寻求理解:在本科护理学生和教师的文化谦卑
Sheri Compton-McBride1, Angela Andrews, Amy Reed
1About the Authors Sheri Compton-McBride, DNP, RN; Angela Andrews, PhD, RN; and Amy Reed, PhD, RN, are faculty at Southern Illinois University Edwardsville School of Nursing, Edwardsville, Illinois. The authors acknowledge and express gratitude to Dr. Cynthia Foronda for her feedback and expertise and for allowing them to utilize her cultural humility tool. For more information, contact Dr. Compton-McBride at shcompt@siue.edu .
本科护理学生需要为文化多元化的客户提供更好的培训. 将文化谦卑概念纳入护理课程可以通过安全的讨论和模拟经验来改善护理.
科学领域:
- 护理教育 护理教育
- 文化能力 文化能力
- 医疗保健的不平等 医疗保健的不平等
背景情况:
- 在本科护理学生准备好照顾多元文化客户方面存在很大的差距.
- 现有的护理课程可能无法充分解决文化多样化的患者群体的复杂性.
研究的目的:
- 评估本科护理学生关于多元文化客户护理的知识缺口.
- 探索文化体验和谦卑对护理教育的影响.
- 为改善护理课程中的文化能力提供建议.
主要方法:
- 这是一项涉及本科护理教师和学生的混合方法研究.
- 使用了福隆达的文化谦卑度表.
- 在本科护理教育中对文化体验进行调查.
主要成果:
- 在本科护理学生照顾多元文化客户的能力方面发现了关键的知识缺陷.
- 调查数据表明,需要在护理课程中增强文化体验.
- 福伦达的文化谦卑度量得分可能与感知到的准备程度有关.
结论:
- 重新设计护理课程以纳入文化谦卑是必不可少的.
- 培养心理安全的环境来讨论文化多样性至关重要.
- 模拟的文化接触可以提高学生对各种患者护理的准备.
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