Preparing nursing students for diverse populations

Kirby, Kristen F.; Earle, Melinda; Calahan, Charles A.; Karagory, Pamela M.

doi:10.1016/j.nepr.2021.103140

Cited by 4 publications

(3 citation statements)

References 25 publications

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“…If the educator is the facilitator of the learning process ( Vande Berg et al, 2012 ), then we need to ensure that the educators have the necessary competences to develop the intercultural competence of students as future nurses. Given the complexity and multidimensionality of each individual patient and the moderate levels of specific intercultural competence of nurse educators ( Baghdadi & Ismaile, 2018 ; Long, 2012 ), it is necessary to start from the competence of educators, a theme that until now has received little attention in the literature ( Kirby et al, 2021 ). The use of the INE profile should result in making intercultural competence training an integral part of undergraduate core curricula, with the aim of producing personally and professionally competent nurses.…”

Section: Discussionmentioning

confidence: 99%

“…However, the lack of formal academic preparation of lecturers teaching intercultural competence has been criticized in the past ( Long, 2012 ). Currently, few studies focus on the intercultural competence level of educators ( Kirby et al, 2021 ), although one study indicates moderate levels of intercultural competence ( Baghdadi & Ismaile, 2018 ). The preparedness of nurse educators to facilitate intercultural learning thus remains unclear.…”

Section: Introductionmentioning

confidence: 99%

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The Development and Validation of an Intercultural Nursing Educator Profile Using the Delphi Method

Gradellini,

Pretorius,

Vermeiren

et al. 2023

J Transcult Nurs

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Introduction: Educators require focused training to foster the development of intercultural competence in nurses. Training programs for educators need to be based on a comprehensive profile with a focus on intercultural learning. This study aims to define and validate a profile of the Intercultural Nursing Educator (INE). Method: The Delphi method was used with an iterative, multi-stage process to transform opinions into group consensus. A total of 46 European, African, and American experts from the nursing and intercultural field participated. Inclusion criteria required English at a level of B2, expertise in the field of intercultural competence, experience in teaching intercultural competence in the nursing context, and publications focused on intercultural topics. Results: The INE profile was developed and all 126 competencies were validated. Discussion and conclusion: The profile is freely available on the project website and provides the basis for curricula, training programs and assessment of the required competences.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Development and Validation of an Intercultural Nursing Educator Profile Using the Delphi Method

Gradellini,

Pretorius,

Vermeiren

et al. 2023

J Transcult Nurs

View full text Add to dashboard Cite

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“…3 Given this demand for CE, currently available programs focus primarily on social determinants of health and cultural competency. [4][5][6][7] Despite these well-intentioned curricula, disparities persist because disremembering the context of structural oppression has contributed to its perpetuation by silence and indifference. [8][9][10] Establishing the historical context of White supremacy ideology, colonialism, and imperialism, and the current lack of antiracist policies is necessary in any curricula for health care practitioners that aim to address inequity, with an emphasis on unlearning the language of dehumanization and centering the patient.…”

Section: Introductionmentioning

confidence: 99%

The Tea House Series: Striving Together to be Antiracist

2022

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Background Though awareness of health care structures that are racist and oppressive is increasing among health care professionals, there is a gap in continuing education curricula focused on antiracist anti-oppressive practices, and limited faculty and staff development to guide individuals towards action. Aim To develop, implement, and evaluate a novel antiracist faculty and staff development program called the Tea House Series. Setting and Participants A five-part continuing education series with an accompanying online community for faculty and staff at the divisions of Hospital Medicine in one institution in the western United States. Program Description The four foundational pillars integral to the Tea House Series were as follows: educational framework based on the pedagogy of Paulo Freire, local disparities data, welcoming space to establish a community of practice and accountability. Each session contained participant dialogue in small group activities. Program Evaluation Qualitative analysis of participant survey responses demonstrated transformation towards a hope to act with a sense of community. Quantitative analysis measured increased confidence for the program learning objectives. Discussion The Tea House Series may be used as a model for continuing education to provide the tools and the community to confront systems of racism and oppression in any institution.

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