Indiana University-Purdue University Indianapolis (IUPUI) / The increase in diverse populations with unique, culturally specific needs, along with the lack of diverse healthcare providers to deliver culturally competent care, has escalated the need for non-diverse practitioners to gain the knowledge, skills, and attitudes to deliver culturally competent care. Culturally competent care cannot be offered to patients unless nurses understand how cultural values, attitudes, and beliefs impact patients' response to care. Nurses must develop cultural competence to accurately access, develop, and implement effective nursing interventions. The purpose of this exploratory, quasi-experimental, pretest-posttest study was to explore the impact of an intercultural service learning experience (domestic or international) on pre-licensure nursing students' perceived development of transcultural self-efficacy. A convenience sample of senior semester nursing students enrolled in a private, faith-based, baccalaureate degree nursing program in the Midwest United States completed the Transcultural Self-Efficacy Tool (TSET), Cultural Competence Clinical Evaluation Tool-Student Version (CCCET-SV), and reflective journals. All students were immersed in an intercultural service learning experience. Eighteen students traveled domestically and 38 traveled internationally. The data revealed that there was not a statistical difference in TSET scores based on location of the intercultural experience. However, there was a statistically significant difference from pretest to posttest for perceived Cognitive, Practical, and Affective dimensions of transcultural self-efficacy, in change scores (pretest to posttest), and pretest to posttest for pre-licensure BSN students’ perceived clinical competence behaviors (culturally sensitive and professionally appropriate attitudes, values, and beliefs) following an intercultural service learning experience.

SAMMANFATTNING Bakgrund   Cirka 200 miljoner kvinnor lever världen över med någon form av könsstympning, och varje år utsätts 3.9 miljoner kvinnor i världen för detta ingrepp. Ingreppet utförs främst i afrikanska länder och vissa länder i mellanöstern. I och med den pågående migrationen kommer några av dessa kvinnor komma i kontakt med hälso- och sjukvården i de mottagande länder när de söker vård. Kvinnorna har olika upplevelser av vårdmötet beroende på hur de blir bemötta. Inom transkulturell omvårdnad är det en viktig förutsättning för sjukvårdspersonal att ha kunskap om andra kulturer, idéer och värderingar kring hälsa, ohälsa och omvårdnad. Syfte Att belysa upplevelser av mötet med hälso- och sjukvården hos kvinnor som tidigare genomgått könsstympning. Metod En icke-systematisk litteraturöversikt har genomförts baserat på 16 vetenskapliga artiklar av både kvalitativ och kvantitativ design. De inkluderade artiklarna har eftersökts i databaserna PubMed, CINAHL, Academic Search Elite och PsycINFO med relevanta sökord relaterat till studiens syfte. Resultat Vid sammanställning av resultatet framträdde tre huvudkategorier: Brist på kunskap om könsstympning hos sjukvården, Betydelsen av anpassad omvårdnad samt Informerande vårdmöten kan ändra kvinnans inställning till könsstympning. Utifrån de tre huvudkategorierna skapades två underkategorier där det beskrivs sviterna av vårdmötet i ursprungsländer och bristfälligt bemötande från vården i mottagande länder, vad det kan innebära för kvinnor som är könsstympade. Slutsats Några delar av hälso- och sjukvården är inte bereda att erbjuda kulturellt anpassad vård till kvinnor med könsstympning och därför bemöts kvinnorna av okunskap i vårdmötet. Att bli bemött på ett lyhört, empatiskt och respektfullt sätt gör att dessa kvinnor känner sig trygga i mötet med vården och att deras problem tas på allvar. En tillitsfull relation med vården kan vara ett verktyg för att bekämpa det fortsatta utförandet av ingreppet på framtida generationer av flickor och kvinnor. / ABSTRACT Background Around 200 million women worldwide live with some form of genital mutilation and the number is growing as 3.9 million women are being exposed to this procedure every year. The procedure is performed mainly in African countries and some countries in the Middle East. With the ongoing migration patterns, healthcare in the host countries will encounter more and more women living with some form of genital mutilation. The women have different experiences of their encounter with the health care system based on how they were treated. In transcultural nursing, it is an important prerequisite for healthcare professionals to have knowledge of other cultures and their ideas and values around health, sickness, and nursing.  Aim To highlight the experiences of women previously exposed to genital mutilation encounters with health care. Method A non-systematic literature review has been conducted based on 16 scientific articles of both qualitative and quantitative design. The included articles have been searched in four databases with keywords relevant to the purpose of the study.  Results The quality of selected articles was examined, and the content was analyzed to be compiled into three main categories: Lack of knowledge about genital mutilation within the healthcare system, The importance of tailored nursing as well as Informative meetings with healthcare providers can change the woman's attitude to genital mutilation. Based on the first main category, two subcategories were created: The outcome of encounters with healthcare in the country of origin and Unsatisfactory treatment from healthcare in the host countries.  Conclusions The encounter can be experienced in various ways by women who have undergone genital mutilation based on how they are treated by health care professionals. There are some parts of the meeting that carry more weight than others. Being treated in a responsive, empathetic, and respectful manner gives these women a feeling of safety during the encounter and that their health issues are taken seriously. A trusting relationship with health care can even be a way to fight the continuation of the tradition on future generations of girls.

