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Cultural frameworks for understanding the self are often categorized into two broad orientations: individualism and collectivism. These paradigms influence how people define themselves, relate to others, and interpret their social worlds. Each orientation offers distinct perspectives on autonomy, responsibility, and the role of the individual within a community.Individualistic CulturesIn individualistic cultures like North America and Western Europe, identity is understood as autonomous and...
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Self-esteem, a core psychological construct, is intricately shaped by cultural context and varies significantly between collectivist and individualistic societies. In collectivist cultures such as Japan, self-esteem tends to be flexible, context-sensitive, and influenced by relationships. A Japanese student, for instance, may show restraint in formal settings like school but behave more openly among close friends, reflecting the flexible and dynamic nature of self-concept in such...
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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Improving self-directed learning/intercultural competencies: breaking the silence.

Mary K Kirkpatrick1, Philip Esterhuizen, Elizabeth Jesse

  • 1Author Affiliations: Professor and International Coordinator (Dr Kirkpatrick), Professor of Midwifery (Dr Jesse), and Professor and Dean (Dr Brown), College of Nursing, East Carolina University, Greenville, North Carolina; Senior Lecturer (Dr Esterhuizen), School of Healthcare, University of Leeds, West Yorkshire, United Kingdom.

Nurse Educator
|October 8, 2014
PubMed
Summary
This summary is machine-generated.

Nurse educators must integrate intercultural competencies and lesbian, gay, bisexual, transgender, and queer (LGBTQ) health into curricula. This aims to promote equality and reduce health disparities for the LGBTQ community.

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Area of Science:

  • Nursing Education
  • Public Health
  • Intercultural Competence

Background:

  • Healthcare disparities persist for lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals.
  • Nursing curricula often lack explicit content on LGBTQ health needs.
  • Intercultural competencies are crucial for addressing diverse patient populations.

Purpose of the Study:

  • To advocate for the integration of intercultural competencies in nursing education.
  • To emphasize the inclusion of lesbian, gay, bisexual, transgender, and queer (LGBTQ) health content within university curricula.
  • To promote equality and reduce health disparities experienced by the LGBTQ community.

Main Methods:

  • Curriculum development and innovation.
  • Technological integration in educational strategies.
  • Policy advocacy within professional nursing organizations.

Main Results:

  • Need for innovative curricula addressing LGBTQ health.
  • Importance of explicit inclusion of LGBTQ topics.
  • Potential for increased equality and reduced disparities.

Conclusions:

  • Nurse educators must develop technologically advanced curricula.
  • Integrating intercultural competencies is key to addressing LGBTQ health.
  • Explicitly addressing LGBTQ health promotes equality and reduces disparities.