Clinical mentors were interviewed about their experiences mentoring culturally and linguistically diverse nursing students. Mentors stated that empathy motivated them but they experienced a lack of support which caused strain. While mentors initially had fears of unknown cultures, positive mentoring experiences reduced this fear. Continuous education on intercultural communication could help mentors develop expertise to benefit students, patients, and staff.
Contents lists available at ScienceDirectJournal of ProfesAlleneMcclendon878
Contents lists available at ScienceDirect
Journal of Professional Nursing
journal homepage: www.elsevier.com/locate/jpnu
Transforming nursing curricula for a global community
Jennifer Dohrn⁎, Karen Desjardins, Judy Honig, Heidi Hahn-Schroeder, Yu-hui Ferng,
Elaine Larson
Columbia University School of Nursing, 617 West 168th Street, New York, NY 10032, USA
A R T I C L E I N F O
Keywords:
Global Health
Nursing education
Clinical education
A B S T R A C T
With nurses and midwives providing the majority of health care globally, nursing education in all countries must
prepare students for broader responsibilities to move the agenda forward for equitable care and universal health
coverage. Columbia University School of Nursing developed and implemented a vibrant approach to curriculum
transformation that included a new didactic course followed by a program of global clinical experiences to
expand students' learning environments in global health. Program planning included defining learning objec-
tives, mobilizing support within the school, establishing new sites, recruiting and preparing students, overseeing
of students with host institutions, and evaluating the program. A total of twenty-four students were placed over
five sites for a six-week credit-bearing global clinical experience. Students had varied clinical experiences with
new understandings of the reality of health disparities. Host sites expressed a commitment to have students
return in the next year, and all students stated that they would chose a global experience again. This innovation
provides a transformative addition to nursing education with a deepened understanding of health disparities and
nursing roles in different health systems. It strengthens the school's network of nursing and midwifery educators
and opens doors for new exchanges.
Introduction
Nurses and midwives provide the majority of clinical care around
the world. Their roles and responsibilities are substantial in advancing
the global mandate to provide health care for all and universal health
coverage. The health care environment has rapidly moved from a na-
tional to global focus, influenced by increased technological advances,
record migrations of people and increased disparities, necessitating a
framework for global equity. Nursing and midwifery education needs to
prepare students to assume broader roles in the global environment
with competencies that include a rigorous understanding of the orga-
nization of health systems and access to resources, leadership skills, and
advocacy for the most marginalized populations to ensure equitable
health care as a fundamental human right (Wilson et al., 2016). The
Global Strategic Directions for Nursing and Midwifery 2016–2020, re-
cently released by the World Health Organization, states: “Nurses… are
critical in achieving global mandates such as universal health coverage
and the Sustainable Development Goals. The mandates provide a
challenge as well as an opportuni ...
Challenges before Nursing Educators An OverviewYogeshIJTSRD
Trends in health care suggest changes in nursing practice and implications for nursing education. Changing demographics, emphasis on health promotion, health care costs, movement toward community based care, and expanding technology are factors that shape the health care system of the future and educational preparation of nurses. This article examines these trends and implications for nursing education. Faculty are faced with preparing students for future practice that will be more complex and specialized than it now is will be provided in multiple settings and will require extensive knowledge, critical thinking and other cognitive skills, technologic and psychomotor skills, and a valve system for making ethical decisions. Other outcomes of nursing education program include learning to learn, handling ambiguity, thinking like a professional, and accepting responsibility for decisions made in practice. For nursing to assume a central role in the health care system of tomorrow, reform in nursing education is needed today. Mr. Manu Chacko "Challenges before Nursing Educators: An Overview" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41234.pdf Paper URL: https://www.ijtsrd.commedicine/nursing/41234/challenges-before-nursing-educators-an-overview/mr-manu-chacko
Contents lists available at ScienceDirectJournal of ProfesAlleneMcclendon878
Contents lists available at ScienceDirect
Journal of Professional Nursing
journal homepage: www.elsevier.com/locate/jpnu
Transforming nursing curricula for a global community
Jennifer Dohrn⁎, Karen Desjardins, Judy Honig, Heidi Hahn-Schroeder, Yu-hui Ferng,
Elaine Larson
Columbia University School of Nursing, 617 West 168th Street, New York, NY 10032, USA
A R T I C L E I N F O
Keywords:
Global Health
Nursing education
Clinical education
A B S T R A C T
With nurses and midwives providing the majority of health care globally, nursing education in all countries must
prepare students for broader responsibilities to move the agenda forward for equitable care and universal health
coverage. Columbia University School of Nursing developed and implemented a vibrant approach to curriculum
transformation that included a new didactic course followed by a program of global clinical experiences to
expand students' learning environments in global health. Program planning included defining learning objec-
tives, mobilizing support within the school, establishing new sites, recruiting and preparing students, overseeing
of students with host institutions, and evaluating the program. A total of twenty-four students were placed over
five sites for a six-week credit-bearing global clinical experience. Students had varied clinical experiences with
new understandings of the reality of health disparities. Host sites expressed a commitment to have students
return in the next year, and all students stated that they would chose a global experience again. This innovation
provides a transformative addition to nursing education with a deepened understanding of health disparities and
nursing roles in different health systems. It strengthens the school's network of nursing and midwifery educators
and opens doors for new exchanges.
Introduction
Nurses and midwives provide the majority of clinical care around
the world. Their roles and responsibilities are substantial in advancing
the global mandate to provide health care for all and universal health
coverage. The health care environment has rapidly moved from a na-
tional to global focus, influenced by increased technological advances,
record migrations of people and increased disparities, necessitating a
framework for global equity. Nursing and midwifery education needs to
prepare students to assume broader roles in the global environment
with competencies that include a rigorous understanding of the orga-
nization of health systems and access to resources, leadership skills, and
advocacy for the most marginalized populations to ensure equitable
health care as a fundamental human right (Wilson et al., 2016). The
Global Strategic Directions for Nursing and Midwifery 2016–2020, re-
cently released by the World Health Organization, states: “Nurses… are
critical in achieving global mandates such as universal health coverage
and the Sustainable Development Goals. The mandates provide a
challenge as well as an opportuni ...
Challenges before Nursing Educators An OverviewYogeshIJTSRD
Trends in health care suggest changes in nursing practice and implications for nursing education. Changing demographics, emphasis on health promotion, health care costs, movement toward community based care, and expanding technology are factors that shape the health care system of the future and educational preparation of nurses. This article examines these trends and implications for nursing education. Faculty are faced with preparing students for future practice that will be more complex and specialized than it now is will be provided in multiple settings and will require extensive knowledge, critical thinking and other cognitive skills, technologic and psychomotor skills, and a valve system for making ethical decisions. Other outcomes of nursing education program include learning to learn, handling ambiguity, thinking like a professional, and accepting responsibility for decisions made in practice. For nursing to assume a central role in the health care system of tomorrow, reform in nursing education is needed today. Mr. Manu Chacko "Challenges before Nursing Educators: An Overview" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41234.pdf Paper URL: https://www.ijtsrd.commedicine/nursing/41234/challenges-before-nursing-educators-an-overview/mr-manu-chacko
Anita Davis Boykins, DNSc, FNP-BC, PMHNP BCCore Communicat.docxjustine1simpson78276
Anita Davis Boykins, DNSc, FNP-BC, PMHNP BC
Core Communication Competencies in
Patient-Centered Care
Abstract: Effective communication between the patient
and nurse is an essential requirement for nursing practice
and for patient-centered care. Nursing faculty that teach
in undergraduate and graduate nursing programs play
a signiflcant role in preparing the nursing workforce to
communicate effectively and provide patient-centered care.
Patient-centered care, interprofessional collaboration, and
informatics are necessary knowledge, skills, and attitudes
for nurses across educational levels in order to meet the
needs of patients, and improve the quality and safety of the
health care system environment. The focus of this article is to
provide information on core nursing competencies for effective
communication and to discuss communication tools used in
patient-centered care, interprofessional collaboration, and
informatics.
