Engaging Nursing Students in a Rural Native American Community to Facilitate Cultural Consciousness

Alexander-Ruff, Julie H.; Kinion, Elizabeth

doi:10.1080/07370016.2018.1516423

Cited by 12 publications

(42 citation statements)

References 27 publications

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“…Of these, 398 full texts from the original search and 147 full texts from the updated search (final total of 545) were reviewed for inclusion. A final set of 51 full-text articles in the primary search [ 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 ], as well as 28 full-text articles in the updated search [ 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 ] were selected for qual...…”

Section: Resultsmentioning

confidence: 99%

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A Systematic Review of Global Health Assessment for Education in Healthcare Professions

Connor

Jonkman

Covvey

et al. 2022

Annals of Global Health

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Objective: Emphasis on global health education is growing, with schools/colleges developing relevant courses, areas of concentration, and other didactic content. Organizations such as the Consortium of Universities for Global Health (CUGH) provide guidance for competencies in global health, but evaluation strategies are lacking. Accordingly, the purpose of this study was to identify methods and tools utilized to assess knowledge, skills, and attitudes in global health courses for health science students.Methods: A systematic review was conducted according to the PRISMA guidelines. The initial search was conducted using controlled vocabularies to screen PubMed, EMBASE, Global Health using Ovid, CINAHL, and ERIC from January 1997 to March 2020. Included articles detailed students in health professions, described a didactic educational intervention related to global health, and described assessment strategies and results.Results: A total of 12,113 titles/abstracts were identified. Based on the study inclusion criteria, 545 full texts were reviewed, and 79 full-text articles were selected for qualitative synthesis. Findings of the research revealed that cultural competence (70.9%) was evaluated most often, followed by health disparities (26.6%) and global health itself (12.7%). Most articles used quantitative assessment methods (86.1%), with surveys being the predominant method. A total of 91.1% of studies assessed perceptions, attitudes, and beliefs, while fewer evaluated knowledge (43.0%) and skills (19.0%). The most common validated tool employed was the Inventory for Assessing the Process of Cultural Competence (IAPCC). Conclusions:Based of the results of this study, the majority of the assessment tools utilized for global health education focused on cultural competence. One of the important findings of this research is the lack of validated instruments to assess students' skills in health disparities and global health. Given the recent global pandemic, these skills are essential for educating health care professionals to enhance global health.

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Section: Resultsmentioning

confidence: 99%

“…Competence Tool [24] Not validated: [22,25,28,36,39,46,47 • Alexander-Ruff and Kinion [82] (instructor observations & student reflections, constant comparative method)…”

Section: Validated Quantitative Toolsmentioning

confidence: 99%

A Systematic Review of Global Health Assessment for Education in Healthcare Professions

Connor

Jonkman

Covvey

et al. 2022

Annals of Global Health

View full text Add to dashboard Cite

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Section: Introductionmentioning

confidence: 99%

“…Recent literature provides evidence of the value of immersion in rural Indigenous communities in its ability to promote cultural awareness and cultural safety (Amerson & Livingston, 2014;Alexander-Ruff & Kinion, 2018). Integrating this kind of cultural learning is particularly valuable in nursing curriculums to enable cultural awareness and to educate culturally competent healthcare providers (Alexander-Ruff & Kinion, 2018; Canadian Association of Schools of Nursing (CASN, 2010). Bachelor of Science in Nursing (BScN) programs have begun to incorporate rural and remote experiences into their curricula in order to enhance experiential learning to promote success for young nurses to excel in these unique work settings (Bennett, Jones, Brown & Barlow, 2013) The purpose of this article is to disseminate the positive learning experiences and cultural consciousness, gained by undergraduate nursing students, as a result of the service learning experience via different teaching and learning models in rural and remote Indigenous communities.…”

Section: Introductionmentioning

confidence: 99%

Undergraduate Nursing Students' Experience of Northern Rural and Remote Indigenous Communities

Sc¹,

Breen²,

B.Sc.N.³

2022

DRHJ

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Undergraduate nursing programs are moving towards a service learning model in teaching nursing student cultural awareness. In this article, we discuss the nursing student experience in a university elective which immerses students in rural and remote Indigenous communities resulting in cultural consciousness. This service learning experience that students encountered promoted growth in nursing praxis, and fostered positive curriculum growth and community partnerships between the College and the Indigenous communities in which they visited. Students gained cultural consciousness and increased awareness, which is beneficial in their future nursing careers as they grow into better culturally competent care providers. Also discussed is the history and background of these Indigenous communities, The Truth and Reconciliation Commission (TRC) and the First Nations Principles of OCAP (ownership, control, access and possession). These topics are discussed in detail throughout the student experience as they respond to nurses’ professional standards, development of cultural competency and integrating calls to action in truth and reconciliation.

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“…Nurse educators can facilitate cultural learning through interaction with diverse cultures (Abdul-Raheem, 2018) and clinical immersion experiences (Alexander-Ruff & Kinion, 2018).…”

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confidence: 99%

What Native Americans want nurses to know: Attitudes and behaviors desired in client/nurse relationships

Purtzer

Thomas

2020

Public Health Nursing

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Nursing emphasizes the importance of understanding and addressing culture in the health-care setting through the practice of cultural competence. Cultural competence entails awareness of cultural differences, respect for client values and traditions, and care that promotes well-being and healing (de Chesnay & Anderson, 2016). From a social justice perspective, cultural competence takes into account health disparities, for example, related to discrimination and poor access to healthcare (de Chesnay & Anderson, 2016).In nursing education, cultural-competence training teaches nurses to address health status and healthcare access disparities among diverse groups of individuals (American Association of

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Engaging Nursing Students in a Rural Native American Community to Facilitate Cultural Consciousness

Cited by 12 publications

References 27 publications

A Systematic Review of Global Health Assessment for Education in Healthcare Professions

A Systematic Review of Global Health Assessment for Education in Healthcare Professions

Undergraduate Nursing Students' Experience of Northern Rural and Remote Indigenous Communities

What Native Americans want nurses to know: Attitudes and behaviors desired in client/nurse relationships

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