Sverige har gått från ett monokulturellt samhälle till ett mångkulturellt samhälle. En allt större del av Sveriges befolkning består av människor med olika kulturella och etniska bakgrunder. Det senaste decenniet har kombinationen av en åldrande befolkning med varierad etnisk och kulturell bakgrund ställt nytt krav på svensk hälso- och sjukvård. Detta innebär att sjuksköterskor kommer att träffa människor från olika kulturer och med olika vård behov. Med detta i beaktande är det betydelsefullt att belysa vikten av kulturell omvårdnad och kulturkompetens i mötet med patienten. Bakgrund: Patienter med annan etnisk bakgrund kan vara sårbara på grund av de problemen som inträffar när de flyttar till ett nytt land. Kulturella skillnader och språk svårigheter kan vara ett hinder för patienten att söka eller få adekvat vård. Syfte: Att belysa kulturens betydelse i omvårdnadsarbetet. Metod: En litteraturstudie utförs för att kunna besvara syftet. Tio vetenskapliga artiklar har valts ut. Nio av de valda artiklarna har en kvalitativ ansats och en är en blandning av kvantitativ och kvantitativ ansats. Resultat: Sju kategorier identifierades i studien; Språk och kommunikation, Samarbeta med anhöriga, Sjuksköterskan attityder och uppfattningar, Betydelse av utbildning, Vikten av kulturell kompetens inom omvårdnad, Sjuksköterskans yrkesroll samt Patient perspektiv. Slutsats: Resultatet påvisar de berörda kategorier i studierna som har betydelse i vårdande av patienter från annan kultur. Studien fokuserade på att belysa betydelsen av kulturen i omvårdnadsarbetet. De flesta studierna här huvudsakligen berört sjuksköterskorna men i resultat delen lyfts bland annat patientens perspektiv fram vilket uppsatsens författare tycker att det kan bidra till att skapa medvetenhet hos alla hälso-sjukvård personal inom olika områden. / Sweden has changed from a monoculture society to a multicultural society. A big part of the Swedish population today consists of people with different cultural backgrounds. These past decades the combination of the ageing population with different cultural backgrounds has put new demands on the Swedish health sector. This means that nurses today and in the future will meet patients from different cultures and with various health needs. Putting this in consideration it is significant to highlight the importance of cultural care and cultural competence in nursing encounter. Background: Patients with different ethnicity can be vulnerable because of problems they face when they move in the new country. Cultural differences and language barriers can be one of the obstacles for a patient to receive sufficient health care. Aim: The purpose of this study is to illustrate the importance of cultural care and cultural competence and the effects it has in nursing. Method: A literature study is designed to answer the aim of the study. Nine qualitative scientific articles and one article composed of both quantitate and qualitative are selected for the study. Results: seven categories were identified in the study: Communication and language barriers, education, cooperation with relatives, nurse’s attitudes, cultural competence, patient perspectives and nursing profession role. Conclusion: The result demonstrates categories in the studies that are important in caring for patients from other cultures. The study focused on highlighting the importance of culture in nursing. Most studies where about nurses but in the results section highlights include the patient's perspective, which essay writers feel that it can also help create awareness among all health care professionals in various fields.

