In autumn 2015 the largest refugee crisis occurred in Europe since world war two (Myndigheten för samhällsskydd och beredskap, MSB 2018). Sweden experienced a migrant flow from various countries because of wars and conflicts in the world (Swedish migration agency, 2016).Many unaccompanied minors, mainly from Afghanistan, needed to be taken care of in different family homes or HVB homes. To provide nursing and basic needs for the unaccompanied refugee children, the personnel must be able to handle and understand cultural differences and situations that may arise from this. Cultural competence can be crucial to provide good care for these minors. Purpose; The purpose of this study is chosen in order to understand if adequate training is available for the staff at HVB homes, if the staff feels informed about cultural diversities and if the education given helps in order to detect problems and thus be aware of them. With the help of this research, the author hopes that problems such as untrained personnel and lack of knowledge regarding cultural sensitivity can be highlighted in order to develop fitful education to give optimal care for the unaccompanied refugee minors. Knowledge is one of the pillars for the development of a well-functioning society. Method: The study was performed as a qualitative interview study in which three interviews were made with personnel working at different HVB homes. As a complement to deepen the study online surveys were used. Result: The information collected in this paper states that personnel at HVB homes lack adequate cultural competence and have seen negatively affecting cultural practices. The personnel do not have tools and knowledge to deal with problems that may arise, which limits the safety of the unaccompanied refugee minors.

Recent research suggests that culturally responsive teaching (CRT) practices have the potential to increase student educational outcomes, as well as to reduce unnecessary or inappropriate placement referrals. Examination of the core components in CRT, teacher efficacy and cultural competence, is proposed to be a critical step to reduce unwarranted referrals of culturally and linguistically diverse students. However, there is limited empirical support for the relationship between CRT and instructional referrals, and even among existing studies there is inconsistency regarding the relation of these constructs. The purpose of this study is to examine teacher factors (i.e., teacher role, degree earned, years of teaching, ESL certification held, language proficiency and ethnicity) as a predictor of teacher competence, and the role these factors play in teachers’ referral decision making. To investigate these relationships, a national sample of elementary teachers (N = 258) completed a survey addressing their background, profession endorsements, sense of teaching efficiency, and the instructional decisions they would make in the scenarios presented. The results of this study revealed that teacher role (i.e., general, ESL or special educator) and ESL certification were important predictors of teacher competency. A statistically significant mean difference in teacher competency was found between teachers with and without ESL certification, indicating ESL certification as an important factor in deciding the level of teacher competency. Finally, teacher competency was found to improve teachers’ instructional decision making in scenarios in which the students displayed linguistic difficulties. The findings provide valuable insights to teacher training programs and other professional development entities regarding how to prepare educators to work more efficiently with ESL students.

<p>Vi strävar alltid efter att förstå det som sker i den värld vi lever i. Till vår hjälp har vi olika referenser och kunskaper som vi har lärt oss under våra liv. Dessa referenser och kunskaper förenklar och förklarar våra upplevelser och sätter in dem i ett sammanhang. Utan detta sammanhang blir enskilda händelser omöjliga att förstå och vi tvingas navigera oss fram med förbundna ögon. Kultur är ett av de verktyg vi människor använder för att förklara den verklighet vi lever i. Vi omges ständigt av en mängd olika kulturella kontexter med sina egna koder och sammanhang. För att kunna interagera med dessa kulturer måste vi ha en förståelse för vad kultur är och hur det påverkar våra handlingar och tankar. För en soldat eller officer som skall operera i en internationell miljö blir denna kunskap ännu viktigare, då det kulturella avståndet mellan människor tenderar att växa exponentiellt i förhållande till det geografiska avståndet. Detta är en av de viktigaste erfarenheter som man dragit under 2000-talets internationella konflikter. Till följd av detta så har institutioner över hela världen startat projekt i syfte att utveckla utbildningar och träningsprogram som skall öka förmågan att hantera kultur och kulturell problematik vid militära insatser. Denna uppsats huvudsyfte är att med hjälp av Brian A. Selmeskis 3C koncept undersöka hur den svenska Försvarsmakten och Försvarshögskolan hanterar kultur och kulturell problematik i sin utbildning. Målet med uppsatsen är att identifiera områden som kan utvecklas i syfte att utveckla Cross Cultural Competence.</p> / <p>We always try to make sense of the things that happens in the world we live in. To our help we have different references and knowledge that we have learned during our life. These references and knowledge simplifies and explains our experiences and put them in to context. Without this context single events becomes impossible to understand and we are forced to navigate with our eyes bound. Culture is one of the tools, we humans use to explain the reality we live in. We are constantly surrounded by a wide range of different cultural contexts with there own codes and conducts. To be able to interact with these cultures we must have a understanding for what culture is and how it affect our actions. For soldier or an officer that will operate in an international environment, this knowledge becomes even more important cause the cultural distance between people tend to grow exponentially in relations to the geographical distance. This is one of the most important experiences from the 21 st century’s international conflicts. As a result of this, institutions all over the world have started projects with the purpose to develop educations and training programs that will increase the ability to manage culture and cultural problems. This essays main purpose it to with the help of Brian A. Selmeskis 3C concept study how the Swedish Defence and the Swedish National Defence Collage handles culture and cultural problems in their education. The goal with the essay is to identify areas that can be developed with the purpose to evolve Cross Cultural Competence.<strong><em></em></strong></p>