No description available.

The study was conducted with the aim of assessing the Saudi Arabian cultural knowledge among the non-Muslim nurses. These nurses work in the obstetric units at the King Faisal Specialist Hospital and Research Centre, Jeddah and come from different cultural groups and are caring for the Saudi Arabian Muslim women. In order for care to be congruent, comprehensive and of a high quality, the patients' needs should be met at the best attainable level. Nurses in all health care settings are expected to demonstrate knowledge of the culture that they serve in order to eliminate barriers. Data analysis was facilitated with the use of the SPSS 11.5 computer program. The study findings may suggest the development of educational guidelines, which will direct the activities of an educational intervention. / Health Studies / M.A. (Health Studies))

In contemporary multicultural societies, health is emerging as a fundamental right alongside education and welfare: a frame of reference endorsed by the Government of National Unity in South Africa. Health workers are confronting issues far beyond the more traditional modes of health education. The initial thrust of this research was to investigate the most relevant social, health and education knowledge bases and issues relative to health education in cross cultural encounters in order to formulate universal guidelines applicable to the national situation. Differences inherent in allopathic and traditional health systems are explored in historical time, in conjunction with concepts of social change, communality in diversity and the co-existence of multiple realities. An understanding of common denominators across all human and group experience emerges and, with it, insight into problems that occur when universalistic conceptions of human behaviour are linked to communicocentric hegemony. The parameters within which cross cultural health education are viewed are extended through an analytical, empirical evaluation of the andragogic consequences of a broader conceptualisation of culture and the patterned relationships existing between elements within society. The ontic fact that similar variables may have widely different meanings and be differently construed by people whose life experiences differ is affirmed. Culture shock becomes a potential personal reality for all engaged in cross cultural encounters. Radical reflection on human nature and the eidos of man constitutes the foundation upon which the aims and various theories of health education are systematically and progressively evaluated. Evidence surfaces that the original intent of the research was rooted in the Western medical tendency towards standardisation, specialisation and the creation of scientifically validated routines for professional practice and that gaps exist between the theory and practice of health education and the everyday experiences of people. On the basis of scientifically based insights, guidelines have been formulated to narrow the divide between the factual, linearly based procedural aspects of health education and the human experience of learning. The guidelines embody the notion that the health educator's role in cross cultural encounters is one of facilitating meaningful, appropriate and informed choices on the part of adult learners. / Educational Studies / D.Ed. (Philosophy of Education)

The purpose of the study was to determine professional nurses’ knowledge of culture- competent care at selected medical and oncology wards and outpatient departments in Mopani District, Limpopo Province. A quantitative descriptive design was used and data collected from one hundred and five professional nurses by means of a structured questionnaire. The study found that cultural knowledge needs to be nurtured through continuing education and mentoring and that culture-competent care should be included in the curriculum. Furthermore, cultural knowledge is not effective if there is no correlation of theory and practice and early clinical placement of student nurses during their basic training / Health Studies / M. A. (Health Studies)

