Conceptual Models and Theories Applied to Nursing Education in Intercultural Contexts: State of the Art

Authors

DOI:

https://doi.org/10.17533/udea.iee.v41n2e14

Keywords:

education, cultural competency, nursing, models, nursing care

Abstract

Objective. To analyze academic production about nursing models and theories in intercultural contexts applied to the field
of education.

Methods. State-of-the-art study, which examined 50 articles from research.

Results. Application of the cultural competence model was found as a trend at disciplinary level, and in at interdisciplinary level, critical pedagogy was used. Regarding the curriculum, it is observed that cultural competency is a subject that is taught, but it is not treated in transversal manner. The principal didactics was cultural immersion, which permits acquiring skills and aptitudes to care for diverse population. The evaluation in the educational act centered on characterizing the level of acquisition of cultural competency. The gaps indicate the difficulty of applying the models and theories in practice scenarios, while the recommendations focus on the importance of teacher training in cultural competency.

Conclusion. Interculturality is approached as a borrowed theory that, from education, contributes to the nursing practice from training that vindicates situational knowledge and its articulation with ethics permits developing skills to relate with others who have their own views regarding health care.

|Abstract
= 1036 veces | PDF
= 480 veces| | HTML ESPAÑOL
= 258 veces| | VIDEO
= 0 veces|

Downloads

Download data is not yet available.

References

1. Berchid-Martínez F, Herrero-Hahn R, Hueso-Montoro C. Producción científica en enfermería transcultural en el periodo 2007–2014. Cult. Cuid. 2017; 21(49):115–23.

2. UNESCO. Replantear la educación: ¿Hacia un bien común mundial? - Biblioteca Digital de la UNESCO [Internet].Vol. 43, Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. 2015 [10 December 2022]. Available from: https://unesdoc.unesco.org/ark:/48223/pf0000232697

3. Fornet-Betancourt R. La interculturalidad a prueba. Aquisgrán: Aachen University; 2006. p.138.

4. Rubio Martín S, Rubio Martín S. Diversidad cultural en salud, competencia de la Enfermería transcultural. Enferm.Cardiol. 2020; 28(80):6–11.

5. Valdéz-Fernández AL. Sentidos sobre la bioética que emergen en las prácticas formativas de enfermería en un contexto intercultural [Dissertarion]. Popayán: Universidad del Cauca; 2020.

6. Beuchot M. Interculturalidad y derechos humanos. México: Siglo XXI/UNAM; 2005.

7. Campos Navarro R. La interculturalidad, la medicina tradicional y los trabajadores de la salud. Medicina Intercultural. 2010;27(1):1-17.

8. Bueno Robles LS. Aspectos Ontológicos y Epistemológicos de las Visiones de Enfermería Inmersas en el Quehacer Profesional. Cienc. Enferm. 2011; 17(1):37–43.

9. Barret E. Theory: of or for Nursing? Nurs. Sci. Q. 1998; 4(2):48–9.

10. Chrizostimo MM, Brandão AAP. La formación profesional del enfermero: ʻestado del arteʼ. Enferm. Glob. 2015; 14(4):414–29.

11. Rojas-Reyes J, Rivera Álvarez LN, Medina Moya J. Los currículos en enfermería y el desarrollo de las Competencias interpersonales: el caso de Colombia. Índex Enferm. 2019; 28(4):223–7.

12. Guevara Patiño R. El estado del arte en la investigación: ¿análisis de los conocimientos acumulados o indagación por nuevos sentidos? Folios. 2016; 1(44):165–79.

13. Ferranto MLG. A Qualitative Study of Baccalaureate Nursing Students Following an Eight-day International Cultural Experience in Tanzania: Cultural Humility as an Outcome. Procedia Soc. Behav. Sci. 2015; 174:91–102.

14. Cerezo PG, Galceran MS, Soriano MG, Camps LM, Moral JL. Design and Evaluation of an Educational Course in Cultural Competence for Nursing. Procedia – Soc. Behav. Sci. 2014; 132:262–8.

15. Prosen M. Introducing Transcultural Nursing Education: Implementation of Transcultural Nursing in the Postgraduate Nursing Curriculum. Procedia Soc. Behav. Sci. 2015; 174:149–55.

16. Drevdahl DJ. Culture Shifts: From Cultural to Structural Theorizing in Nursing. Nurs. Res. 2018; 67(2):146–60.

17. Williamson M, Harrison L. Providing culturally appropriate care: A literature review. Int. J. Nurs. Stud. 2010;47(6):761–9.

18. Cai D, Kunaviktikul W, Klunklin A, Sripusanapan A, Avant PK. Identifying the essential components of cultural competence in a Chinese nursing context: a qualitative study. Nurs. Health Sci. 2017; 19(2):157–62.

