探索教育工作者的认知和个人资料,以支持文化和语言多样化的学生融入医疗保健工作环境 - - 一项跨部门研究
N Matinlompolo1, K Mikkonen2, M Koskenranta1
1Research Unit of Health Sciences and Technology, University of Oulu, Oulu, Finland.
Nurse education today
|August 24, 2024
概括
医疗保健教育工作者需要持续教育,以更好地支持文化和语言多样化的学生. 支持这些学生的信心与持续的培训和对机构实践的认识有关.
科学领域:
- 医疗保健教育 医疗保健教育
- 社会科学 社会科学 社会科学
- 文化能力 文化能力
背景情况:
- 全球医疗保健系统面临越来越多的国际化和文化语言多样化.
- 教育工作者对于整合多元化的专业人士至关重要,但缺乏有效的战略.
- 人口老龄化和劳动力短缺加剧了这些挑战.
研究的目的:
- 了解社会和医疗保健教育工作者在整合文化和语言多样性 (CALD) 学生中的自我感知角色.
- 根据他们对支持CALD学生融合的看法,确定教育工作者的不同个人资料.
主要方法:
- 在芬兰应用科学大学中对59名社会和医疗保健教育工作者进行了横截面调查.
- 利用四种工具来衡量教育工作者对支持学生融合的看法.
- 雇佣的K-means集群,t-test,Chi-square和曼-惠特尼U测试用于分析教育工作者的个人资料和差异.
主要成果:
- 教育工作者的最大优势是确保平等,拥有合适的特征和文化敏感性.
- 最低的信任水平是机构融合实践和个人对文化多样性的支持.
- 出现了两种教育工作者的个人资料:不太自信和自信,自信的教育工作者在继续教育中表现出更高的参与度.
结论:
- 持续教育对于提高教育工作者对支持CALD学生的信心和有效性至关重要.
- 需要有针对性的培训,以实现机构融合实践和对文化多样性的个人支持.
- 解决信任差距将改善多元化的学生融入医疗保健环境.
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