The study was conducted with the aim of assessing the Saudi Arabian cultural knowledge among the non-Muslim nurses. These nurses work in the obstetric units at the King Faisal Specialist Hospital and Research Centre, Jeddah and come from different cultural groups and are caring for the Saudi Arabian Muslim women. In order for care to be congruent, comprehensive and of a high quality, the patients' needs should be met at the best attainable level. Nurses in all health care settings are expected to demonstrate knowledge of the culture that they serve in order to eliminate barriers. Data analysis was facilitated with the use of the SPSS 11.5 computer program. The study findings may suggest the development of educational guidelines, which will direct the activities of an educational intervention. / Health Studies / M.A. (Health Studies))

The purpose of the study was to determine professional nurses’ knowledge of culture- competent care at selected medical and oncology wards and outpatient departments in Mopani District, Limpopo Province. A quantitative descriptive design was used and data collected from one hundred and five professional nurses by means of a structured questionnaire. The study found that cultural knowledge needs to be nurtured through continuing education and mentoring and that culture-competent care should be included in the curriculum. Furthermore, cultural knowledge is not effective if there is no correlation of theory and practice and early clinical placement of student nurses during their basic training / Health Studies / M. A. (Health Studies)

In contemporary multicultural societies, health is emerging as a fundamental right alongside education and welfare: a frame of reference endorsed by the Government of National Unity in South Africa. Health workers are confronting issues far beyond the more traditional modes of health education. The initial thrust of this research was to investigate the most relevant social, health and education knowledge bases and issues relative to health education in cross cultural encounters in order to formulate universal guidelines applicable to the national situation. Differences inherent in allopathic and traditional health systems are explored in historical time, in conjunction with concepts of social change, communality in diversity and the co-existence of multiple realities. An understanding of common denominators across all human and group experience emerges and, with it, insight into problems that occur when universalistic conceptions of human behaviour are linked to communicocentric hegemony. The parameters within which cross cultural health education are viewed are extended through an analytical, empirical evaluation of the andragogic consequences of a broader conceptualisation of culture and the patterned relationships existing between elements within society. The ontic fact that similar variables may have widely different meanings and be differently construed by people whose life experiences differ is affirmed. Culture shock becomes a potential personal reality for all engaged in cross cultural encounters. Radical reflection on human nature and the eidos of man constitutes the foundation upon which the aims and various theories of health education are systematically and progressively evaluated. Evidence surfaces that the original intent of the research was rooted in the Western medical tendency towards standardisation, specialisation and the creation of scientifically validated routines for professional practice and that gaps exist between the theory and practice of health education and the everyday experiences of people. On the basis of scientifically based insights, guidelines have been formulated to narrow the divide between the factual, linearly based procedural aspects of health education and the human experience of learning. The guidelines embody the notion that the health educator's role in cross cultural encounters is one of facilitating meaningful, appropriate and informed choices on the part of adult learners. / Educational Studies / D.Ed. (Philosophy of Education)

Indiana University-Purdue University Indianapolis (IUPUI) / Nurse-physician collaboration has received much attention over the past decade in the USA. The release of three reports from the Institute of Medicine implicated poor communication and collaboration among nurses and physicians as a major contributing factor to the incidence of sentinel events and medical errors. Despite the growing awareness of the imperative related to collaboration between nurses and physicians to ensure patient safety, the problem of poor nurse-physician collaboration remains endemic throughout the country. Indian nurses, along with many other internationally educated nurses, comprise 12-15.2% of the nursing workforce in the USA. Little is known about how Indian nurses culture potentially influences their ability to effectively collaborate with physicians to ensure patient safety. The purpose of this study is to understand Indian nurses’ attitudes and perceptions about nurse-physician collaboration. Hermeneutic interpretive phenomenology as influenced by the work of Martin Heidegger guided this study through the use of interviews via Skype. The overall experience of the Indian nurses was of one experiencing a dramatic positive change in nurse-physician collaboration in the USA as compared to India. Four themes emerged describing this phenomenon: Respect/feeling heard, Being Trusted, Assurance of Accountability, and Finding Freedom. Indian nurses practicing in the USA find a freedom that empowers them to collaborate with physicians for patient safety. They, as all nurses may, benefit from continuing educational opportunities that demonstrate ways to collaborate more fully.