19. Cai DY. A concept analysis of cultural competence. Int. J. Nurs. Sci. 2016; 3(3):268–73.

20. Sharifi N, Adib-Hajbaghery M, Najafi M. Cultural competence in nursing: A concept analysis. Int. J. Nurs. Stud. 2019; 99:103386.

21. Ahn JW. Structural Equation Modeling of Cultural Competence of Nurses Caring for Foreign Patients. Asian Nurs Res (Korean Soc Nurs Sci). 2017; 11(1):65–73.

22. Bauer K, Bai Y. Innovative Educational Activities Using a Model to Improve Cultural Competency among Graduate Students. Procedia Soc. Behav. Sci. 2015; 174:705–10.

23. Purnell L. The Purnell Model for Cultural Competence. J. Transcult. Nurs. 2002; 13(3):193–6.

24.Henderson S, Horne M, Hills R, Kendall E. Cultural competence in healthcare in the community: A concept analysis. Heal Soc Care Community. 2018;26(4):590–603.

25. Xu ES, Wang R, Su YH, Wu YY, Liu X, Duan GX. A preliminary multicultural nursing competence instrument for assessing undergraduate student nurses. Int J Nurs Sci. 2016;3(1):71–8. http://dx.doi.org/10.1016/j.ijnss.2016.02.006

26. Andrews M, Backstrand JR, Boyle JS, Campinha-Bacote J, Davidhizar RE, Doutrich D, et al. Chapter 3: Theoretical Basis for Transcultural Care. J Transcult Nurs. 2010;21(4 SUPPL.).

27. Moreno Mojica CM, Barragán Becerra JA. Prácticas pedagógicas y procesos de aprendizaje: configuración e institucionalización en la disciplina de enfermería. Ánfora. 2019;26(46):163–85.

28. Freire P. Pedagogía del Oprimido. 2nd ed. México: XXI, Siglo; 2005.

29. Mojica Moreno MC, Becerra Barragán AJ. Pedagogical Practices and Learning Processes: Configuration and Institutionalization in the Discipline of Nursing. Ánfora. 2019;26(46).

30. Krieger N. Living and Dying at the Crossroads: Racism, Embodiment, and Why Theory Is Essential for a Public Health of Consequence. Am J Public Health. 2016;106(5):832–3.

Bohórquez FF, Corchuelo MH. Currículo y pedagogía en perspectiva: un diálogo académico. Rev. ieRed. 2005;

(3).

32. Kardong-Edgren S, Cason CL, Brennan AMW, Reifsnider E, Hummel F, Mancini M, et al. Cultural competency:

Graduating BSN nursing students. Nurs. Educ. Perspect. 2010; 31(5):278–85.

33. Malagón L. El Currículo: Una Reflexión Crítica. Sophia. 2005; 1(0):83–103.

34. Vázquez-Sánchez MÁ, Casals C, Casals-Vázquez A, García-Barrios S, Fernández-de-Canete F, Sánchez-Ojeda MA. Cultural adaptation and validation of the Transcultural Self-Efficacy Tool for use with undergraduate nursing students in Spain. Nurse Educ. Today. 2021; 107:105106.

35. Long TB. Overview of teaching strategies for cultural competence in nursing students. J. Cult. Divers. 2012; 19(3):102–8.

36.Flavell H, Thackrah R, Hoffman J. Developing Indigenous Australian cultural competence: A model for implementing Indigenous content into curricula. J. Teach. Learn. Grad. Employability. 2013; 4(1):39–57.

37. Marja SL, Suvi A. Cultural competence learning of the health care students using simulation pedagogy: An integrative review. Nurse Educ. Pract. 2021; 52:103044.

38. Mathew L, Brewer BB, Crist JD, Poedel RJ. Designing a Virtual Simulation Case for Cultural Competence Using a Community-Based Participatory Research Approach: A Puerto Rican Case. Nurse Educ. 2017; 42(4):191–4.

39.Papadopoulos I, Taylor G, Ali S, Al. E. Exploring Nurses’ Meaning and Experiences of Compassion: An International Online Survey Involving 15 Countries. J. Transcult. Nurs. 2017; 28(3):286–95.

40. García Navarro EB. Competencia cultural en salud: conocimientos, prácticas Culturales, y actitudes ante los cuidados [Dissertation]. Huelva: Universidad de Huelva; 2015.

41. Gallagher RW, Polanin JR. A meta-analysis of educational interventions designed to enhance cultural competence in professional nurses and nursing students. Nurse Educ. Today. 2015; 35(2):333–40.

42. Shoghi M, Sajadi M, Oskuie F, Dehnad A, Borimnejad L. Strategies for bridging the theory-practice gap from the perspective of nursing experts. Heliyon. 2019; 5(9):e02503.

43. Unver V, Uslu Y, Kocatepe V, Kuguoglu S. Evaluation of cultural sensitivity in healthcare service among nursing students. Eur. J. Educ. Res. 2019; 8(1):257–65.

44. Lapham KB. The Impact of an Evidence-Based Cultural Competence Workshop for University Student Health Centers’ Licensed Personnel. Georgetown University; 2019.