Key Words: Communication, Nurse, Patient-Centered Care,
Interprofessional Collaboration, Informatics
In the last decade the Institute of Medicine (IOM) hasreleased reports that address quality and safety in healthcare systems, health professions and nursing (IOM, 1999,
2001,2003a, 2003b, 2010). A core component of quality care
is patient-centered care. Patient centered care is care based on
a partnership between the patient, their families, and the health
care provider that is focused on the patient's values, preferences,
and needs. Effective communication between the patient and
health professionals is an essential requirement for patient-
centered care (IOM, 2001). Furthermore, health professions
education should include core competencies in patient-centered
care in order to meet the needs of patients and the changing
health care system (IOM, 2003a). Nursing faculty play a
significant role in preparing the nursing workforce to provide
patient-centered care and to communicate effectively. Patient-
centered care, interprofessional collaboration, and informatics
are necessary knowledge, skills, and attitudes (KSAs) for pre-
licensure nurses and nurses returning for graduate education in
order to communicate effectively and to improve the quality and
safety of the health care system environment (Cronenwett, et
al., 2007; Cronenvvett,et al.,2009; Massachusetts Department of
Higher Education Nurse of the Future Competency Committee,
2010)). This article will synthesize core nursing competencies
The ABNF Journal
for effective communication and patient-centered care and
discuss communication tools used in patient-centered care,
interprofessional collaboration, and informatics. Existing
communication competencies from nursing and health
professional resources are interrelated and important for
nursing faculty in curriculum development, and it is equally
important for nursing students to comprehend the concept of
communication when providing patient-centered care.
EFFECTIVE COMMUNICATION
The American Nurses Association (ANA, 2.
Sri Lankan Undergraduate Healthcare Student’s Perceptions of Interprofessiona...pateldrona
Interprofessional learning primarily aims to reduce prejudice among professionals, improve awareness of the roles and duties of other professional groups, and advance teamwork and collaborative competencies. This study was conducted in order to assess the perception of undergraduate health care professional students on interprofessional education/learning in Sri Lanka.
Sri Lankan Undergraduate Healthcare Student’s Perceptions of Interprofessiona...pateldrona
Interprofessional learning primarily aims to reduce prejudice among professionals, improve awareness of the roles and duties of other professional groups, and advance teamwork and collaborative competencies. This study was conducted in order to assess the perception of undergraduate health care professional students on interprofessional education/learning in Sri Lanka.
Sri Lankan Undergraduate Healthcare Student’s Perceptions of Interprofessiona...pateldrona
: Interprofessional learning primarily aims to reduce prejudice among professionals, improve awareness of the roles and duties of other professional groups, and advance teamwork and collaborative competencies. This study was conducted in order to assess the perception of undergraduate health care professional students on interprofessional education/learning in Sri Lanka.
R E V I E WA systematic review of mentoring nursing studen.docxaudeleypearl
R E V I E W
A systematic review of mentoring nursing students in clinical placements
Merja Jokelainen, Hannele Turunen, Kerttu Tossavainen, David Jamookeeah and Kirsi Coco
Aim and objective. This systematic review describes mentoring of nursing students in clinical placements.
Background. Mentoring in nursing has been widely investigated, but mentoring among students has remained vague. There is
no universal agreement on student mentoring in nursing placements; therefore, mentoring approaches vary. A unified
description of student mentoring is needed to ensure the quality of placement learning in nursing organisations.
Design. Systematic review.
Method. The data were collected from nursing research articles over 20 years (1986–2006). The articles (n = 23) were analysed
using inductive content analysis.
Results. Mentoring of nursing students in clinical placements was described according to two themes: (1) facilitating nursing
students’ learning by creating supportive learning environments and enabling students’ individual learning processes, (2)
strengthening students’ professionalism by empowering the development of their professional attributes and identities and
enhancing attainment of students’ professional competence in nursing.
Discussion. This description of student mentoring in nursing clinical placements integrates environmental, collegial, peda-
gogical and clinical attributes. To ensure effective student mentoring, an individual mutual relationship is important, but also
essential is organisation and management to provide adequate resources and systematic preparation for mentors.
Conclusions. The description of student mentoring needs to be systematically reviewed to reflect changes in nursing and
education and compared within related concepts to achieve and maintain a workable description. A clear and systematic
strategy for student mentoring in nursing organisations could be one opportunity to enhance recruitment of nursing students to
the workforce.
Relevance to clinical practice. A unified description of student mentoring will help improve the quality of placement learning
opportunities and support for students, also for exchange students. A clear description of student mentoring enables the
development of systematic provisions for mentoring of nursing students in placements and adequate mentor preparation
programmes for nurses.
Key words: clinical, mentoring, nursing student/undergraduate, placement, systematic review
Accepted for publication: 17 August 2010
Introduction
Nursing education in Europe has been undergoing changes
based on the European Union’s (EU) education policy that
emphasises the need to modify unified procedures in educa-
tion and training in the EU countries to ensure equal
qualifications of education (CEU 2009). Therefore, nursing
education with a clinical practice component should also
meet this challenge. At the EU level, the clinical practice
component should comprise a ...
International Clinical Nursing Leadership Mentoring: Enriching Student's Know...Crimsonpublisherscojnh
Nurses in today's dynamically evolving health care profession are expected to have the knowledge and expertise for caring for the wide diversity of people that comprise the patient populations in the hospitals and clinical environments around the globe. This article presents a unique and special international program that promotes the acquisition of knowledge by novice nursing students concerning the care of a diversity of pediatric patients through having the mentoring and guidance of nursing clinical leaders
International Clinical Nursing Leadership Mentoring: Enriching Student's Know...Crimsonpublisherscojnh
Nurses in today's dynamically evolving health care profession are expected to have the knowledge and expertise for caring for the wide diversity of people that comprise the patient populations in the hospitals and clinical environments around the globe. This article presents a unique and special international program that promotes the acquisition of knowledge by novice nursing students concerning the care of a diversity of pediatric patients through having the mentoring and guidance of nursing clinical leaders. The program has been established for eleven years and is based with two university schools of nursing and two children's hospitals in the United States and the United Kingdom. The purpose of this article is to showcase this program and introduce a vehicle for introducing nursing students to caring for diverse people through successful programs such as this one
The profession of nursing has become globally based and nurses are now expected to practice with a wealth of knowledge regarding the increasing diversity of the world's population and emerging cultures. Nurses that practice both in the United States, as well as abroad throughout the world, are learning about the customs of people of multiple cultures and emerging diversities. The Sullivan Report on diversity in the health care professions additionally showcased the need for an increase in diversity of the members in the health professions, as well as for those in the health professions to engage their knowledge in learning and becoming culturally competent in understanding the world's dynamically changing population [2]. Nurses in today's dramatically evolving health care environment must be aware of cultural differences and similarities in patient populations and be prepared for caring for patients from a wealth of cultures, as well as unique backgrounds
Exploring student perceptions of health and infection: an interactive staff a...Christopher Hancock
A portion of my classmates and I, were involved an extracurricular research activity involving a study on the perceptions of health and infection among the student population. We are very proud to announce that we have authored a paper as a result of the research.
Beryl Pilkington, RN, PhD, School of Nursing, Faculty of Health, York University in Toronto, presented at AMREF's Coffeehouse Speaker Series on global development on the intersection of health and development with specific focus on the community level in the Dadaab refugee camps. The coffeehouse speaker series looks at international development and global health, specifically focusing on Africa.
