Building Transcultural Knowledge through Intercollegiate Collaboration

Hilgenberg, Cheryl; Schlickau, Jane

doi:10.1177/10459602013003014

Cited by 14 publications

(6 citation statements)

References 14 publications

(18 reference statements)

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“…This finding is important because it indicates that transcultural care is not adequately emphasized in the curriculum for nursing education in Turkey. In many educational programmes, nursing students have, unfortunately, limited opportunities for acquiring cultural competence and for collaboration with students in other geographic areas (Hilgenberg & Schlickau 2002). The international nursing literature indicates that a cultural content that involves both knowledge and behavioural change is important for the development of a multicultural perspective (Duffy 2001).…”

Section: Discussionmentioning

confidence: 99%

The transcultural nursing concept: a study of nursing students in Turkey

Ayaz

Bilgili

Akın

2010

International Nursing Review

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Section: Discussionmentioning

confidence: 99%

The transcultural nursing concept: a study of nursing students in Turkey

Ayaz

Bilgili

Akın

2010

International Nursing Review

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“…29 Collaboration between professionals can also increase cultural knowledge and provide solutions in situations where cultural differences affect health care delivery. 30,31 ICIs allow student exposure to global health issues in settings where inter-professional relationships can enhance the successful delivery of health care. To our knowledge, however, the combination of IPE and ICI experiences has not yet been investigated in research.…”

Section: History and Current Trendsmentioning

confidence: 99%

Examining International Clinical Internships for Canadian Physical Therapy Students from 1997 to 2007

Crawford¹,

Biggar²,

Adrienne³

et al. 2010

Physiotherapy Canada

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Purpose: To describe international clinical internships (ICIs) for Canadian physical therapy (PT) students, explore the experiences of individuals involved in ICIs, and develop recommendations for future ICIs based on these findings. Methods: This study employed a mixed-methods approach. An online questionnaire surveyed academic coordinators of clinical education (ACCEs, n ¼ 14) on the availability, destinations, and number of ICIs from 1997 to 2007. Semi-structured telephone interviews were then conducted with eight PT students, seven ACCEs, and three supervising clinicians to investigate their ICI experiences. Interview transcripts were coded descriptively and thematically using NVivo. Results: ICIs are currently available at 12 of 14 Canadian PT schools. A total of 313 students participated in ICIs in 51 different destination countries from 1997 to 2007. Over this period, increasing numbers of students participated in ICIs and developing countries represented an increasing proportion of ICI destinations. Key themes identified in the interviews were opportunities, challenges, and facilitating factors. Conclusions: ICIs present unique opportunities for Canadian PT students. Recommendations to enhance the quality of future ICIs are (1) clearly defined objectives for ICIs, (2) additional follow-up post-ICI, and (3) improved record keeping and sharing of information on ICI destination countries and host sites. RÉ SUMÉObjectif : Dé crire les stages cliniques internationaux pour les é tudiants en physiothé rapie canadiens, explorer les expé riences vé cues par les personnes qui ont participé à de tels stages et formuler des recommandations pour les futurs stages internationaux à partir des constatations obtenues. Mé thode : Cette é tude a eu recours à des mé thodologies mixtes. Un questionnaire en ligne a permis d'effectuer un sondage auprè s de coordonnateurs de la formation clinique des université s (CFCUs, n ¼ 14) portant sur la disponibilité , les destinations et les quantité s de stages internationaux disponibles de 1997 à 2007. Des entrevues té lé phoniques semi-structuré es ont ensuite é té ré alisé es auprè s de 8 é tudiants en physiothé rapie, de 7 coordonnateurs de la formation clinique en milieu universitaire et de 3 cliniciens superviseurs de stage afin d'en savoir plus sur leur expé rience de tels stages. La transcription de ces entrevues a é té codé e par description et par thè me à l'aide du logiciel NVivo. Ré sultats : Des stages cliniques internationaux sont pré sentement offerts dans 12 des 14 é coles de physiothé rapie au Canada. Au total, de 1997 à 2007, 313 é tudiants ont pris part à de tels stages, qui ont eu lieu dans 51 pays. Au cours de cette pé riode, un nombre croissant d'é lè ves ont participé à des stages cliniques internationaux. Les stages dans des pays en dé veloppement forment une plus grande proportion des destinations pour ces types de stages. Les grands thè mes é voqué s dans les entrevues ont é té les possibilité s offertes par de tels stages, les dé fis et les facteurs ...

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“…Currently, the curricula of most professional schools, including programs charged with preparing individuals for such work tend to concentrate on developing students' competencies in the requisite clinical skills (Minore & Boone, 2002). Collaboration with colleagues across programs can be a useful process to increase cultural knowledge and to provide solutions to the cultural care needs of patients (Hilgenberg & Schlickau, 2002;Kulwicki, Miller, & Schim, 2000).…”

Section: Implications For Interprofessional Educationmentioning

confidence: 99%

Cultural considerations in interprofessional education and practice

Purden

2005

Journal of Interprofessional Care

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Promoting cultural competency in health care was examined from the Canadian perspective, and explored practice environments and educational programs for future health professionals that foster cultural awareness and support culturally sensitive care. Many of the issues raised are generic and likely to occur whenever patients' health practices and beliefs differ from conventional Western care. The main theme that emerged with respect to the practice environment was the use of a participatory action approach to foster collaboration with patients, traditional healers and the community. Successful collaboration is likely to result in a blend of ideas and perspectives from traditional health practices and conventional Western health care. With respect to education, programs need to focus on providing opportunities both in the classroom and in the clinical arena for students to work in interprofessional teams. These teams should not only comprise partners from medicine, nursing, physical therapy and other health professions but also include aboriginal paraprofessionals. Pedagogical initiatives also need to incorporate case-based formats and interactive sessions with patients and families. The principles underlying this approach: openness, mutual respect, inclusiveness, responsiveness and understanding one's roles should be fundamental to the delivery of culturally competent health care to all ethnic communities.

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Building Transcultural Knowledge through Intercollegiate Collaboration

Cited by 14 publications

References 14 publications

The transcultural nursing concept: a study of nursing students in Turkey

The transcultural nursing concept: a study of nursing students in Turkey

Examining International Clinical Internships for Canadian Physical Therapy Students from 1997 to 2007

Cultural considerations in interprofessional education and practice

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