45. Tosun B, Yava A, Dirgar E, Şahin EB, Yılmaz EB, Papp K, et al. Addressing the effects of transcultural nursing education on nursing students’ cultural competence: A systematic review. Nurse Educ. Pract. 2021; 55:103171.

46. Jesse DE, Kirkpatrick MK. Catching the Spirit of Cultural Care: A Midwifery Exemplar. J Midwifery Women’ Health. 2013; 58(1):49–56.

47. Valdéz-Fernández AL. Interculturality: A position on training of nursing professionals. Cult. Cuid. 2019; 23(55):209–21.

48. Reina Leal LM, López Díaz L. Entrelazando la compasión y la competencia cultural en hospitalización: Una revisión

de experiencias. Cult. Cuid. 2020; 24(58):136-53.

49. Crawford P, Brown B, Kvangarsnes M, Gilbert P. The design of compassionate care. J. Clin. Nurs. 2014; 23(23-24):

–99.

50. Flórez Ochoa R. El optimismo de la pedagogía. Rev. Educ. Pedagog. 2013; 2(5):34-45.

51. Mendoza Carrasco MV. La pedagogía del amor y de la ternura, en las aulas hospitalarias del Perú. Educación, 2019; 25(2): 205-212.

52. Epp S, Reekie M, Denison J, de Bosch Kemper N, Willson M, Marck P. Radical transformation: Embracing constructivism and pedagogy for an innovative nursing curriculum. J. Prof. Nurs. 2021; 37(5):804–9.

53. Smith CS, Morris M, Langois-Winkle F, Hill W, Francovich C. A pilot study using Cultural Consensus Analysis to

measure Systems-Based Practice performance. Int. J. Med. Educ. 2010; 1:15–8.

54. Paynter Deal K. Breaking barriers in provider-patient relationships: an analysis of perceived intercultural communication competence among nursing students. Greenville: East Carolina University; 2014.

55. Rivera-Goba M, Campinha-Bacote J. Making a Connection: The Use of Storytelling as a Strategy to Enhance Faculty’s Success with Latina Nursing Students. Hisp. Health Care Int. 2008; 6(4):205–25.

56. Brommelsiek M, Peterson JA, Amelung SK. Improving cultural competency: A patient-centered approach to interprofessional education and practice in a veteran’s healthcare facility. Int. J. High. Educ. 2018; 7(4):157–65.

57. Sánchez Sanabria M, Rondón Contreras BJ. La diversidad cultural en los procesos de formación académica de enfermería requiere el manejo de la ética pedagógica, la corresponsabilidad y un pensamiento mediador. Enferm. Glob.

; 12(1):147–57.

58. Flores G, Laws MB, Mayo SJ, Zuckerman B, Abreu M, Medina L, et al. Errors in medical interpretation and their

potential clinical consequences in pediatric encounters. Pediatrics. 2003 ;111(1):6–14.

59. Cárcamo Ortiz MP. Una propuesta de potenciación de los programas de salud intercultural, desde la perspectiva de

la enfermería transcultural. Valdivia: Universidad Austral de Chile; 2009.

60. Adamshick P, August-Brady M. Reclaiming the Essence of Nursing: The Meaning of an Immersion Experience in Honduras for RN to Bachelor of Science Students. J. Prof. Nurs. 2012; 28(3):190–8.

61. Vallee KE. Supporting Indigenous students: A critical analysis of the sociocultural context of nursing education [Dissertation]. Ontario: The University of Western Ontario; 2018.

62. Noddings N. The challenge to care in schools. New York: Teacher College Press; 2005.

63. Valdéz Fernández AL. Sentidos de la formación bioética de enfermeros en un contexto intercultural. Cult. Cuid.2020; 24(57):232.

64. Rowan MS, Rukholm E, Bourque-Bearskin L, Baker C, Voyageur E, Robitaille A. Cultural competence and cultural safety in Canadian Schools of Nursing: A mixed methods study. Int. J. Nurs. Educ. Scholarsh. 2013; 10:1–10.

65. Burns S. California State University (CSU) System nursing faculty: Are you culturally competent to teach in a multicultural state? J. Prof. Nurs. 2020; 36(6):635–48.

66. Moura C De, Lucia M. Enseñanza de Competencia y para Competencia en Enfermería. Enferm. Glob. 2005; (6):1–19.

Published

2023-06-20 — Updated on 2023-08-24

Versions

How to Cite

Valdéz Fernández, A. L. (2023). Conceptual Models and Theories Applied to Nursing Education in Intercultural Contexts: State of the Art. Investigación Y Educación En Enfermería, 41(2). https://doi.org/10.17533/udea.iee.v41n2e14 (Original work published June 20, 2023)

Issue

Section

ORIGINAL ARTICLES / ARTÍCULOS ORIGINALES / ARTIGOS ORIGINAIS