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docxhoney725342
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
P
R
A
C
T
I
C
E
E
X
P
E
R
I
E
N
C
E
Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
Now the Earth has had wide variations in atmospheric CO2-level throu.docxhoney725342
Now the Earth has had wide variations in atmospheric CO2-level throughout its long history before the evolution of humans and certainly before the Industrial Revolutions.In terms of the oceans and the Earth's whole history then could you find information to support the coal and oil industry's claims that we're NOT the cause of climate change? Do some research and cite other factors in climate besides CO2 levels that would support your claims. Also read the attached article about the controversy. Remember too that there is a lot of money and certainly politics involved in this issue. Some scientists have built their whole careers on trying to prove or disprove the human connections to global warming.
As you'll see when you do your research the figures for sea-level rise are all over the place. That's because they're based on models that are even more complex than hurricane tracking models (they drive even supercomputers nuts).
Now the term
"sea-level"
is relative. If you check a geologic map you'll see that just about every piece of land on Earth has been underwater at least once. That's why sedimentary rocks are the most common type of land surface rock. Sea-level has been up and down thousands of times in the Earth's long history. We're just living on the "latest edition" of our planet. Also the one thing that I want everybody to learn from this course: we live on the Earth and we certainly affect it but
we
DO NOT control it
even though we like to think we do. We're just riding this wet rock through space.
As for the continuing scientific controversy check out this recent article:
Climate panel: warming 'extremely likely' man-made
.
More Related Content
Similar to Nurse Education Today 87 (2020) 104348Contents lists avail.docx
Anita Davis Boykins, DNSc, FNP-BC, PMHNP BCCore Communicat.docxjustine1simpson78276
Anita Davis Boykins, DNSc, FNP-BC, PMHNP BC
Core Communication Competencies in
Patient-Centered Care
Abstract: Effective communication between the patient
and nurse is an essential requirement for nursing practice
and for patient-centered care. Nursing faculty that teach
in undergraduate and graduate nursing programs play
a signiflcant role in preparing the nursing workforce to
communicate effectively and provide patient-centered care.
Patient-centered care, interprofessional collaboration, and
informatics are necessary knowledge, skills, and attitudes
for nurses across educational levels in order to meet the
needs of patients, and improve the quality and safety of the
health care system environment. The focus of this article is to
provide information on core nursing competencies for effective
communication and to discuss communication tools used in
patient-centered care, interprofessional collaboration, and
informatics.
Key Words: Communication, Nurse, Patient-Centered Care,
Interprofessional Collaboration, Informatics
In the last decade the Institute of Medicine (IOM) hasreleased reports that address quality and safety in healthcare systems, health professions and nursing (IOM, 1999,
2001,2003a, 2003b, 2010). A core component of quality care
is patient-centered care. Patient centered care is care based on
a partnership between the patient, their families, and the health
care provider that is focused on the patient's values, preferences,
and needs. Effective communication between the patient and
health professionals is an essential requirement for patient-
centered care (IOM, 2001). Furthermore, health professions
education should include core competencies in patient-centered
care in order to meet the needs of patients and the changing
health care system (IOM, 2003a). Nursing faculty play a
significant role in preparing the nursing workforce to provide
patient-centered care and to communicate effectively. Patient-
centered care, interprofessional collaboration, and informatics
are necessary knowledge, skills, and attitudes (KSAs) for pre-
licensure nurses and nurses returning for graduate education in
order to communicate effectively and to improve the quality and
safety of the health care system environment (Cronenwett, et
al., 2007; Cronenvvett,et al.,2009; Massachusetts Department of
Higher Education Nurse of the Future Competency Committee,
2010)). This article will synthesize core nursing competencies
The ABNF Journal
for effective communication and patient-centered care and
discuss communication tools used in patient-centered care,
interprofessional collaboration, and informatics. Existing
communication competencies from nursing and health
professional resources are interrelated and important for
nursing faculty in curriculum development, and it is equally
important for nursing students to comprehend the concept of
communication when providing patient-centered care.
EFFECTIVE COMMUNICATION
The American Nurses Association (ANA, 2.
Sri Lankan Undergraduate Healthcare Student’s Perceptions of Interprofessiona...pateldrona
Interprofessional learning primarily aims to reduce prejudice among professionals, improve awareness of the roles and duties of other professional groups, and advance teamwork and collaborative competencies. This study was conducted in order to assess the perception of undergraduate health care professional students on interprofessional education/learning in Sri Lanka.
Sri Lankan Undergraduate Healthcare Student’s Perceptions of Interprofessiona...pateldrona
Interprofessional learning primarily aims to reduce prejudice among professionals, improve awareness of the roles and duties of other professional groups, and advance teamwork and collaborative competencies. This study was conducted in order to assess the perception of undergraduate health care professional students on interprofessional education/learning in Sri Lanka.
Sri Lankan Undergraduate Healthcare Student’s Perceptions of Interprofessiona...pateldrona
: Interprofessional learning primarily aims to reduce prejudice among professionals, improve awareness of the roles and duties of other professional groups, and advance teamwork and collaborative competencies. This study was conducted in order to assess the perception of undergraduate health care professional students on interprofessional education/learning in Sri Lanka.
R E V I E WA systematic review of mentoring nursing studen.docxaudeleypearl
R E V I E W
A systematic review of mentoring nursing students in clinical placements
Merja Jokelainen, Hannele Turunen, Kerttu Tossavainen, David Jamookeeah and Kirsi Coco
Aim and objective. This systematic review describes mentoring of nursing students in clinical placements.
Background. Mentoring in nursing has been widely investigated, but mentoring among students has remained vague. There is
no universal agreement on student mentoring in nursing placements; therefore, mentoring approaches vary. A unified
description of student mentoring is needed to ensure the quality of placement learning in nursing organisations.
Design. Systematic review.
Method. The data were collected from nursing research articles over 20 years (1986–2006). The articles (n = 23) were analysed
using inductive content analysis.
Results. Mentoring of nursing students in clinical placements was described according to two themes: (1) facilitating nursing
students’ learning by creating supportive learning environments and enabling students’ individual learning processes, (2)
strengthening students’ professionalism by empowering the development of their professional attributes and identities and
enhancing attainment of students’ professional competence in nursing.
Discussion. This description of student mentoring in nursing clinical placements integrates environmental, collegial, peda-
gogical and clinical attributes. To ensure effective student mentoring, an individual mutual relationship is important, but also
essential is organisation and management to provide adequate resources and systematic preparation for mentors.
Conclusions. The description of student mentoring needs to be systematically reviewed to reflect changes in nursing and
education and compared within related concepts to achieve and maintain a workable description. A clear and systematic
strategy for student mentoring in nursing organisations could be one opportunity to enhance recruitment of nursing students to
the workforce.
Relevance to clinical practice. A unified description of student mentoring will help improve the quality of placement learning
opportunities and support for students, also for exchange students. A clear description of student mentoring enables the
development of systematic provisions for mentoring of nursing students in placements and adequate mentor preparation
programmes for nurses.
Key words: clinical, mentoring, nursing student/undergraduate, placement, systematic review
Accepted for publication: 17 August 2010
Introduction
Nursing education in Europe has been undergoing changes
based on the European Union’s (EU) education policy that
emphasises the need to modify unified procedures in educa-
tion and training in the EU countries to ensure equal
qualifications of education (CEU 2009). Therefore, nursing
education with a clinical practice component should also
meet this challenge. At the EU level, the clinical practice
component should comprise a ...
