Educational Needs of European Intensive Care Nurses with Respect to Multicultural Care: A Mix-Method Study

Abstract

The aim of the study is the analysis of educational needs of European intensive care nurses (ICNs) with regard to multicultural care. A mixed-method multinational study was performed among 591 ICNs coming from 15 European countries. An online survey was utilised with three research tools: participants’ sociodemographic details, Healthcare Provider Cultural Competence Instrument, and a tool to assess the educational needs of ICU nurses with respect to multicultural care. The highest mean values in self-assessment of preparation of ICU nurses to provide multicultural nursing care and their educational needs in this regard were detected in the case of nurses coming from Southern Europe (M = 4.09; SD = 0.43). With higher age, nurses recorded higher educational needs in the scope of multicultural care (r = 0.138; p = 0.001). In addition, speaking other languages significantly correlated with higher educational needs related to care of patients coming from different cultures (Z = −4.346; p < 0.001) as well as previous education on multicultural nursing care (Z = −2.530; p = 0.011). Experiences of difficult situations when caring for culturally diverse patients in ICU were classified into categories: ‘treatment procedures and general nursing care’, ‘family visiting’, ‘gender issues’, ‘communication challenges’, and ‘consequences of difficult experiences’. The educational needs of intensive care nurses in caring for culturally diverse patients are closely related to experiencing difficult situations when working with such patients and their families.

Strategies for nursing care of critically ill multicultural patients: A scoping review

“…The results found meaning in various categories that we synthesised: (a) care practices, which include: (a.1) interpreters/bilingual nurses (Chang et al, 2019;Coleman & Angosta, 2016;Listerfeldt et al, 2019), (a.2) family, friends or bilingual staff (Chang et al, 2019;Coleman & Angosta, 2016;Listerfeldt et al, 2019) E-learning courses available in English and/or other languages (Coleman & Angosta, 2016;Listerfeldt et al, 2019), (b.2.3) study visits and erasmus programs (Dobrowolska et al, 2020;Listerfeldt et al, 2019;Wojnicka et al, 2022) and (b.2.4) cultural competence training programs for nursing students (Dobrowolska et al, 2020;Kula et al, 2021;Soleimani & Yarahmadi, 2023).…”

“…There are characteristics that attribute cultural competence to nurses, such as speaking a second language, travelling to other countries and living in culturally diverse environments, as these positively influence cultural awareness and sensitivity (Dobrowolska et al, 2020;Soleimani & Yarahmadi, 2023;Wojnicka et al, 2022).…”

“…(b.2.2) E-learning courses available in English and/or other languages Cultural competence among nursing students can also be developed through training courses, including e-learning programs in English or other languages(Coleman & Angosta, 2016;Listerfeldt et al, 2019). (b.2.3) Study visits and Erasmus programsTo develop cultural competence, nursing students should be exposed to culturally diverse environments through study visits or participation in programs such as Erasmus, allowing them to interact with different cultures(Dobrowolska et al, 2020;Listerfeldt et al, 2019;Wojnicka et al, 2022). (b.2.4) Cultural competence training programs for nursing students Since cultural knowledge can be attained through cultural competence training in nursing undergraduate courses, Soleimani and Yarahmadi (2023) emphasise the need for continuous training opportunities to enhance the cultural competence of nursing students.…”

“…sphere can risk patient safety, compromise the quality and safety of provided care, influence health gains, and even lead to cultural shock (Wojnicka et al, 2022).…”

“…It is essential for nurses to identify and address these needs to provide individualised care, which has been established as a patient right and a hallmark of nursing professional practice (Wojnicka et al, 2022).…”