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Transcultural mentoring: an experience in perspective transformation

E T Morales-Mann1, K A Higuchi

  • 1School of Nursing, University of Ottawa, Ontario, Canada.

The Journal of Nursing Education
|September 1, 1995
PubMed
Summary

This study explores transcultural mentoring between Chinese nurses and Canadian professors, using adult learning theory. It highlights unique challenges and learning opportunities in cross-cultural nursing education.

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Area of Science:

  • Nursing Education
  • Transcultural Nursing
  • Adult Learning Theory

Background:

  • Transcultural mentoring relationships present unique challenges and opportunities.
  • Understanding cultural nuances is crucial for effective mentorship in nursing.

Purpose of the Study:

  • To describe the phases of a transcultural mentoring relationship between Chinese nurses and Canadian nursing professors.
  • To analyze the mentoring process through the lens of Mezirow's adult learning theory.
  • To identify factors influencing the relationship and lessons learned.

Main Methods:

  • Application of Mezirow's theory of perspective transformation to guide the mentoring experience.
  • Descriptive analysis of the mentoring phases and interactions.
  • Identification of key influencing factors and outcomes.

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Main Results:

  • Mentors gained sensitivity to culturally induced behaviors and disorienting dilemmas.
  • The transcultural mentoring process differed significantly from traditional models.
  • Key factors influencing the relationship included cultural differences and communication styles.

Conclusions:

  • Mezirow's framework provides valuable insights into transcultural mentoring.
  • Effective transcultural mentoring requires cultural sensitivity and adaptation.
  • Recommendations are provided for optimizing future cross-cultural nursing mentorship programs.