Weaving a Transcultural Thread

Abstract

This article describes the development and implementation of an educational strategy to enhance knowledge about transcultural nursing in a College of Nursing undergraduate program. Concepts of diversity and transcultural nursing were integrated into the entire undergraduate curriculum. This content was presented over six quarters in seminar courses throughout the undergraduate program. A team of faculty members developed this series of courses called "Nurse and Society" that included cultural diversity, ethics, professionalism, and policy as strands or threads woven through the courses. Based on faculty evaluations at the end of each course, most graduating students were aware of the need to provide culturally congruent care. However, there is a need to develop a sound programmatic evaluation that includes empirical outcomes of cultural competence among graduates.

Internationalising Occupational Therapy Education

“…The most recent guidelines for the minimum standards for occupational therapy education highlight the importance of the transferability of graduates' skills, particularly with regard to diversity and difference (World Federation of Occupational Therapists 2002). Internationalised education programmes aid students in the development of a number of skills and experiential knowledge, including personal and intellectual development (Thompson et al 2000, Reeves 2001, Lee 2004, Button et al 2005. The students also gain a better understanding of their own values and beliefs (Scholes andMoore 2000, Lee 2004); an understanding of and respect for other cultures (Scholes and Moore 2000, Duffy et al 2003, Lee 2004, Button et al 2005, Law and Muir 2006, Ruddock and Turner 2007; a wider view of their profession (Grant andMckenna 2003, Lee 2004); and verbal and nonverbal communication skills (Duffy et al 1999, Lee 2004.…”

Untitled

“…Chang & Horrocks 2006 Luna, 1989;Morgan, 1996;Wenger, 1995;Berr y, 1999;Corbett, 1999;Lundberg, 1999;Nahas & Amashen, 1999;Zucha & Husted, 2000;Wittig, 2001 Hubbert;2005Morgan, 1992 ３) 違いを理解して受容する culturally congruent care Luna, 1989;Rosenbarm, 1990;Chmielarczyk, 1991;Morgan, 1992;Larson-Presswalla, 1994;Morgan, 1996;Lundberg, 1999;Nahas & Amashen, 1999;Good, et.al, 2000;Reeves, 2001Morgan, 1992Berry, 1999;Corbett, 1999;Nahas & Amashen, 1999;George, 2002 1989; Rosenbaum, 1990;Chmielarczyk, 1991;Fin, 1994;Larson-Presswalla, 1994;Berry, 1999;Lundberg, 1999;Nahas & Amashen, 1999;George, 2000;Reeves, 2001;Wittig, 2001;Hubbert, 2005 culturally congruent care Luna, 1989;Chmielarczyk, 1991;Lundberg, 1991;Berry, 1999;George, 2001;Fin, 1994;Larson-Presswalla, 1994;…”

“…culturally , MEDLINE (1966MEDLINE ( -2006, PsycINFO (1806-2006), Web (1983-2006 culturally Luna, 1989;Chmielarczyk, 1991;Rosenbaum, 1990;Finn, 1994;Larson-Presswalla, 1994;Lundberg, 1999;Nahas & Amasheh, 1999;Geroge, 2000;Raines & Morgan, 2000;Zucha & Husted, 2000;Wittig, 2001;George, 2002;Hubbert, 2005 Leininger cultural congruent (nursing) care Leininger, 1992Leininger, , 1995Leininger, 1996;1997;2 Morgan, 1992Jeffreys, 2002 1 1 1989; Rosenbaum, 1990;Chmielarczyk, 1991;Morgan, 1992;Fin, 1994;Larson-Presswalla, 1994;Mario, 1995;Wenger, 1995;Morgan, 1996;Berry, 1999;Corbett, 1999;Lundberg, 1999;Nahas & Amshen, 1999;George, 2000;Good, et.al, 2000;Zucha & Husted, 2000;Reeves, 2001;Wittig, 2001;George, 2002;Hilgenberg & Schlickau, 2002;…”

Outcome analysis of a research‐based didactic model for education to promote culturally competent nursing care in Sweden – a questionnaire study

“…Students were at the end of education significantly more culturally competent than the first‐year students. Reeves (18) reported the development and implementation of transcultural nursing in an undergraduate programme. Based on staff evaluations at the end of each course, the importance of transcultural knowledge was obvious, and the need to develop a well‐founded policy evaluation including empirical outcomes was another finding.…”

“…In summary, there is a need to specify, at all levels of the nursing programme, transcultural concepts for the success of integration. There is a need for exposure to cultural knowledge in nursing education (10–12), as well as a need for cultural assessment tools (12, 14, 17, 18). Even if this call for the development of nursing curricula is well grounded in experience there is, to our knowledge, no reported outcome analysis of the implementation of a specific model for teaching nursing students transcultural nursing in a 3‐year programme.…”