Transcultural Nursing Society Position Statement on Human Rights

Miller, June; Leininger, Madeleine; Leuning, Cheryl; Pacquiao, Dula F.; Andrews, Margaret; Ludwig‐Beymer, Patti; Papadopoulos, Irena

doi:10.1177/1043659607309147

Cited by 22 publications

(24 citation statements)

References 0 publications

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“…9,49,50 Patient and family rights are supported by the Transcultural Nursing Society Position Statement on Human Rights, in which culturally sensitive care is identified as a universal human rights. 51 The expectation is that patients will receive care in an environment in which physical, psychological, spiritual, and cultural safety is assured for each patient. Employers, likewise, expect nursing graduates to have been educated in a matter that ensures they are able to provide culturally competent care.…”

Section: Patients' and Organizations' Expectations And Needsmentioning

confidence: 99%

Cultural and Religious Educational Needs of Overseas Nurses Working in the Kingdom of Saudi Arabia and the United Arab Emirates

Al‐Yateem

AlYateem

Rossiter

2015

Holistic Nursing Practice

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A competent transcultural health care service has been identified as essential for the delivery of safe health care in the United Arab Emirates (UAE) and the Kingdom of Saudi Arabia (KSA) and indeed internationally. Delivery of contextually informed educational programs to new employees forms an important component of achieving this requirement. Nurse educators have an essential role in identifying the cultural and religious knowledge needed by new employees and in designing programs to address these needs. The objective of this article was to explore the cultural and religious educational needs of overseas nurses working with Muslim patients in the KSA and the UAE as derived from the experience of nurses themselves. Written narratives from nurses employed to work primarily with Muslim nurses were analyzed using a qualitative descriptive methodology. In the UAE and the KSA context, and perhaps for nurses working with Muslim-Arabic patients worldwide, the culturally and religiously specific topics that need to be a component of preemployment education include the basic Islamic principles (5 daily prayers, Ramadan fasting, Zamzam water, and time management skills to accommodate religious practices within care); Kinship and Social Factors (family structure, gender-related issues, and social support system); and Basic Arabic language skills.

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Section: Patients' and Organizations' Expectations And Needsmentioning

confidence: 99%

Cultural and Religious Educational Needs of Overseas Nurses Working in the Kingdom of Saudi Arabia and the United Arab Emirates

Al‐Yateem

AlYateem

Rossiter

2015

Holistic Nursing Practice

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“…Such cultural knowledge deficits can be addressed through providing nurses with an adequate knowledge base through research and educational programs (Jaber et al, 2011;Chapman et al, 2014) and establishing cultural competency standards that would be incorporated in institutional policy and procedures: All aimed at enabling nurses to provide culturally competent and congruent nursing care (Miller et al, 2008;Ezenkwele and Roodsari 2014).…”

Section: Discussionmentioning

confidence: 99%

The Experience of Overseas Nurses Caring for Muslim Patients in Kingdom of Saudi Arabia and Uae: A Qualitative Study

AlYateem¹,

Al‐Yateem²

2014

International Journal of Research in Nursing

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Cultural competence in nursing care has always been emphasized and recommended as a quality indicator and a core knowledge requirement for all nurses. However, the provision of such culturally competent care can only be achieved when patients' cultural values and systems are known to the nurses and used appropriately to inform their practices. This study will help to reveal the different components of nurses' experiences while caring for patients from Islamic culture. This will inform the practice of service planners, managers and educators in designing interventions that address the needs of these nurses, hopefully making the nursing service more satisfying for both the nurses and the patients. A qualitative exploratory research design utilizing written narratives was used within this study. The study revealed three themes and five subthemes. The main themes were: (1) Right to practice Vs impact on care: A matter of balance; (2) Islamic principles: Nurses' knowledge; and (3) Broken lines of contact with social systems and patients. Most of participants have demonstrated insufficient knowledge and experience of Islamic principles which cannot aid them in providing culturally competent nursing care. It has also revealed that nurses should further recognize religion as an important part of the healing process and not as a factor that negatively impacts their role and hinders patient care.

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“…There is a need to advocate for vulnerable populations to lessen the impact of social inequalities on their health. These challenges heighten the need to identify guidelines for the delivery of culturally competent care for an increasingly diverse population and minimize health inequities regardless of geographic location (Miller et al, 2008; Rosenkoetter & Nardi, 2007).…”

Section: Prefacementioning

confidence: 99%