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Competencia Cultural: Una forma humanizada de ofrecer Cuidados de Enfermería Cultural competence: a humane form of offering Nursing Care  [cached]
Teresa Ximena Ibarra Mendoza,José Siles González
Index de Enfermería , 2006,
Abstract: La actual dinámica social, hace que el cuidado de Enfermería se convierta en un desafío permanente, pues debe considerar los valores, creencias y prácticas de individuos que tiene bajo su cuidado, así como manifestar el respeto por la diferencia cuando ofrece dicho cuidado. El presente trabajo muestra las dimensiones que el profesional de Enfermería debería considerar al ofrecer cuidado, dada la incidencia en la diversidad cultural de los grupos humanos bajo la perspectiva de la competencia cultural. En el desarrollo del trabajo se define la diversidad cultural como elemento de valoración en Enfermería y los constructos que el modelo incluye para adquirir la competencia cultural. Es a partir del desarrollo de estos puntos cuando se puede llegar a entender el papel del profesional de enfermería bajo la dimensión transcultural, siempre teniendo como referencia que para propiciar Cuidados de Enfermería de calidad, el profesional debe tener conocimiento, sensibilidad y disposición para colaborar en ello. La aceptación y respeto por las diferencias culturales, la sensibilidad para entender cómo esas diferencias influyen en las relaciones con las personas, y la habilidad para ofrecer estrategias que mejoren los encuentros culturales, son requisitos indispensables para que el cuidado transcultural en enfermería se pueda consolidar. The current social dynamics require that the Nursing treatment becomes a permanent challenge, as it has to consider the values, beliefs and practices of the individuals that are under its care, as much as it has to manifest respect for the differences when the attention is being offered. The present paper is intended to expose the dimensions that the Nursing Professional should consider when offering treatment, given the incidence in the cultural diversity of the human groups under the perspective of the cultural competence. In the development of this work, cultural diversity is defined as a valuation element in Nursing and the constructs that the model includes in order to acquire the cultural competence. The development of these points is from where it can be understood the role of the Nursing Professional under the transcultural dimension, keeping always as a reference that, in order to offer Quality Nursing Caring, the professional must have knowledge, sensitivity and the attitude for collaborating in it. The acceptance and respect of the cultural differences, the sensitiveness for understanding how these differences influence in the interpersonal relationships, and the ability to offer strategies for improving the cultural enco
Evaluation Nursing Students’ Views of Improved Competence Development after Clinical Supervision: An Educative Approach to the WHO Patient Safety Model  [PDF]
Anne Lyberg, Kirsten Eika Amsrud, Elisabeth Severinsson
Open Journal of Nursing (OJN) , 2015, DOI: 10.4236/ojn.2015.58075
Abstract: Bachelor of Science Nursing (BSN) students’ education comprises both theories and practical aspects. Access to resources is required for the development of a professional identity, which includes gaining technical knowledge and receiving feedback, guidance as well as social and emotional support from clinical supervisors. The aim of this study was to evaluate BSN students’ views of professional development after clinical supervision (CS) during their undergraduate education. An additional aim was to illuminate how competence development was related to the WHO Patient Safety Educational Model. A cross-sectional study was conducted, in which CS was measured as part of a survey completed by a sample of nursing students after their clinical placement at two time-points, namely 2012 and 2013. Statistical descriptive and inferential analyses were used and differences in the responses between Time 1 and Time 2 compared. The benefit of CS for nursing students’ competence development revealed a positive significant relationship between students’ Interpersonal skills and the factor Improved care/skills. There were differences in terms of variables related to the Importance value of CS and Professional skills. The results can be used to inform undergraduate nursing education leaders, teachers and practice partners on individual, group and organisational level in order to enhance patient safety and highlight the importance of CS for BSN students’ professional development.
Relationship of Clinical Nursing Competence to Nursing Occupational Experience in Hospice/Palliative Care Nurses in Japan  [PDF]
Kaori Tsutsumi, Keiko Sekido
Health (Health) , 2015, DOI: 10.4236/health.2015.72032
Abstract: Aim: The purpose of this research is to examine the relationship between the clinical nursing competence and nursing occupational experience in hospice/palliative care nurses (HPN) in Japan. Methods: A mail survey using an anonymous self-administered questionnaire was conducted on clinical nursing competence regarding communication, care and prediction of worsening of symptoms with the authors’ previous research as a framework. The subjects were nurses working in hospice/palliative care units in Japan, and the period of survey was January to February, 2014. Results: In this study, the relationship between the clinical nursing competence and nursing occupational experience of HPNs in hospice/palliative care which was clarified in the authors’ previous research was examined. The results showed that the amount of clinical nursing experience as a nurse was related to clinical nursing competence in the care of end-of-life patients and worsening of symptoms. The abundance of specialized nursing experience was also related to clinical nursing competence in communication in addition to care and prediction of worsening of symptoms. Training experience was also shown to be effective for hospice/palliative care. Conclusion: From these results, clinical nursing competence of HPNs in care of end-of-life patients and prediction of worsening of symptoms are possibly learned through the accumulation of clinical nursing experience as a nurse. However, HPN’s clinical nursing competence in communication was suggested to be developed through nursing practice in hospice/palliative care.