International Clinical Nursing Leadership Mentoring: Enriching Student's Know...Crimsonpublisherscojnh
Nurses in today's dynamically evolving health care profession are expected to have the knowledge and expertise for caring for the wide diversity of people that comprise the patient populations in the hospitals and clinical environments around the globe. This article presents a unique and special international program that promotes the acquisition of knowledge by novice nursing students concerning the care of a diversity of pediatric patients through having the mentoring and guidance of nursing clinical leaders
International Clinical Nursing Leadership Mentoring: Enriching Student's Know...Crimsonpublisherscojnh
Nurses in today's dynamically evolving health care profession are expected to have the knowledge and expertise for caring for the wide diversity of people that comprise the patient populations in the hospitals and clinical environments around the globe. This article presents a unique and special international program that promotes the acquisition of knowledge by novice nursing students concerning the care of a diversity of pediatric patients through having the mentoring and guidance of nursing clinical leaders. The program has been established for eleven years and is based with two university schools of nursing and two children's hospitals in the United States and the United Kingdom. The purpose of this article is to showcase this program and introduce a vehicle for introducing nursing students to caring for diverse people through successful programs such as this one
The profession of nursing has become globally based and nurses are now expected to practice with a wealth of knowledge regarding the increasing diversity of the world's population and emerging cultures. Nurses that practice both in the United States, as well as abroad throughout the world, are learning about the customs of people of multiple cultures and emerging diversities. The Sullivan Report on diversity in the health care professions additionally showcased the need for an increase in diversity of the members in the health professions, as well as for those in the health professions to engage their knowledge in learning and becoming culturally competent in understanding the world's dynamically changing population [2]. Nurses in today's dramatically evolving health care environment must be aware of cultural differences and similarities in patient populations and be prepared for caring for patients from a wealth of cultures, as well as unique backgrounds
Exploring student perceptions of health and infection: an interactive staff a...Christopher Hancock
A portion of my classmates and I, were involved an extracurricular research activity involving a study on the perceptions of health and infection among the student population. We are very proud to announce that we have authored a paper as a result of the research.
Beryl Pilkington, RN, PhD, School of Nursing, Faculty of Health, York University in Toronto, presented at AMREF's Coffeehouse Speaker Series on global development on the intersection of health and development with specific focus on the community level in the Dadaab refugee camps. The coffeehouse speaker series looks at international development and global health, specifically focusing on Africa.
Similar to Nurse Education Today 87 (2020) 104348Contents lists avail.docx (20)
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docxhoney725342
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
P
R
A
C
T
I
C
E
E
X
P
E
R
I
E
N
C
E
Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
Now the Earth has had wide variations in atmospheric CO2-level throu.docxhoney725342
Now the Earth has had wide variations in atmospheric CO2-level throughout its long history before the evolution of humans and certainly before the Industrial Revolutions.In terms of the oceans and the Earth's whole history then could you find information to support the coal and oil industry's claims that we're NOT the cause of climate change? Do some research and cite other factors in climate besides CO2 levels that would support your claims. Also read the attached article about the controversy. Remember too that there is a lot of money and certainly politics involved in this issue. Some scientists have built their whole careers on trying to prove or disprove the human connections to global warming.
As you'll see when you do your research the figures for sea-level rise are all over the place. That's because they're based on models that are even more complex than hurricane tracking models (they drive even supercomputers nuts).
Now the term
"sea-level"
is relative. If you check a geologic map you'll see that just about every piece of land on Earth has been underwater at least once. That's why sedimentary rocks are the most common type of land surface rock. Sea-level has been up and down thousands of times in the Earth's long history. We're just living on the "latest edition" of our planet. Also the one thing that I want everybody to learn from this course: we live on the Earth and we certainly affect it but
we
DO NOT control it
even though we like to think we do. We're just riding this wet rock through space.
As for the continuing scientific controversy check out this recent article:
Climate panel: warming 'extremely likely' man-made
.
NR224 Fundamentals SkillsTopic Safety Goals BOOK P.docxhoney725342
NR224 Fundamentals Skills
Topic: Safety Goals
BOOK:
Potter, P.A., Perry, A. G., Stockert, P. & Hall, A. (2021).
Fundamentals of Nursing
(10th ed.). Elsevier.
Guidelines are attached below make sure to follow the guideline and criteria, please
Purpose
This assignment increases the students' awareness of the National Patient Safety Goals developed by The Joint Commission. Specifically, this assignment will introduce the Speak Up Initiatives, an award-winning patient safety program designed to help patients promote their own safety by proactively taking charge of their healthcare.
See attachment for guidelines, please!
.
Now that you’ve seen all of the elements contributing to the Devil’s.docxhoney725342
Now that you’ve seen all of the elements contributing to the Devil’s Canyon enterprise architecture, Justin wants to move forward with developing privacy policies to ensure videos aren’t distributed or uploaded to the net without the consent of the people in them. This opens a much larger conversation: Devil’s Canyon is also in need of a complete security plan, as well as risk assessments.
In a 2- to 3-page rationale and table,
prepare
the following information to present to the Devil’s Canyon team:
Explain the relationship between policies and security plans. Identify potential policy needs, noting Justin’s privacy policy, in relation to the Devil’s Canyon enterprise structure.
Outline the importance of a security plan in relation to security roles and safeguards.
Analyze at least 5 security-related risks/threats that Devil’s Canyon may face.
Assess the probability and impact to the Devil’s Canyon if each risk occurs. Based on these two factors, determine the overall risk level. For purposes of this assignment, evaluate and categorize each factor as low, medium, or high, and create a table to illustrate the risks. For example, a risk/threat with a low likelihood of occurrence and a high impact would represent an overall medium risk.
Consider digital elements mentioned in the designing of the enterprise architecture, such as software, hardware, proposed security measures, smart lift tickets, web cam systems, and smartphones.
.
NR360 We Can But Dare We.docx Revised 5 ‐ 9 .docxhoney725342
NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 1
NR360 INFORMATION SYSTEMS IN HEALTHCARE
Required Uniform Assignment: We Can, but Dare We?
PURPOSE
The purpose of this assignment is to investigate smartphone and social media use in healthcare and to
apply professional, ethical, and legal principles to their appropriate use in healthcare technology.
Course Outcomes
This assignment enables the student to meet the following course outcomes.
• CO #4: Investigate safeguards and decision‐making support tools embedded in patient
care technologies and information systems to support a safe practice environment for
both patients and healthcare workers. (PO 4)
• CO #6: Discuss the principles of data integrity, professional ethics, and legal
requirements related to data security, regulatory requirements, confidentiality, and
client’s right to privacy. (PO 6)
• CO #8: Discuss the value of best evidence as a driving force to institute change in the
delivery of nursing care (PO 8)
DUE DATE
See Course Schedule in Syllabus. The college’s Late Assignment Policy applies to this activity.
TOTAL POINTS POSSIBLE
This assignment is worth a total of 240 points.
Requirements
1. Research, compose, and type a scholarly paper based on the scenario described below, and
choose a conclusion scenario to discuss within the body of your paper. Reflect on lessons
learned in this class about technology, privacy concerns, and legal and ethical issues and
addressed each of these concepts in the paper, reflecting on the use of smartphones and social
media in healthcare. Consider the consequences of such a scenario. Do not limit your review of
the literature to the nursing discipline only because other health professionals are using the
technology, and you may need to apply critical thinking skills to its applications in this scenario.
2. Use Microsoft Word and APA formatting. Consult your copy of the Publication Manual of the
American Psychological Association, sixth edition, as well as the resources in Doc Sharing if you
have questions (e.g., margin size, font type and size (point), use of third person, etc.). Take
NR360 INFORMATION SYSTEMS IN HEALTHCARE
NR360 We Can But Dare We.docx Revised 5 ‐ 9 ‐ 16 DA/LS/psb 07.14.16 2
advantage of the writing service SmartThinking, which is accessed by clicking on the link called
the Tutor Source, found under the Course Home area.
3. The length of the paper should be four to five pages, excluding the title page and the reference
page. Limit the references to a few key sources (minimum of three required).
4. The paper will contain an introduction that catches the attention of the reader, states the
purpose of the paper, and provides a narrative outline of what will follow (i.e., the assignment
criteria).
5. In the body of the paper, discuss the scenario in relation to HIPAA, leg.
Nurse Practitioner Diagnosis- Chest Pain.
SOAP
S-Subjective
O-Objective
A-Assessment
P-Plan
One Page Only
Please use attachment only. Copy and paste it into *SOAP*
I OSCE1-Chest Pain attached and copy and paste into the temple.
