BAKGRUND: Samhället blir allt mer mångkulturellt. Människor från olika delar av världen immigrerar till Sverige och det är därför av stort värde att känna till dessa människors kulturella bakgrund och trosuppfattning.  Som vårdpersonal är det viktigt att vara uppmärksam på eventuella kulturella skillnader och bemöta patienten med respekt för att skapa en god vårdrelation. SYFTE: Vårt syfte med denna litteraturöversikt var att undersöka utlandsfödda patienters upplevelse av vårdrelationen med personalen på en vårdavdelning. METOD: En litteraturöversikt gjordes där tretton artiklar granskades för att kunna sammanställa en helhetsbild av det valda ämnet. RESULTAT: De flesta patienterna i artiklarna beskriver olika svårigheter med att skapa en god relation med vårdpersonalen. Två kategorier identifierades: Att inte bli förstådd av vårdpersonal och Att inte känna sig delaktig i vårdrelationen. Från dessa två kategorier framkom fem underkategorier som beskriver på vilket sätt patienterna kände sig missförstådda eller inte kände sig delaktiga i relationen med vårdpersonalen. KONKLUSION: Det finns svårigheter att skapa en god transkulturell vårdrelation mellan patient och vårdpersonal. Patienter beskriver hur de inte alltid blev mötta med samma respekt och kulturella förståelse som de andra infödda patienterna. Detta tyder på att det finns ett behov av bättre utbildning hos vårdpersonalen inom ämnet kulturell förståelse. Vårdpersonalen måste också se till de individuella behoven hos patienterna. / BACKGROUND: The society is becoming more and more diverse in its many cultures. People from all over the world are migrating to Sweden and it is therefore of great worth to be familiar with the cultural background and religious belief of these people. As a caregiver, one must be sensitive to cultural differences and approach patients with respect in order to establish a good relationship. AIM: This paper reports a review of an examination of foreign-born patient’s experience of a caring relationship with the personnel in a care division. METHOD: A literature review was used in this survey, where the findings of thirteen articles were examined to establish an overview of the subject. FINDINGS: Most of the patients in the articles described different challenges in establishing a good relationship with the caregivers. Two main categories were constructed: Not being understood by the caregiver and Not feeling a part of the caring relationship. From these two categories, five sub-categories were formed to describe in what way the patients were misunderstood or not being included in the relationship with the caregivers. CONCLUSIONS: There are challenges in creating a good transcultural relationship between the patient and the caregiver. Patients described how they not always were being met with the same respect and cultural awareness by the caregivers as the native patients were. This implies that there is a need of better cultural education amongst caregivers. The caregivers also need to se the individual needs of the patients.

No description available.

Bakgrund: I sjuksköterskans kompetensbeskrivning ingår att tillgodose patienters olika behov, däribland de kulturella behoven. Detta ställer höga krav på att sjuksköterskor ska besitta kulturell kompetens för att behärska att arbeta i den mångkulturella vården. God kommunikation mellan sjuksköterska och patient är grundläggande för en god omvårdnad. Syfte: Att beskriva sjuksköterskans erfarenheter av faktorer som påverkar ett kulturmöte mellan en sjuksköterska och patient. Metod: En litteraturstudie med grund i analys av kvalitativ forskning genomfördes. Resultat: Resultatet presenteras i tre kategorier och sju underkategorier: kommunikation med underkategorierna språkbarriärer och bristen på tolk, kulturskillnader med underkategorierna olika sätt att hantera traumatiska händelser, skilda matvanor, fördelar och nackdelar med anhörigas medverkan i omvårdnaden och sjuksköterskors upplevelser i vårdarroller med underkategorierna värdet av kulturell kompetens och kulturell medvetenhet hos sjuksköterskor och etnocentrism – ett hinder för individanpassad vård. Slutsats: De faktorer som präglade den mångkulturella vården var ofta kopplat till sjuksköterskors brist på kulturell kompetens. Denna studies resultat påvisar att språkbarriärer är det största hindret i kulturmöten, vilket bekräftas av tidigare studier. Klinisk betydelse: Sjuksköterskor möter dagligen patienter med annan kulturell bakgrund än sin egen. Detta ställer ökade krav på sjuksköterskor att de besitter kulturell kompetens för att kunna utföra en professionell omvårdnad oavsett patientens kulturella bakgrund. / Background: Included in the description of competence for registered nurses is catering to the different needs of patients including their cultural needs. This puts high demands on nurses to possess cultural competence in order to master working in multicultural health care. Good communication between nurse and patient is essential in order to provide good care. Aim: To describe the nurse’s experiences of factors affect encounters between a nurse and a patient from different cultures. Method: A literature review with a basis in qualitative analyses was conducted. Results: The results are presented in three main themes and seven sub themes: communication with sub themes language barriers and nurses' experiences of difficulties with interpreters, cultural differences with sub themes various ways of coping with traumatic events, cultural eating habits, the families participation in the care and nurses' experiences of being in the role of carer with sub themes the value of cultural competence and cultural awareness for nurses and ethnocentrism – an obstacle for individualized care. Conclusion: The factors that characterized the multicultural care were often related to nurses’ lack of cultural competence. This study shows that language barriers are the biggest obstacles in encounters with patients from different cultures, which is verified by previous studies. Clinical significance: On a daily basis nurses encounter patients with a different cultural background than their own. This puts increased demands on nurses to possess cultural competence in order to practice professional care regardless of the cultural background of the patient.