INTERPERSONAL COMMUNICATION COMPETENCE: CULTURAL UNDERPINNINGS  [PDF]
Adrian LESENCIUC,Aura CODREANU
Journal of Defense Resources Management , 2012,
Abstract: The concepts of interpersonal communication competence, intercultural communication competence and intercultural competence are prone to frequent misunderstanding as a result of an epistemic field that does not draw clear cut distinctions among the disciplines the former are subject of. With a view to facilitating future research in the fields of the aforementioned concepts, this paper will focus on their operationalization by delineating not only the differences among them, but also their inherent marginal overlapping.
Competencia Cultural: Una forma humanizada de ofrecer Cuidados de Enfermería
Ibarra Mendoza,Teresa Ximena; González,José Siles;
Index de Enfermería , 2006, DOI: 10.4321/S1132-12962006000300010
Abstract: the current social dynamics require that the nursing treatment becomes a permanent challenge, as it has to consider the values, beliefs and practices of the individuals that are under its care, as much as it has to manifest respect for the differences when the attention is being offered. the present paper is intended to expose the dimensions that the nursing professional should consider when offering treatment, given the incidence in the cultural diversity of the human groups under the perspective of the cultural competence. in the development of this work, cultural diversity is defined as a valuation element in nursing and the constructs that the model includes in order to acquire the cultural competence. the development of these points is from where it can be understood the role of the nursing professional under the transcultural dimension, keeping always as a reference that, in order to offer quality nursing caring, the professional must have knowledge, sensitivity and the attitude for collaborating in it. the acceptance and respect of the cultural differences, the sensitiveness for understanding how these differences influence in the interpersonal relationships, and the ability to offer strategies for improving the cultural encounters, are essential requisites for the consolidation of the transcultural nursing care.
The nursing students' viewpoints on influential clinical instructor in Jahrom University of Medical Sciences
Sedigheh Najafipour,Sohrab Najafipour,Rahim Raoofi,Mohammad Hashem Abdi
Journal of Jahrom University of Medical Sciences , 2011,
Abstract: Introduction:Clinical teachers have an important role in creating an environment for effective clinical teaching to students. In addition, the faculty has a significant impact on the students' feeling of success or failure in professional competence. This study was performed to determine the characteristics of an influential instructor according to the nursing students' viewpoints in Jahrom University of Medical Sciences.Material and Methods:In this cross-sectional survey, 75 nursing students of Jahrom University of Medical Sciences were selected by census sampling method. The data collection tool was a valid and reliable questionnaire consisting of 4 domains including professional competence, interpersonal relationship, personality characteristics, and teaching ability. The data were analyzed by SPSS.Results:The results showed that influential clinical teacher must be professionally competent (mean=4.4 ± 0.80), have interpersonal relationships (mean=4.2 ± 0.96) have good personality characteristics (mean=4.1 ± 0.95), and have high eaching ability (mean=4 ± 0.89). According to the students, the most important characteristics of an influential clinical instructor are having interest in patient care (98.4%), having sufficient professional knowledge (80%), explaining and demonstrating new nursing techniques (80%), performing nursing skills procedures (86.3%), being honest with the students and creating motivation in students (83%).Conclusion:The nursing students' viewpoints indicated that influential clinical instructor has an important role in promoting quality nursing experience and in getting knowledge, professional skills and attitude. Nursing faculty should plan for promoting professional competency in clinical instructors.
How Communication experts express communicative competence
Braga, Eliana Mara;Silva, Maria Júlia Paes da;
Interface - Comunica??o, Saúde, Educa??o , 2010, DOI: 10.1590/S1414-32832010005000005
Abstract: this study aimed at understanding how brazilian communication specialists express their communicative competence. a group of nursing professors, who were communication experts, was investigated by means of a guiding question, namely, "how do you express your communicative competence?". the interviewees reported that they expressed their communicative competence by experiencing it in their professional lives and daily routines, listening to other people, perceiving nonverbal communication, validating message comprehension, breaking communication barriers, showing affectivity and developing self-knowledge. the results obtained from this study enabled us to understand communication as something to be learned, felt and experienced, i.e. by perceiving our own emotions and feelings as well as those of other people, both in nursing care and in everyday actions.