.
NURS 6002 Foundations of Graduate StudyAcademic and P.docxhoney725342
NURS 6002: Foundations of Graduate Study
Academic and Professional Success Plan Template
Prepared by:
<INSERT NAME>
Professional Development
Statement of Purpose
My main objective is to complete my master’s degree so as to qualify as a psych nurse practitioner. My focus is to learn how I can apply the knowledge I have gained from this program in delivering high-quality patient care. Consequently, I have developed several goals that I need to achieve so that they can help me in meeting y main objective.
Curriculum Vitae for Psych Nurse
PROFESIONAL BACKGROUND
Graduate in Psych Nursing from Warren University with experience of more than two years in nursing practice. Skill as a youth coach, identifying problems, and applying the most appropriate techniques for each case. Collaborator, team worker, with a good relationship with patients and experienced in preparing patient care programs.
COMPETENCES
-Diagnosis of problems.
-Direct interventions.
-Consultation and treatment.
-Development of programs.
-Easy for personal relationships.
-Collaborative team worker.
-Experience with students with special needs.
-Good adaptation to different tasks.
EXPERIENCE
· John Hopkins Hospital Practice in Psych Nursing from January 2017 to the present
· One-time actions with conflictive patients in crisis situations.
· Preparation of intervention projects in the hospital environment for patients at risk of social exclusion.
TRAINING
· Degree in Psych nursing. Walden University
CERTIFICATES
SOCIAL WORK
· Volunteer in Walden community working with minors in areas of social exclusion.
LANGUAGES
· English
SKILLS VOCATION
· Service.
· Responsibility and seriousness.
· Pharmacology knowledge.
· Ability to work under pressure and in emergency situations.
· Knowledge of nutrition and psychology.
· Resolute person.
· dealing with older adults and children.
· Extensive use of computer tools.
Professional Development Goals
The first thing that should be noted is that psych nursing is a recent academic option, which is highly relevant that more people are trained in it and help to broaden and deepen the scientific foundation of the care it offers. Although the psych nurses are already able to carry out different activities without the need for another health professional to indicate them, it is important that they can acquire greater independence so that their contribution is even greater, which is my first professional development goal. Therefore, the degree in psych nursing must be strengthened, with studies and evidence that allow the framework of the work of those who practice it to grow and, in turn, encourage its professionals to intervene promptly to avoid complicating the medical situation of a patient.
I would like to be supportive, have a vocation for service, be responsible, and be organized. It is these basic qualities that will allow me to develop a nursing career. The organization and responsibility would be oriented there because the nurse, by nat.
Nurse workforce shortage are predicted to get worse as baby boomers .docxhoney725342
Nurse workforce shortage are predicted to get worse as baby boomers age and healthcare needs increase (AACN, n.d.). Registered nurse openings increase as nurses are retiring and leaving the workforce for various reasons such as burnout (AACN, n.d.). Enrollment increases to nursing educational programs does not meet the demand for nurses (AACN, n.d.). Nursing leader interventions that will impact the shortage is a focus on retention of nurses, attention to safe staffing ratios, and attention to quality care.
.
Now, for the exam itself. Below are 4 questions. You need to answer .docxhoney725342
Now, for the exam itself. Below are 4 questions. You need to answer 2 of them with a mix of your ideas, quotes from the text, and some secondary research (non-Wikipedia, non-Litcharts). I am looking for about 5 pages for both mini-essays combined. The due date will be April 9 by 11:59pm. No extensions.
Questions:
1. Often we attribute cowardice for Hamlet’s lack of action in the face of an obvious call for revenge. Is there some other way to view Hamlet the character?
2. The death of Ophelia comes as a result of the dual grief for the loss of her father and the loss of her true love . Why would you say that Hamlet reacts so radically different to the same circumstances?
3. What would you say is the horror that Kurtz sees in his mind’s eye moments before his death? Is it simply a late late condemnation of colonialism?
4. Marlowe’s lie in Chapter 3 has been written about to death in academic circles. Gather two analytical interpretations of the lie and offer me another way of looking at this climactic moment.
.
Nur-501-AP4- Philosophical and Theoretical Evidence-Based research.docxhoney725342
Nur-501-AP4- Philosophical and Theoretical Evidence-Based research
Watson’s philosophy and science of caring has four major concepts: human being, health, environment/society, and nursing Butts & Rich, 2015). In Watson’s view, the disease might be cured, but illness would remain because, without caring, health is not attained. Caring is the essence of nursing and connotes responsiveness between the nurse and the person; the nurse co-participates with the person. Watson contends that caring can assist the person to gain control, become knowledgeable, and promote health changes.
According to Watson (2009), the core of the Theory of Caring is that “humans cannot be treated as objects and that humans cannot be separated from self, other, nature, and the larger workforce.” Her theory encompasses the whole world of nursing; with the emphasis placed on the interpersonal process between the caregiver and care recipient. The theory is focused on “the centrality of human caring and on the caring-to-caring transpersonal relationship and its healing potential for both the one who is caring and the one who is being cared for” (Watson, 2009). The structure for the science of caring is built upon ten carative factors. Among them are human altruistic values, faith-hope, sensitivity to one’s self or other, trust, human caring relationship, and promotion of self-expression (.
Watson defines Human being as a valued person to be cared for, respected, nurtured, understood, and assisted, in general a philosophical view of a person as a fully functional integrated self. Personhood is viewed as greater than and different from the sum of his or her parts which are mind-body-soul-connection (Butt & Rich 2015)
The personhood concept in Watson theory of caring implies that patients are not all the same. Each person brings a unique background of experiences, values, and cultural perspective to health care encounter. Caring facilitates a nurse’s ability to know a patient, allowing the nurse to recognize a patient’s problem and find and implement individualized solution on the patient’s unique needs.
Knowing the person allows the nurse to avoid assumptions, to center on the one cared for (Keller, 2013). It also gives the nurse to opportunity to assess thoroughly by seeking clues to clarify the issue that the individual is going through.
The concept of personhood also integrates the human caring processes with healing environment, incorporating the life-generating and life receiving processes of human caring and healing for nurses and their patient. The concept put emphasis on developing a caring relationship with the person as a nurse and listen to the person’ stories to fully understand the meaning an impact of the individual’s condition. This information and understanding helps in the development and delivery of individualized patient centered care. The transpersonal caring theory rejects disease orientation to health care and places care before cure. When the .
NU32CH19-Foltz ARI 9 July 2012 1945Population-Level Inter.docxhoney725342
NU32CH19-Foltz ARI 9 July 2012 19:45
Population-Level Intervention
Strategies and Examples
for Obesity Prevention
in Children∗
Jennifer L. Foltz,1 Ashleigh L. May,1 Brook Belay,1
Allison J. Nihiser,2 Carrie A. Dooyema,1
and Heidi M. Blanck1
1Division of Nutrition, Physical Activity, and Obesity, 2Division of Population Health,
National Center for Chronic Disease Prevention and Health Promotion, Centers for
Disease Control and Prevention, Atlanta, Georgia 30341; email: [email protected]
Annu. Rev. Nutr. 2012. 32:391–415
First published online as a Review in Advance on
April 23, 2012
The Annual Review of Nutrition is online at
nutr.annualreviews.org
This article’s doi:
10.1146/annurev-nutr-071811-150646
0199-9885/12/0821-0391$20.00
∗This is a work of the U.S. Government and is
not subject to copyright protection in the
United States.
Keywords
obesity prevention, children, nutrition, physical activity, interventions
Abstract
With obesity affecting approximately 12.5 million American youth,
population-level interventions are indicated to help support healthy
behaviors. The purpose of this review is to provide a summary of
population-level intervention strategies and specific intervention exam-
ples that illustrate ways to help prevent and control obesity in children
through improving nutrition and physical activity behaviors. Informa-
tion is summarized within the settings where children live, learn, and
play (early care and education, school, community, health care, home).