This qualitative, multisite case study, framed by a constructivist perspective, addresses a deficit in the literature regarding multicultural consciousness of culturally responsive novice teachers. Existing studies identify the importance of culturally responsive pedagogy and the impact of the field of multicultural education on pedagogy that considers teaching and learning of nonmainstream student populations. These studies are inadequate due to their: lack of specific strategies for gaining and sustaining multicultural consciousness in P-12 schools, quantitative nature, or emphasis on preservice teacher education as opposed to in-service teachers in contact with nonmainstream students in the school context. The significance emphasized was the impact of culturally responsive pedagogy and its impact for narrowing the achievement gap regarding nonmainstream students. The themes that emerged, dimensions of multicultural consciousness, led to implications for: education, an ethic of care, “Otherness,” intrinsic motivation, advocacy, and reflexivity. It was concluded that the sustainability of a multicultural consciousness in context is less persuasive than the case findings for gaining consciousness for culturally responsive pedagogues, yet, all dimensions should be expounded upon for further study and better understanding of the relevant and persisting concern for nonmainstream student achievement. / Department of Educational Studies

The purpose of this study was to examine the impact of a study abroad experience on levels of ethnocultural empathy and global-mindedness. Now more than ever, universities are being asked to provide concrete evidence about the effectiveness and outcomes of studying abroad. Participation in study abroad programs has continued to substantially increase over the past decade, resulting in a higher demand of such international programs at universities (IIE, 2004). A sample of 76 university students completed the following measures: demographics questionnaire, Scale of Ethnocultural Empathy, and Global-Mindedness Scale. It was hypothesized that students who study abroad would exhibit higher levels of both pre- and post-test ethnocultural empathy and global-mindedness. It was also expected that participants with previous experience abroad would have higher levels of both pre- and post-test ethnocultural empathy and global-mindedness. Results indicated that levels of ethnocultural empathy and global-mindedness did not differ based on the study abroad, diversity class, or control group, but that scores on both measures increased from the pre- to post-test for both the diversity class and the control group. Results for the study abroad group remained the same between the pre- and post-test for both measures. Despite the fact that this study had no significant findings, it has provided groundwork for future research regarding study abroad experiences, ethnocultural empathy, and global-mindedness. / Department of Counseling Psychology and Guidance Services

This study aims to investigate Turkish teachers&rsquo / opinions and beliefs on the place of target cultural information in English language teaching, as well as their related practices and applications in EFL classrooms in Turkish higher education context. Particularly, it tries to explore three research questions: (a) How do Turkish teachers of English define culture? (b) What are the EFL teachers&rsquo / attitudes towards incorporating cultural information into their teaching? and (c) What role do they allocate to the culture of the target language in their classrooms? Data was collected from 98 randomly selected EFL teachers in the Preparatory (Hazirlik) Programs of four universities (Hacettepe University, Middle East Technical University, Ankara University, and Baskent University) in Ankara. A written survey questionnaire, including structured items, a rating scale and a Likerttype attitude scale, together with a follow-up interview were used as the two data collection methods. The analyses were carried out by frequency counts of the predetermined choices in the items and the related responses that were given to questions of the interview. The study shows that teachers mostly define culture in the sociological sense, such as values and beliefs. Their definition of culture in the framework of ELT slightly shifts towards more visible culture, such as food and clothing. The study also reveals teachers&rsquo / positive attitudes towards incorporating cultural information in their instruction. Teachers incorporate cultural knowledge to increase the learners&rsquo / awareness of other cultures and people for intellectual development, and to improve learners&rsquo / communicative competence.

Thesis (Ph.D.)--University of North Carolina at Greensboro, 2007. / Title from PDF t.p. (viewed Mar. 3, 2008). Directed by Craig S. Cashwell; submitted to the School of Education. Includes bibliographical references (p. 160-194).

Thesis (Ph.D.)--University of Wollongong, 2004. / Typescript. Includes bibliographical references: p. 299-323.

Thesis (M.A.)--University of Waikato, 2007. / Includes bibliographical references (p. 67-73)

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2008. / Typescript. Includes bibliographical references (leaves 47-51).