Permanent education in health. An instrument to enhance interpersonal relations in nursing work
Portella Ribeiro,Juliane; Pereira Rocha,Laurelize;
Investigación y Educación en Enfermería , 2012,
Abstract: this is a reflexive study about the need to adopt permanent education in health, as an instrument capable of transforming interpersonal relations in nursing work, as it values and respect collective construction with a view to the qualification of care. privileging specialization programs only, with a focus on work techniques, on educative processes, as a training strategy for health services, ends up reinforcing the fragmentation of care, teams and the work process. in conclusion, permanent education in health serves not only as teaching and learning practice to update and transform practices, but also influences team relations, transforming joint action processes and, at the same time, implying each subject-worker involved in health practices.
A Comparative Analysis of Cultural Competence in Beginning and Graduating Nursing Students  [PDF]
Helen Reyes,Lance Hadley,Deborah Davenport
ISRN Nursing , 2013, DOI: 10.1155/2013/929764
Abstract: The ethnic proportions of the population in the United States are rapidly changing, with the nation’s minority population at approximately 101 million. This is also true for the West Texas region, where locally in a city with 183,000 residents, 43 different languages are spoken suggesting that cultural education needs to be included in nursing program curricula. Therefore, a study was conducted during a period of curriculum revision to determine if the current nursing curriculum at a public university offers enough education and experience for graduating nurses to care for such a diverse population by comparing their perceptions of cultural competence with beginning sophomore nursing students' perceptions. Participants were asked to complete the Cultural Competence Assessment (CCA) tool in order to evaluate perceptions of cultural competence. Upon analysis of the data, perceptions of cultural competence among graduating nursing students were significantly higher ( ) than the perceptions of cultural competence among beginning nursing students. These results support that nursing students perceive that they have become culturally competent during their nursing education, leading to implications of the need for continued education relating to this concept, beginning with the first course and continuing throughout the nursing curriculum. 1. Introduction Cultural diversity is an issue that faces all health-care workers today. The immigrant population in the United States is increasing, which suggests that education is needed in transcultural nursing to allow nurses to provide culturally competent care. The nation’s minority population has reached approximately 101 million, and it is estimated that one in three United States residents is a person belonging to a minority group [1–3]. It is expected by the year 2050 that the Black, Hispanic, and Asian ethnic group percentages within the population will rise dramatically, and the Caucasian population will drop significantly [4], with the USCB (2013) projecting that the United States will become a majority-minority nation, no single group making up the majority, by 2043. Yet, according to the Department of Health and Human Services (DHHS) Office of Minority Health [5], it is estimated that only 10% of registered nurses in the United States claim minority group status. The lack of diversity in the nursing profession mandates a need for cultural competence education in order to provide culturally competent care to an ethnically diverse patient population that is increasing [6, 7]. Currently, there are no education
Nursing in a Globalized World: Nursing Students with International Study Experience Report Higher Competence at Graduation  [PDF]
Jan Nilsson, Marianne Carlsson, Eva Johansson, Ann-Charlotte Egmar, Jan Florin, Janeth Leksell, Christina Lindholm, Gun Nordstr?m, Kersti Theander, Bodil Wilde- Larsson, Margret Lepp, Ann Gardulf
Open Journal of Nursing (OJN) , 2014, DOI: 10.4236/ojn.2014.412090
Abstract:
Due to globalization, there is a need for nurses with skills and competence in providing safe, competent and culturally appropriate care. The aim of the study was to investigate whether International Study Experiences (ISE) in other countries during basic nursing education had an impact on newly graduated nurses as regards to self-reported competence. Moreover, a second aim was to explore what background factors that facilitated or constituted a hindrance for nursing students to choose to conduct part of their basic nursing education abroad. At 11 Universities/University Colleges (henceforth called Higher Education Institutions [HEIs]) in Sweden, 565 nursing students responded to the Nurse Professional Competence (NPC) Scale. Students with ISE rated their competence significantly higher on three NPC competence areas—“Legislation in nursing and safety planning”, “Leadership and development of nursing” and “Education and supervision of staff/students”. Background factors that significantly seemed to enhance ISE were living alone, not having children or other commitments in relation to family, international focus at the HEI and previous international experience. Lack of financial means was reported to prevent students from choosing ISE. The study implies that several background factors are of importance whether students choose ISE or not. ISE during basic nursing education might result in better self-reported competence in leading and developing nursing care, including education of future nurses, and in providing safe care.
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