Intervention strategies are activities or changes intended to promote
healthful behaviors in children. They were identified from (a) systematic
reviews; (b) evidence- and expert consensus–based recommendations,
guidelines, or standards from nongovernmental or federal agencies;
and finally (c) peer-reviewed synthesis reviews. Intervention examples
illustrate how at least one of the strategies was used in a particular
setting. To identify interventions examples, we considered (a) peer-
reviewed literature as well as (b) additional sources with research-tested
and practice-based initiatives. Researchers and practitioners may use
this review as they set priorities and promote integration across settings
and to find research- and practice-tested intervention examples that can
be replicated in their communities for childhood obesity prevention.
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NU32CH19-Foltz ARI 9 July 2012 19:45
IOM: Institute of
Medicine
Contents
INTRODUCTION . . . . . . . . . . . . . . . . . . 392
INTERVENTIONS BY
SETTINGS . . . . . . . . . . . . . . . . . . . . . . . 394
Early Care and Education . . . . . . . . . . 394
School . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
Health .
Nurse Working in the CommunityDescribe the community nurses.docxhoney725342
Nurse Working in the Community
Describe the community nurse's roles in assisting individuals, families, and communities. Include what barriers or challenges the nurse would need to overcome to achieve these goals.
Reference: Stanhope, M. & Lancaster, J. (2018). Foundations for Population Health in Community/Public Health Nursing (5 th ed.). Elsevier. (e-Book)
.
nursing diagnosis1. Decreased Cardiac Output related to Alter.docxhoney725342
nursing diagnosis
1. Decreased Cardiac Output
related to Altered myocardial contractility
2.
Risk for Impaired Skin Integrity
related to immobility
3.
Activity Intolerance
related to immobility
4. Risk for Infection related to Inadequate primary defenses: broken skin, traumatized tissues; environmental exposure
5. Risk for Impaired Gas Exchange related to Alveolar/capillary membrane changes: interstitial, pulmonary edema, congestion
6.
Excess Fluid Volume related to
increased antidiuretic hormone (ADH) production, and sodium/water retention.
.
Nursing Documentation Is it valuable Discuss the value of nursin.docxhoney725342
"Nursing Documentation: Is it valuable?" Discuss the value of nursing documentation in healthcare planning. Compare these purposes with the documentation format used in your area of practice. What are potential uses of the data you collect beyond the care of the individual patient?
Please reference Sewell, J. (2016). Informatics & Nursing:
Opportunities & Challenges
(5th ed.) Lippincott, Williams & Wilkins: Philadelphia.
.
NR631 Concluding Graduate Experience - Scope : Project Management & Leadership
(This document must be attached as an appendix to the professional, scholarly paper explaining what you are doing. Include title page, headings, introduction, body of paper, summary and at least three current, relevant references. All information in this form below must be professional, complete sentences in APA format)
Appendix A: Scope Statement
Organization’s Name:
Project’s Name:
Project Manager:
Sponsor(s), Title:
Organizational Priority (High, Medium, Low):
______________________________________________________________________
Mission Statement:
Measureable Project Objectives – (Use 5 W’s and H. Sipes, 2016):
Justification of Project:
Implementation Strategy:
Project Resources – Human and Technical:
Completion Date:
Measures of Success – Include all Metrics:
Assumptions:
Constraints:
APPROVALSPrint or Type NameSignatureDate
Project Manager Approval:
Owner or Sponsor Title and Approval:
This document must be approved by sponsor before submission to Dropbox
Project Scope and Charter
Guidelines and Scoring Rubric
Purpose
This assignment is designed to help students lay the groundwork for their project plans with the help of mentors and professors. The mentor becomes a team member for the project that the student will manage. The student will identify the stakeholders, the project priority, how the measurable goals will be met for a successful project, and who will receive the report of the results of the project. The scope document describes the parameters of the project, including what can and cannot be accomplished and the measurable objectives and outcome measures. The project charter describes and defines the project. When the sponsor signs off on the project, it becomes the document that authorizes the project.
Week 2, you will complete the project scope and charter. Based on the information from the mentor and professor, each student finalizes and completes the project charter and scope documents or statements. The project scope must be approved by your practicum organization. Your mentor should help you obtain approval. Project approval must be received prior to submitting these documents. Appendices are provided for both of these documents in Course Resources.
Due Date: Sunday at 11:59 p.m. MT at the end of Week 2
Total Points Possible: 100
Requirements
1. Complete the Project Scope document, including signatures of approval.
1. Complete the Project Charter document.
1. Documents are attached as appendices to a professional scholarly paper following the guidelines for writing professional papers found in Course Resources.
1. Grammar, spelling, punctuation, references, and citations are consistent with formal academic writing and APA format as expressed in the sixth edition of the manual.
Preparing the Paper
1. All aspects of the Project Scope document must be completed, including signatures.
1. All aspects o.
Number 11. Describe at least five populations who are vulner.docxhoney725342
Number 1
1. Describe at least five populations who are vulnerable to PTSD
2. What are eight DSM5 criteria for PTSD
3. Describe possible signs and symptoms a client experiencing PTSD could exhibit
4. Describe at least five triggers and how they can be manifested in client experiencing PTSD
5. Describe five treatment options for clients experiencing PTSD
Number 2
1) Describe some day to day challenges that face people who are voice hearers
2) Explain the subjective experience of hearing voices that are disturbing
3) Describe cultural humility for people who hear distressing voices through self-reflection, self-awareness and self-critique
4) What other conditions can stimulate or trigger hearing voices in the mind?
.
ntertainment, the media, and sometimes public leaders can perpetuate.docxhoney725342
ntertainment, the media, and sometimes public leaders can perpetuate anxieties about the prevalence of crime, leading to feelings of vulnerability. Was there ever a more innocent, less crime-ridden era? If so, might the country be able to return to this state of perceived safety sometime in the future?
For this Discussion, imagine you are designing the police force of the future. Would you choose to expand or restrict that force’s role? Consider also how your decision might change the public perception of crime and safety.
By Day 3 of Week 2
Post:
To what degree do you think the role of law enforcement
should or should not
expand in the future? Why?
.
Now that you have completed Lesson 23 & 24 and have thought a.docxhoney725342
Now that you have completed Lesson 23 & 24 and have thought about the factors that affect the health of various communities, do the following:
Identify prevalent issues or diseases that affect the health of your community (the specific populations you serve).
Compare and contrast two (2) specific populations in your practice that are affected by the above issue(s) or disease(s) by listing their commonalities and their differences.
Base on the information above, how can you change or refine your practice to meet each community's specific needs?
Your paper should:
be typed doubled-space.
a total of 100 to 200 words (not counting your list of commonalities and differences).
Use factual information.
be original work and will be checked for plagiarism.
have required APA format if references are utilized – type references according to the
APA Style Guide
.
.
nothing wrong with the paper, my professor just wants it to be in an.docxhoney725342
nothing wrong with the paper, my professor just wants it to be in an outline format and also include how this information is relevant to the Saint Leo University Core Values of
Excellence
and
Integrity
in the context of health care policy analysis.
I will attach the original paper that was submitted as well as the guideline that my professor provided me. The topic cannot be changed "Drug enforcement program for WIC".
.
Notes to add to the paperProgrammatic knowledge1 a. Previous c.docxhoney725342
Notes to add to the paper:
Programmatic knowledge:
1 a. Previous collegiate experience as a volunteer from local university, prepare me for different types of position around the athletic department. I handled an event that has loss the creditable with the community. Also they need support from each department.
B. I managed to gather different organization that would allow me to lead them into certain types of ideas. This wave caused local sponsors to volunteer their staff and money to this event.
C.
Please use the the rubric to help you with the assignment.