This study discusses the experiences of international students studying in English-medium business programmes in three countries: the United Kingdom, Germany and Taiwan. The purpose of this comparative study is to investigate how the students’ identity is constituted in the multicultural business classroom and on the multi-cultural campus, the role in this of cultural components of the curriculum in international business programmes, the ways in which the wider student experience operates in such multi-cultural settings and the implications of each of these facets for teachers and institutional managers. Inter-/cross-cultural competence is held to be a vital skill that business graduates should be equipped with in order to be capable of working in an increasingly diverse global village, and it is believed that such competence can be developed through frequent communication and negotiation with people from other cultures. Sojourners in this study attempted to negotiate new identities in the multicultural learning environment in the alien context in ways that were strongly influenced by individuals’ biographical and life experiences. There were several influential factors in these sojourners’ processes of learning and transition, including: interpersonal and intrapersonal factors; motivations for studying abroad; the nature of the learning environment they encountered; and the settings in which these interactions took place. Holliday’s (1994) “small cultures” theory and Wegner’s (1998) “communities of practice” are concepts used to help explain sojourners’ experiences in terms of where and with whom they interacted, and how this influenced their perception of the learning experience in the international contexts. The three institutes were selected through the purposive sampling method, with pre-set criteria such as the percentage of courses taught in participants’ second or foreign language(s) and the percentage of international students in the student population of the university. The sample of twenty-two student participants was obtained by using opportunistic sampling and snowball sampling methods. The qualitative data set comprised 18 individual interviews, 3 group interviews and 40 diary entries. Data analysis took the form of typological analysis (LeCompte & Preissle, 1993) by dividing the overall data set into categories or groups based on predetermined typologies. One of the main findings of this study is that international students experienced high levels of isolation and marginalisation, which affected their academic confidence and social involvement. The universities concerned were aggressively recruiting international students and making efforts to internationalise curricula, yet the academic and social support on offer was perceived as narrow and very marginalised.

This work seeks to examine the relationship between intercultural effectiveness and the number of global experiences among secondary agricultural education youth in Kentucky. The study utilizes Mere Exposure Theory and considers the importance of global experiences in increasing their levels of global competence and their performance on the Intercultural Effectiveness Scale (IES). The results indicate that students with a higher number of global experiences and exposures are more open to other cultures and score higher on the IES. In addition, these students are more likely to be self-aware and interested in exploring new cultures and making connections with individuals who are culturally different from them.

The foundation of culturally sensitive patient-centered palliative care is formed from one's social, spiritual, psychological, and physical experiences of serious illness. The purpose of this study was to describe categories and patterns of psychological, social, and spiritual healing from the perspectives of aging seriously ill African American (AA) elders. Using narrative analysis methodology, 13 open-ended interviews were collected. Three main patterns were prior experiences, I changed, and across past, present experiences and future expectations. Themes were categorized within each pattern: been through it . . . made me strong, I thought about . . . others, went down little hills . . . got me down, I grew stronger, changed priorities, do things I never would have done, quit doing, God did and will take care of me, close-knit relationships, and life is better. Faith in God helped the aging seriously ill AA elders overcome things, whether their current illness or other life difficulties.

For people in Sweden one of the favourites places to go on vacation is Spain. It is warm, inexpensive and they like Spanish culture, this helps explain why the Spanish language is so popular in schools in Sweden. To learn a foreign language means more than learning how to speak and writing, it also means learning about the culture of that language because the culture is intrinsically related to the language. Additionally, is very significant as teacher to give your students the knowledge of sociocultural of Spanish speaking countries, the knowledge of the world and in this way create multicultural students. For this reason, we decided to do a quantitative research about what sociocultural topics are thought in the classroom in Lulea (Sweden) and how teachers are developing multiculturalism in their students. As result of our work we can mention that teachers include sociocultural topics in their classes but there are certain sociocultural subjects that are not taught, we could also confirm that the textbook has many gaps in sociocultural subjects.

Community organizing has a rich tradition within the field of social work. Prevailing community practice models, approaches, and frameworks remain primarily based on practice wisdom, experience, and intuition. Difference, pervasive in various contemporary contexts of practice, largely mediates interactions at the community level. Although difference is addressed at various levels of the practice continuum and within the IFSW and NASW codes of ethics, few methodologically driven tools exist within the literature to guide practitioners. This grounded theory study initiates early development of a community practice model based on forging alliances across boundaries of difference. The Critical Difference Engagement model is based on local community leaders’ and organizers’ experiences working across dimensions of power, race, gender, age, sexual orientation, and socio-economic status, it provides practitioners with a framework for social change and building solidarity across difference in multiple contexts.

