Transcultural Nursing Concepts and Experiences in Nursing Curricula

Abstract

Future trends in the convergence of a multicultural world continue to intensify the need to educate nurses to deliver culturally focused care. A descriptive survey was conducted to examine curricular trends related to the teaching of transcultural nursing (TCN) in nursing curricula of baccalaureate and higher degree schools of nursing in the United States. Faculty development and qualifications to teach transcultural nursing were identified as well as methods for collaboration between schools of nursing. Although TCN concepts are incorporated into most curricula, wide variation exists as to content, depth, and level of integration. Implications call for collaboration with accrediting agencies, including state boards of nursing, to strengthen expected outcomes related to culture, curricular reviews of nursing courses regarding the incorporation of TCN concepts and experiences, collaboration on culturally focused field experiences, faculty development, and networking across schools to expand available resources.

Cultural Diversity Training

“…A descriptive survey was sent to all baccalaureate and higher-degree National League of Nursing schools. 24 Six hundred ten surveys were sent with 217 or a 36% response rate. The surveys were sent to deans and directors of the nursing schools.…”

Cultural competency of nursing faculty teaching in baccalaureate nursing programs in the United States

“…suggests that nursing faculty are not well prepared to respond to issues related to cultural diversity in health care, or to educate nursing care from culturally competent. 4,9,10 Literature strongly suggests that strengthening the cultural competence of nursing educators is vital to prepare our future nurses. 8 Moreover, research acknowledges the lack of nursing educators with sufficient transcultural nursing knowledge, attitudes, and behaviours that can teach culturally competent nursing care and care for patients from diverse backgrounds.…”

“…8 Moreover, research acknowledges the lack of nursing educators with sufficient transcultural nursing knowledge, attitudes, and behaviours that can teach culturally competent nursing care and care for patients from diverse backgrounds. 4,[9][10][11][12] The lack of minority nursing educators that represent the ethnic and racial minority groups living in the United States also contributes to the problem. 13 Nursing educators from diverse ethnic backgrounds act as leaders in the growth of care models that tackle the unique needs of racially and ethnically diverse populations.…”

“…3 Researchers have examined the education and abilities of faculty in the culturally competent nursing care and found a serious shortage of adequately prepared faculty. 4 …”

Appropriation des facteurs sociaux liés à une culture lors d’un stage en immersion culturelle

“…La responsabilité de préparer des infirmières aptes à dispenser des soins appropriés dans un contexte de diversité culturelle, revient aux établissements de formation (Association des infirmières et infirmiers du Canada, 2006;Andrews, 1995;Duffy, 2001;Gerrish et Papadopoulos, 1999;Lazure et Vallée, 2003;Leininger, 1995a;Momeni, Jirwe et Emami, 2008;Purnell et Paulanka, 2008;Ryan, Carlton et Ali, 2000;Serrant-Green, 2001). En effet, en amont des pratiques, les établissements, dont la mission est de former les infirmières, détiennent une position avantageuse pour contribuer au développement de la sensibilité culturelle des étudiantes et ainsi, ultimement, changer les pratiques (Andrews, 1992;Arias-Galicia, Fantini et Guay, 2001;Baldonado, Beymer, Barnes, Starsiak, Nemivant et Anosnas-Ternate, 1998;Ryan et Twibell, 2002).…”