A transcultural study of Jordanian nursing students’ care encounters within the context of clinical education

Understanding to humanise: Teaching nurses' experience with caring for Mapuche patients

“…17 Therefore, it is necessary that nursing care focuses on the development of knowledge and cultural competencies aimed at improving the care provided based on a patient's distinct ethnicity. 18 In this sense, transcultural nursing would permit exploration of these aspects through the promotion of cultural competence in nurses.…”

“…23,24 However, despite high levels of intercultural communication among professionals, barriers persist, particularly in the use of language. 18,19 The development of cultural competence continues to be a challenge, particularly among nurse educators and healthcare providers, who work in professions that require communication across cultural boundaries. 25,26 Likewise, a sensitive approach to patients' needs is considered an important aspect of transcultural care and expression via family language, including attention to nonverbal communication.…”

Availability of role support for nursing students and qualified nurses in Jordan

“…Some clinical instructors become actively involved in patient care and can set examples in translating theory into practice. Clinical instructors usually establish good relationships with the ward staff and may take over procedures like wound dressing changes and administration of medications which they use to teach students, although having a relatively large student load remains a problem (Nahas 2000).…”

“…An ethnographic study by Nahas (2000) investigating Jordanian undergraduate nursing students’ views of what caring behaviours are essential in the clinical teacher for conducting caring student–teacher interactions also highlighted the importance of clinical teachers being knowledgeable and competent. Additionally, students expected their clinical teachers to be accessible, sensitive, supportive, and responsive and to convey genuine concern for the student as a person and a learner (Nahas 2000). These findings are especially important because students claimed that there was nobody else in the clinical area upon whom they can rely except their teachers.…”

“…These findings are especially important because students claimed that there was nobody else in the clinical area upon whom they can rely except their teachers. Students also asserted that their progression from a dependent to an independent level of clinical competence was facilitated by caring teachers and their caring encounters during clinical practice (Nahas 2000).…”