The study used a pre-/post-test design within a secondary analysis of existing de identified data obtained from a major Northeastern hospital for use by permission, in order to evaluate the impact of a communication cultural competency training of hospital registration personnel focused on teaching the collection of gender identity and sexual orientation data (SOGI). The study’s convenience sample (N=240) was diverse, given 34.6% (N=83) identified as White/Caucasian, 28.3% (N=68) as Hispanic/Latino, 27.1% (N=65) as Black /African American, and 10.0% (N=24) as Asian. For gender identity, 74.6% (N=179) identified as female, and 15.8% (N=37) as male. Those who identified their sexual orientation as heterosexual comprised 79.6% (N=191) of the sample. The mean time in current role for the sample was 3.97 years (Min = 1-1 to 6 months, Max = 6-over 10 years, SD = 1.547). For example, 18.3% (N=44) indicated being in their current role for between 5-10 years. Some 74.2% (N=178) indicated that they know someone who is LGBTQ+. Of note, 16.7% (N=38) indicated that they had other training in the last three months. Cronbach’s Alphas ranged from .858-.978 for the 11 new study scales, as very good to excellent internal consistency. As main study findings, paired t-tests for all five global scale scores (knowledge, self-efficacy, skill/ability level, and personal preparation for collecting SOGI data—and engagement in recommended SOGI data collection behavior) demonstrated significant differences from pre- to post- training in this sample (p˂.000; Bonferroni Significance level, p<.007). This suggested that participation in the training was associated with statistically significant improvements from pre- to post-training for knowledge, self-efficacy, skill/ability level, personal, and engagement in recommended SOGI data collection behavior. Through backward stepwise regression, having higher post-training self-efficacy was significantly predicted by: higher pre-training personal skill/ability (B=.589, SEB=.468, p=.000); and, higher post-training overall evaluation (B=.244, SEB=.305, p=.000). The adjusted R-squared value for this model was 0.346, meaning that 34.6% of the variance for higher post-training self-efficacy for collecting for collecting patients’ sexual orientation and gender identity data was explained by this model. Findings suggest the need for further dissemination, implementation and evaluation of the new communication cultural competence training.

Bakgrund: Migration, kultur och språkbarriärer innebär stora utmaningar inom sjukvården. Sjuksköterskans professionella ansvar utgår från att se patienten i sitt sammanhang utan koppling till synen på omvärlden. Det har visats att sjuksköterskor upplevde svårigheter att tillgodose anpassad vård på grund av bristande kommunikation med patienter med olika kulturell och språklig bakgrund. Syfte: Syftet var att belysa sjuksköterskans upplevelser vid transkulturella vårdmöten. Metod: Allmän litteraturöversikt enligt Friberg (2017) genomfördes som baserades på tio kvalitativa vetenskapliga artiklar. Artiklarna inhämtades från databaserna CINAHL Complete och PubMed med följande sökord: experience, nurses, nursing, multicultural, transcultural och culture. Resultat: I resultatet presenterades tre huvudteman. Det första huvudtemat var: Sjuksköterskans upplevelser av kommunikation, vilket illustrerade språkbarriärer som hinder för kommunikation, kommunikationsstrategier och behov av tolk när språkbarriärer uppstod. Det andra huvudtemat var: Sjuksköterskans kulturmedvetenhet och- kompetens, vilket illustrerade kulturmedvetenhet hos sjuksköterskor och brist på kulturkompetens. Det tredje huvudtemat var: Sjuksköterskans upplevda känslor som illustrerade utmaningar och osäkerhet bland sjuksköterskor. Diskussion: Författarna diskuterade vikten av kulturkompetens och sjuksköterskans roll i transkulturell omvårdnad och personcentrerad vård, tolkens betydelse i vårdmötet. Diskussion diskuterades utifrån Madeleine Leiningers omvårdnadsteori, tidigare forskning och författarnas reflektioner. / Background: Migration, culture and language barriers pose major challenges in healthcare. The nurses’ professional responsibility is based on seeing the patient in their context without connection to the perception of the outside world. It has been shown that nurses experienced difficulties with satisfying adapted care due to lack of communication with patients with different cultural and language backgrounds. Aim: The aim was to explore nurses’ experiences of transcultural care meetings. Method: A general literature review according to Friberg (2017) was conducted based on ten scientific qualitative articles. The articles were obtained from the databases CINAHL Complete and PubMed with the keywords: experience, nurses, nursing, multicultural, transcultural and culture. Results: The result was presented by three main themes. The first was: The nurses’ experiences of communication, which illustrated language barriers to communication, communication strategies and the need for an interpreter when language barriers occurred. The second theme was: Nurses’ cultural awareness and culture competence which illustrated culture awareness among nurses and lack of confidence in their knowledge. The third theme was: The nurses’ perceived feelings that illustrated the challenges and uncertainty among nurses. Discussion: The authors discussed the importance of cultural competence and the role of the nurse in transcultural nursing and person-centered care, the importance of the interpreter in the care encounter. The discussion was highlighted in relation to Madeleine Leiningers’ nursing theory, previous research and the authors' reflections.