Thank you
.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. Nurse Education Today 87 (2020) 104348
Contents lists available at ScienceDirect
Nurse Education Today
journal homepage: www.elsevier.com/locate/nedt
Clinical mentors' experiences of their intercultural
communication T competence in mentoring culturally and
linguistically diverse nursing students: A qualitative study
Pia Hagqvista,b, Ashlee Oikarainena, Anna-Maria Tuomikoskia,
Jonna Juntunena, Kristina Mikkonena,⁎
a Research Unit of Nursing Science and Health Management,
University of Oulu, Oulu, Finland b Healthcare Unit, Centria
University of Applied Sciences, Finland
ARTICLE INFO
Keywords:
Clinical practice
Intercultural communication Competence
Cultural and linguistic diversity Nurse
2. Mentor
Student
ABSTRACT
Background: Intercultural communication has become
increasingly important in nursing due to the cross-border
mobility of patients, health professionals and students.
Development of cultural competence continues to be a
challenge, particularly among professionals such as educators or
healthcare providers who work in professions requiring
communication across cultural boundaries. Despite challenges
in nursing education related to cultural diversity, competence in
intercultural communication has been proven to empower
students and to help them grow professionally.
Objectives: The aim of this study was to describe clinical
mentors' experiences of their intercultural commu- nication
competence in mentoring culturally and linguistically diverse
nursing students during completion of their clinical practice.
Design: Qualitative study design.
Participants: The participants were 12 nurses who had
previously mentored at least two culturally and lin- guistically
diverse nursing students.
Methods: Data were collected during spring 2016 using semi-
structured interviews of 12 mentors working in specialized
nursing care at one hospital located in central Finland. Data
were analyzed using deductive-inductive content analysis. The
main concepts of the Integrated Model of Intercultural
Communication Competence were used during the semi-
structured theme interviews and during analysis. These concepts
include empathy, moti- vation, global attitude, intercultural
3. experience and interaction involvement.
Results: Mentors stated that empathy motivates them in the
development of intercultural communication. Mentors
experienced a lack of resources and support from their
superiors, which caused psychological and ethical strain and
reduced mentors' motivation. Mentors openly admitted that they
had experienced fear towards unknown cultures, but that this
fear was reduced through positive mentoring experiences and
cultural en- counters.
Conclusions: Continuous education on intercultural
communication competence could succeed to further de- velop
clinical mentors' mentoring expertise, which could have the
potential to greatly benefit students, patients and staff. Such
education could be designed, implemented and measured for its
effect in collaboration between health care organizations and
higher educational institutions.
1. Introduction
There is an increased demand for cultural competence in
nursing care due to current trends in globalization.
Internationally, the expan- sion of nursing education to
international students has become a common trend (Mikkonen et
al., 2016). The strategic framework for
European cooperation in education and training (2009) states
that education should promote cultural competencies,
democratic values, respect for fundamental rights, as well as
work against all forms of discrimination and to teach young
people to interact positively with their peers from diverse
backgrounds. In the United States, the National Standards for
Culturally and Linguistically Appropriate Services call for
5. professional context, and continuous education on cultural
knowledge (Mikkonen et al., 2017; Oikarainen et al., 2019).
Culturally competent nurses are a necessity in today's
healthcare, they play a critical role in improving health
outcomes and decreasing health disparities. Nurses and nursing
students need to have a deeper under- standing of how to apply
cultural competence while conducting patient assessments and
delivering treatment options (Alpers and Hanssen, 2014). The
development of cultural competence continues to be a
challenge, particularly among professionals such as educators or
healthcare providers who work in professions requiring
communication across cultural boundaries (Oikarainen et al.,
2019). A key assumption of education is that cultural
competence contains cognitive, affective and behavioral
dimensions, which can be developed through partici- pation in
well-designed educational programs (Spitzberg and Changnon,
2009).
In today's cross-cultural world, cross-cultural values are needed
to break down international barriers to practice (Collins and
Hewer, 2014). Culturally and linguistically diverse (CALD)
nursing students have been shown to experience greater
challenges in clinical learning environments than in academic
settings (Mikkonen et al., 2016). Clin- ical practice is an
important part of nursing education through which nursing
students are provided with the opportunity to familiarize
themselves with common nursing tasks and to apply skills and
knowl- edge from theoretical studies into practice (Mikkonen et
al., 2017). Successful communication between the mentor and
the student has been shown to play an important role in
satisfaction, achievement of learning outcomes (Mikkonen et
al., 2016), and maintenance of patient safety (Sairanen et al.,
2012). Effective communication in nursing re- quires
knowledge, a positive attitude, and motivation to develop mu-
tual understanding with others. Competence in intercultural
commu- nication has been proven to empower students and to
6. help them grow professionally (Pitkäjärvi et al., 2012a). It has
been previously re- cognized that mentors have negative
attitudes towards CALD students (Pitkäjärvi et al., 2012a;
Pitkäjärvi et al., 2012b) and that students experience difficulties
in communication with their mentors during clinical practice
(Mikkonen et al., 2016; Mikkonen et al., 2017; Oikarainen et
al., 2018).
Oikarainen et al. (2018) observed that although mentors were
po- sitive in their evaluations of their competence in cultural
diversity in mentoring, they had a tendency to stereotype CALD
nursing students. Mentors reported that language barriers
hindered interaction with CALD students (Oikarainen et al.,
2018). When examining nursing students' outcomes in clinical
learning environments, language and communication were found
to affect students' experiences of cultural discrimination and
limitation of learning opportunities in clinical practices
(Mikkonen et al., 2017). Based on previous studies, we found it
important to address the current gap in knowledge on
intercultural communication by searching to understand
mentors' experiences with CALD nursing students. The aim of
this study was to describe clinical mentors' experience of their
intercultural communication competence in mentoring culturally
and linguistically diverse nursing students during their clinical
practice.
2. Background
Nursing degree programs are commonly provided at the
university or university of applied sciences degree level and
contain a curriculum that requires a total of three to three and a
half years of full-time stu- dies. Following completion of degree
programs, students are awarded a bachelor's degree and are
given the right to practice the nursing pro- fession. According
to the European Union Council Directive (Directive
2013/55/EU), up to 50% of the duration of nursing education
7. should be conducted as clinical practice. In European Union
countries on average, clinical practice is conducted during a
period of 4–5 weeks (Pitkänen et al., 2018; Warne et al., 2010).
While completing clinical practice in clinical learning
environments and being provided with mentoring, nursing
students are able to fulfill their learning outcomes and pro-
gressively deepen their learning experiences (Pitkänen et al.,
2018; Tuomikoski et al., 2019).
Nursing students from European Union countries are offered the
opportunity to go on exchange for a period of three to six
months to a European Union country and/or outside of the
European Union. In European countries where the native
language is not English, nursing students from diverse
backgrounds are provided with the opportunity to complete their
nursing degree in English-language-taught degree nursing
programs. Finland is one of the few European countries that
offers these kinds of programs, which are offered so that both
inter- national and national students study together. Although
the nursing programs are offered in English, students need to
conduct up to half of their education in clinical practice with
patients who speak only Finnish and/or Swedish (Mikkonen et
al., 2017; Pitkäjärvi et al., 2012a).
Nurse educators are on the frontline in educating the next
genera- tion of nurses and have an important role in developing
nursing cur- ricula to withstand international comparison and in
preparing cultu- rally competent nurses of the future (Parcells
and Baernholdt, 2014; Tella et al., 2015). Since clinical practice
takes up to half of nursing education, mentors have great impact
on the experiences of nursing students (Pitkänen et al., 2018). It
was shown in a previous study that mentors are registered
nurses who commonly have no previous edu- cation in
mentoring (Tuomikoski et al., 2019). Good mentorship during
clinical practice has a positive effect on promoting students'
learning and on assisting students in building their own
8. professional identity (Jokelainen et al., 2011; McSharry and
Lathlean, 2017). Mentors of CALD nursing students need to
create positive, culturally appropriate learning environments, a
process that requires resources and support also from other
nurses who work as mentors on the ward (Mikkonen et al.,
2017).