Vi strävar alltid efter att förstå det som sker i den värld vi lever i. Till vår hjälp har vi olika referenser och kunskaper som vi har lärt oss under våra liv. Dessa referenser och kunskaper förenklar och förklarar våra upplevelser och sätter in dem i ett sammanhang. Utan detta sammanhang blir enskilda händelser omöjliga att förstå och vi tvingas navigera oss fram med förbundna ögon. Kultur är ett av de verktyg vi människor använder för att förklara den verklighet vi lever i. Vi omges ständigt av en mängd olika kulturella kontexter med sina egna koder och sammanhang. För att kunna interagera med dessa kulturer måste vi ha en förståelse för vad kultur är och hur det påverkar våra handlingar och tankar. För en soldat eller officer som skall operera i en internationell miljö blir denna kunskap ännu viktigare, då det kulturella avståndet mellan människor tenderar att växa exponentiellt i förhållande till det geografiska avståndet. Detta är en av de viktigaste erfarenheter som man dragit under 2000-talets internationella konflikter. Till följd av detta så har institutioner över hela världen startat projekt i syfte att utveckla utbildningar och träningsprogram som skall öka förmågan att hantera kultur och kulturell problematik vid militära insatser. Denna uppsats huvudsyfte är att med hjälp av Brian A. Selmeskis 3C koncept undersöka hur den svenska Försvarsmakten och Försvarshögskolan hanterar kultur och kulturell problematik i sin utbildning. Målet med uppsatsen är att identifiera områden som kan utvecklas i syfte att utveckla Cross Cultural Competence. / We always try to make sense of the things that happens in the world we live in. To our help we have different references and knowledge that we have learned during our life. These references and knowledge simplifies and explains our experiences and put them in to context. Without this context single events becomes impossible to understand and we are forced to navigate with our eyes bound. Culture is one of the tools, we humans use to explain the reality we live in. We are constantly surrounded by a wide range of different cultural contexts with there own codes and conducts. To be able to interact with these cultures we must have a understanding for what culture is and how it affect our actions. For soldier or an officer that will operate in an international environment, this knowledge becomes even more important cause the cultural distance between people tend to grow exponentially in relations to the geographical distance. This is one of the most important experiences from the 21 st century’s international conflicts. As a result of this, institutions all over the world have started projects with the purpose to develop educations and training programs that will increase the ability to manage culture and cultural problems. This essays main purpose it to with the help of Brian A. Selmeskis 3C concept study how the Swedish Defence and the Swedish National Defence Collage handles culture and cultural problems in their education. The goal with the essay is to identify areas that can be developed with the purpose to evolve Cross Cultural Competence.

