Figlear (2001) Malu & Figlear (1998) social and academic environments. Specifically, second language acquisition is a lengthy process, and communication patterns and styles are largely determined by culture (Xu & Davidhizar;Xu et al, 2004). Perhaps the most significant finding is that culture influences communicative behaviors subconsciously or unconsciously, particularly regarding nonverbal communication (Xu & Davidhizar).…”

A concept analysis of intercultural communication

“…Touhy 5 identified five core concepts for effective intercultural communications in nursing practice—cultural awareness, cultural sensitivity, cultural knowledge, cultural competence, and cultural safety. Xu et al 49,50 developed a model on how to enhance intercultural communication based on real experience misunderstanding, and perceived reality by faculty. The model, based on cultural variability, has two processes—conflicting parties provide their perception of a given situation to a third party, and the third party serves as a mirror and interprets differences in perception through an independent lens.…”