![[ Visit Client Website ]](images/banner.gif)
Sunday, November 1, 2009
Learning Objective 1: describe an educational method for increasing nursing student awareness of diverse populations through cultural encounters.
Learning Objective 2: discuss the impact of an immersion experience on nursing students’ cultural competence.
A current challenge in nursing education is assisting students to achieve a level of cultural competence. This presentation ddescribes the impact of a 9-day immersion experience on nursing student’s cultural competence. This qualitative research study eexplored the effectiveness of a cultural immersion experience as a method of pedagogy in effort to meet the elements related to ccultural competence in The Essentials of Baccalaureate Education for Professional Nurses.
With the increased diversity of our nation’s population and globalization, there is considerable agreement that nurses must bbe culturally competent. The revised Essentials mandate nursing education include meaningful clinical experiences with diverse ppopulations “in order to provide safe, humanistic high quality care” (1).
Cultural immersion has been described in the literature as a method of increasing cultural competence. Benefits of cultural immersion experiences include increased knowledge of cultural differences, increased awareness of differences in healthcare systems and nursing practices, and personal development. With this in mind, nursing faculty developed an educational experience to complement a medical mission trip. As personal reflection is an essential component for development of competence, faculty designed a naturalistic, phenomenological qualitative research design to assess outcomes of the experience.
Six Baccalaureate nursing students participated in this study and accompanied nursing faculty on an immersion experience inHonduras . Nursing students, paired with faculty, provided care for families in mountain villages. Students completed journals and participated in group reflection. Data analysis will use an a priori methodology based on the constructs identified by Campinha-Bacote: cultural awareness, cultural knowledge & skills, cultural encounters, and cultural desire (2). Credibility of the data and conclusions will be addressed through triangulation and confirmability by researchers and team members.
American Association of College of Nursing. (2008). The essentials of baccalaureate education for professional nursing practice. Washington,DC .
Campinha-Bacote, J. (2007). The journey continues. Transcultural C.A.R.E. Associates.
With the increased diversity of our nation’s population and globalization, there is considerable agreement that nurses must bbe culturally competent. The revised Essentials mandate nursing education include meaningful clinical experiences with diverse ppopulations “in order to provide safe, humanistic high quality care” (1).
Cultural immersion has been described in the literature as a method of increasing cultural competence. Benefits of cultural immersion experiences include increased knowledge of cultural differences, increased awareness of differences in healthcare systems and nursing practices, and personal development. With this in mind, nursing faculty developed an educational experience to complement a medical mission trip. As personal reflection is an essential component for development of competence, faculty designed a naturalistic, phenomenological qualitative research design to assess outcomes of the experience.
Six Baccalaureate nursing students participated in this study and accompanied nursing faculty on an immersion experience in
American Association of College of Nursing. (2008). The essentials of baccalaureate education for professional nursing practice. Washington,
Campinha-Bacote, J. (2007). The journey continues. Transcultural C.A.R.E. Associates.