Cultural competency training in physician assistant (PA) education may improve patient care outcomes and help reduce health disparities. Research suggests that incorporating cross-cultural communication techniques into healthcare delivery improves provider-patient relationships, patient satisfaction, adherence to treatment, and health outcomes. While PA accreditation standards include mandatory elements regarding cultural competency training of PA students, there is little research on how PA students feel about the effectiveness of this training. This study focused on determining PA students’ perceived levels of preparedness to treat patients of culturally diverse backgrounds. Specifically, the study evaluated PA students’ knowledge, skills, encounters, attitudes, awareness, and abilities regarding cultural competence, as well as students’ evaluations of these components of their education. The study utilized an online cross-sectional questionnaire with quantitative and qualitative components to 239 PA student respondents across eight American professional preparation programs in higher education institutions. The survey used a modified version of the previously validated Self-Assessment of Perceived Level of Cultural Competence Questionnaire (SAPLCC). Descriptive statistics were measured using SPSS software (v. 24). Independent sample t-tests identified significant differences in subscale scores between race and academic year. Qualitative data were hand-coded for common themes. Overall, findings showed that PA students rated their attitudes, awareness, and abilities about cultural competence as significantly greater than their knowledge, skills, and encounters. Specific areas of identified weaknesses in cultural competency education included: knowledge regarding the cultural context of care; skills associated with managing cross-cultural clinical challenges; and encounters related to coping with aggressiveness and bias. Further analysis indicated that second-year students and non-Caucasian students reported higher personal ratings for levels of cultural competence. Qualitative data provided further insight into students’ levels of preparedness, indicating that most surveyed PA students felt well prepared (39%) or moderately prepared (46%), rather than those who did not feel at all prepared (15%). Students indicated that specific classes focusing on cultural topics, discussions about cultural issues, and clinical experiences were the most useful for promoting cross-cultural education. Future investigation might explore the effectiveness of standardized approaches to training, how student perceptions align with actual care outcomes, or examine how diversity within PA programs impacts students’ preparedness to provide cross-cultural care.

Background: The nursing workforce needs to be adequately prepared to deliver care to an increasingly diverse patient population in the United Kingdom (UK). The Nursing and Midwifery Council (NMC) expects newly qualified nurses (NQNs) to deliver culturally sensitive and respectful care. Aim: The study aimed to explore NQNs’ perceptions of culturally competent practice during the first 9 months post qualification. Methods: A qualitative longitudinal study was conducted with a volunteer sample of 14 NQNs recruited from 3 Higher Education Institutions in the north of England. Data was collected using directed reflections (at 2-3 and 5-6 months) and semi-structured interviews (at 8-9 months) and analysed using a phenomenological approach informed by symbolic interactionism. Results: Perceptions of culturally competent nursing practice were associated with core concepts such as individualised patient care, compassionate and respectful care, respecting individual differences, professionalism and patient trust. Specific behaviours were associated with verbal and non-verbal communication, care planning and diversity-specific adjustments. Discussion: Self-perceived competence and confidence in caring for, and interacting with, patients from diverse backgrounds developed and changed throughout the transition period with experience and interaction opportunities. An ability to reflect upon and learn from novel experiences, plus an enabling ward culture and environment which responded positively to nurses seeking advice and support was important. Conclusion: Educational preparation may have enabled NQNs’ opportunities to develop some but not necessarily all of the skills and behaviours required to demonstrate culturally competent practice. During transition, supported development and professional socialisation can assist in enhancing competence and confidence.