Understanding the factors responsible for successful interactions between cultures has been an ongoing investigation among anthropologists, social workers, and organizational psychologists. The need for employees who are able to function effectively across cultures has resulted in a great deal of research examining which factors enable expatriate effectiveness. Despite the necessity of a workforce that is able to function across cultures in today’s global economy, an even greater case can be made for cross-cultural competence (3C) in the U.S. military. The potential for loss of life and international-level consequences is high if our military forces are not adequately prepared. This is why the Department of Defense has identified 3C as a critical determinant of success for military missions. Despite the critical need for military 3C, a review of the literature found no validated instruments developed to assess the readiness of our troops to work closely with foreign nationals and coalition forces in the context of military deployments. As such, the overarching goal of this validation study was to enable the U.S. military to prepare and train its forces in 3C, specifically allowing the military to: (1) better assess troop readiness to engage other cultures; (2) target training to those skills that help achieve missions in the field; (3) design more authentic cross-cultural training exercises; (4) assess the effectiveness of crosscultural training; and (5) guide the development of future cultural training efforts. To that end, a blended approach to scale development was undertaken, whereby critical-incident interviews with subject matter experts informed which of the individual difference predictors from the civilian literatures would likely be applicable to the military domain. Initial administration of the prototype instrument to 792 military members, followed by exploratory factor analysis, revealed six hypothesized factors of 3C. Following scale development, the Cross-Cultural Competence iv Inventory (3CI) was administered to almost 5,000 service members, and the six-factor structure was confirmed as well as cross-validated. Another data collection effort focused on assessing the stability of the six factors over time, via test-retest reliability analysis. A final validation study revealed Cultural Exploration to be a significant predictor of three of the four performance criteria, as rated by supervisors on deployment. Furthermore, this study offered the unique perspective gained by administering two popular civilian instruments along with a military-based tool, providing insight into the nature of military 3C and the ways in which it is similar to, and distinct from, civilian 3C. Additionally, important theoretical contributions may help guide future empirical research and military applications. This study is the initial step in assessing readiness for cultural interaction in the military. The results may serve to guide future efforts in military research in order to support our forces in the field as well as to guide the military establishment in making decisions on training, education, and operations in the context of mission success.

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Bakgrund: Palliativ vård syftar till att ge stöd och lindring till döende patienter för att främja livskvalitet oavsett vilken etnisk bakgrund man har. Vårt samhälle är mångkulturellt och idag möter sjuksköterskor allt fler invandrarpatienter som kan ha olika uppfattning om hälsa, sjukdom, döendet och döden. Detta innebär att det kommer att ställas andra eller nya krav på vårdpersonalen. Syfte: Att beskriva sjuksköterskors erfarenheter av att vårda patienter med annan etisk bakgrund än de själva vid palliativ vård. Metod: En litteraturöversikt över elva vetenskapliga kvalitativa artiklar genomfördes. Artiklarna har eftersökts i databaserna CINAHL Complete, pubMed och SveMed+. Dessa kombinerades i olika konstellationer för att få fram sökträff som svarade på syftet. Sökord som användes var: transcultural nursing”, ”multicultural”, ”palliative”, immigrants”, ”nurse”, ”experience”, “attitude”. Resultat: Resultat visar att många sjuksköterskor upplevde att det var svårt att bemöta invandrarpatienter. Kommunikationssvårigheter var ett vanligt problem vid kulturmöten. Att vara kulturellt medveten, och ha förståelse för kulturer och sedvänjor, samt visa hänsyn till individualitet var enligt sjuksköterskorna viktiga faktorer som kunde förbättra palliativ vård till invandrarpatienter. Diskussion: Resultatet diskuteras med stöd av Madeleins Leiningers omvårdnadsteori som utgångspunkt, där främst diskuterades. Vidare diskuterades vilken kulturell kompetens som behövs för att sjuksköterskan ska kunna ge en god transkulturell omvårdnad. / Background: The aim of palliative care is to provide support and relief to dying patients in order to indorse the quality of life regardless of their ethnical background. Our society is multicultural. It is more common today that nurses meet patients with different ethical cultural backgrounds who may hold different opinions about health, illness, dying and death. This means that it will impose to or new requirements for caregivers. Aim: To describe nurses' experiences of caring for patients with different ethical background than themselves in palliative care. Method: The method that was used is a qualitative literature review. Eleven scientific qualitative articles are included in this study. Articles have been sought in the databases CINAHL Complete, PubMed and SveMed +.Selected. These were combined in different configurations to retrieve a search result that responded to the purpose. Keywords used were :”transcultural nursing”, ”multicultural”, ”palliative”, immigrants”, ”nurse”, ”experience”, “attitude”. Results: The result shows that many nurses felt difficulties to approach immigrant patients. Communication difficulties were the common problem in cultural encounters. To being culturally aware, to understand the cultures and customs, and to take the individuality was as nurses important factors that could improve the palliative care of migrant patients. Discussions: The results are discussed with the support of Madeleine Leininger nursing theory as a basis, which mainly discussed. Further discussed about which cultural competence is needed for the nurse to be able to provide good transcultural nursing.

Sverige har under de senaste decennierna utvecklats till ett mångkulturellt samhälle. Som sjuksköterska möter vi dagligen situationer där människor, på grund av olika kulturer, har olika syn på hälsa, ohälsa, sjukdom och behandling. Syftet är att beskriva sjuksköterskors upplevelser av att möta och vårda patienter med olika kulturella bakgrunder för att belysa vikten av kulturell kompetens. Studien är en litteraturstudie med en kvalitativ ansats. Totalt valdes sju artiklar som kvalitetsgranskades och användes i resultatet. Resultatet presenteras i fem huvudkategorier och nio underkategorier. Ett genomgående tema i resultatet var att identifiera vilka hinder sjuksköterskor upplevde försvårade vårdrelationen med patienterna som i sin tur påverkade kvalitén på den vård som gavs. I mötet med människor från andra kulturella bakgrunder uppmärksammas behovet av kulturell kompetens. Genom att förstå hur andra människor tänker kan sjuksköterskor tillmötesgå patienten och utforma vården utifrån den enskilda patientens önskningar.

There is a low representation of Black American women (BAW) in health care senior leadership. With the high level of health problems found among the Black community, diversifying the executive leadership with BAW may be instrumental in increasing provider trust and reducing discriminatory action. Using critical race theory as the conceptual framework, this study examined the experiences, perceptions, and influential or deterrent factors inhibiting advancement of BAW in the health care field. Inquiry centered on factors related to lack of advancement, experiences at different stages of career progression, and strategies impacting career advancement. A qualitative research design using a transcendental phenomenological approach was the chosen method. Seven BAW who met the criteria for inclusion were selected by purposive sampling. Data were collected from semi-structured, audio-recorded, interviews using a newly created protocol. Data analysis included open coding; line-by-line data review; and the use of NVivo to search for frequencies of themes, coding, and text queries. Emergent themes were identified that provided comprehensive descriptions of the participants' experiences. According to study findings, perceived and experienced racial issues were apparent in hiring and work relations. Disparate practices were evident through a lack of inclusion in succession planning, being overlooked despite qualifications, and stereotyping. These findings may stimulate social change by helping those BAW aspiring for senior healthcare leadership to be more successful and by improving health outcomes for BAW through enhanced trust.

The medical profession in recent decades has made culture and cross-cultural competence an issue for patient – physician relationships. Many in the profession attribute the necessity of cross-cultural competence to increased diversity, globalization, and health disparities; however, a historical analysis of medicine indicates that culture’s relevancy for health care and outcome is not new. The rise of clinics, which can be traced to 17th century France, the professionalization of physicians in 18th century U.S., and the civil rights movement of the 20th century illustrate that medicine, throughout its history, has grappled with culture and health. While medicine has a history of discussing cultural issues, the profession has not defined culture cogently. Medicine’s ambivalence in defining culture raises questions about how effectively medical educators prepare residents to be cross-culturally competent. Some medical educators have expressed that many didactic and experiential efforts result in stereotyping patients. Definitions of culture and their impact on stereotyping patients are the central problems of this study. Specifically, this study hypothesized that cultural beliefs impact ones willingness to accept stereotypes. Thus, this study sought to learn how faculty members and residents define culture. Faculty members also were compared to residents to glean the impact of cross-cultural education. This study used an explanatory mixed method design where quantitative and qualitative methods work complementarily to examine a complex construct like culture. A valid and reliable survey provided quantitative data to compare the two groups, while open-ended questions and interviews with faculty members provided context. The statistical results reveal that faculty members and residents share a philosophy of culture; however, when the two groups’ definitions are contextualized, they have many different beliefs. Differences also emerged with respect to predictability; cultural beliefs predict stereotyping among residents, but not faculty members. Faculty members attribute these differences to experiences, while residents believe that they do not learn about culture during their professional education.