Hawala-Druy and Hill (2012) argue that it is imperative for all
nurse educators to link and bridge cultural competence and to
teach cultu- rally congruent care to future nurses. According to
Garneau and Pepin (2015), cultural competence “involves
knowledge, skills, and know- how that, when combined
properly, lead to a culturally safe, congruent, and effective
action” (pg. 12). Cultural competence is a dynamic and
developmental process, where the nurse is committed to develop
his or her own competence to function better with clients who
come from culturally diverse contexts (Giger and Davidhizar,
2008). Within the Cultural Competence and Confidence model
by Jeffreys (2010), cultural competence is defined as a
multidimensional learning process where cognitive, practical,
and affective dimensions of transcultural self-effi- cacy are
emphasized, that can change over time as a result of for-
malized education and other learning experiences. Cultural
competence can also be described as the ability to work and
communicate effec- tively and appropriately with people
coming from culturally diverse backgrounds (Alizadeh and
Chavan, 2016).
Intercultural communication is key to cultural understanding
and in the ability to value cultural differences (Saint-Jacques,
2011). It in- volves knowledge about other cultures and the
application of appro- priate and effective communication
behaviors (Neuliep, 2015). As a discipline, intercultural
communication seeks to understand how
2
9. P. Hagqvist, et al.
Nurse Education Today 87 (2020) 104348
people from different cultures and social groups interact with
equal terms and respect to their cultural identities and how they
perceive the world around them. Competence in intercultural
communication can support nurses and mentors to understand
communication better with CALD patients and students
(Hawala-Druy and Hill, 2012).
According to Arasaratnam (2012), intercultural communication
unfolds in symbolical intercultural spaces. Communication
between individuals is affected by cultural differences in a way
that would not have been noteworthy in the absence of these
differences. Members who belong to the same thought
community and share the same kind of values and beliefs
communicate relatively seamlessly on the premise of shared
understanding. However, when members of different thought
communities communicate, the differences in their thinking is a
sig- nificant factor that affects communication (Arasaratnam,
2012.)
In this study, we have applied the Integrated Model of
Intercultural Communication Competence (IMICC)
(Arasaratnam et al., 2010). In- tercultural communication
competence is defined using the concepts of empathy,
motivation, global attitude, intercultural experience and in-
teraction involvement within communication. Empathy is
defined as the extent to which one can infer the cognitions and
motivation of another person. Empathy also includes the ability
to accurately sense, perceive and respond to one's personal,
interpersonal and social en- vironment. The concept of
motivation includes interest and anticipation of actual
engagement in intercultural communication. The global atti-
10. tude dimension describes individuals who are open, positive and
have a non-ethnocentric attitude. These individuals show
interest in differ- ences with awareness towards diversity.
Intercultural experience in- volves the actual study of
intercultural communication and studying, working and
traveling abroad. Interaction involvement includes an
individual's interest and effort to talk and understand. It
involves en- gaging in active listening through paying close
attention to the other person's communication (Arasaratnam et
al., 2010).
3. Methods
3.1. Study design
A descriptive qualitative study design using a content analysis
ap- proach. The content analysis approach was applied in order
to under- stand the deeper meaning of nurses' experiences and
the phenomena of intercultural communication competence in
the mentoring of students during clinical practice (Elo and
Kyngäs, 2008). The content analysis approach is commonly
used in critical realist research designs, where the reality of
participants is explained through their own experiences (Tong et
al., 2012). Data were collected through interviews of in-
dividual participants. During the interviews, participants were
provided the opportunity to actively share their own experiences
related to the research aim.
3.2. Data collection
Data were collected in spring 2016 from 12 clinical mentors em-
ployed at one hospital located in central Finland. Among the 12
par- ticipants, nine were female and three were male. Clinical
mentors who met the inclusion criteria for participation in the
study worked in acute nursing care and had previously mentored
a minimum of two CALD nursing students (including
11. international students from English-lan- guage-taught degree
programs, immigrant students studying in Finnish language
degree programs or exchange students). Purposive and snowball
sampling were used to enroll the participants in the study (Polit
and Beck, 2011). Charge nurses provided information on the
study to potential participants. Nurses who agreed to participate
in the study were contacted via email by one researcher (P.H.).
Participants who were recruited into the study suggested
additional potential par- ticipants. Two interviews were
pretested before the main data collec- tion. The
understandability and clarity of the questions were improved
following feedback received during these interviews. The two
inter- views were included in the data because the feedback
received was minor.
Semi-structured theme interviews were conducted. The main
con- cepts of the Integrated Model of Intercultural
Communication Competence were used including the themes of
empathy, motivation, global attitude, intercultural experience
and interaction involvement (Arasaratnam et al., 2010). The
themes were used as main topics with open questions provided
by the interviewer without controlling parti- cipants in the
sharing of their experiences. Interviews were conducted in
locations most convenient to the participants. Eight interviews
were held at the hospital where the participants were employed
and the re- maining four interviews were held at a local café
and a public library. The interviews varied from 40 min to 75
min in length. Eleven inter- views were held in Finnish and one
in Swedish. Data saturation was reached after twelve interviews
were completed. The data were tran- scribed word for word into
a document in Microsoft Word.
3.3. Data analysis
Data were analyzed using qualitative content analysis (Elo and
12. Kyngäs, 2008). Three main stages were followed during
qualitative content analysis: preparation of the data,
organization of the data and reporting of the results. A
deductive approach guided the analysis during the preparation
stage, and data was transformed into a classi- fication matrix
according to the five chosen concepts (empathy, moti- vation,
global attitude, intercultural experience and interaction in-
volvement) from the IMICC theoretical framework
(Arasaratnam et al., 2010). Following this, the analysis
continued using an inductive ap- proach within the matrix
containing the five main themes from Arasaratnam et al. (2010)
theoretical model. The data was then orga- nized into meaning-
units, which represented one sentence or one phrase. The
meaning-units were combined into 951 codes, 259 sub-
categories, 44 generic categories and 14 main categories. The
cate- gories were named based on the content of the collected
data. The analysis process was conducted by one researcher
(PH) and con- tinuously verified with another researcher (KM)
to maintain double coding and accuracy, and to increase the
trustworthiness of the results.
3.4. Ethical considerations
This study was conducted according to the standards of good
and ethical practices in scientific research. Research permission
was ob- tained from the participating hospital prior to
conducting the inter- views. All participants gave written
informed consent to participate in the study at the beginning of
the interview. The participants were in- formed about the
benefits of the study, guaranteed confidentiality and autonomy
to remove themselves from the study at any point in time
(Stang, 2015). Data from the interviews were stored as secured
com- puter files which were accessible only to one researcher
(PH). The re- cords and notes will be permanently deleted after
the research project has been completed.
13. 4. Results
The main themes defining clinical mentors' intercultural
commu- nication competence in mentoring CALD nursing
students are described through the main categories presented in
Table 1.
4.1. Empathy
Clinical mentors had a caring and empathic approach towards
CALD nursing students during mentoring. Empathy was seen as
part of men- tors' personality, but also as a skill gained through
nursing education and work experience. Mentors felt that CALD
nursing students need more empathy from mentors than national
students. One interviewee
3
P. Hagqvist, et al.
Nurse Education Today 87 (2020) 104348
Table 1
Main categories of data analysis according to the themes of the
Integrated Model of Intercultural Communication Competence
(IMICC).
Main themes of IMICC model
Empathy
Motivation
Main categories
14. Mentors' caring and empathic approach towards CALD students
strengthens mentors' mentoring competence
Cultural and linguistic diversity influences mentors' empathy
towards CALD students
Motivation in cultural diversity and students' active approach in
learning
Mentors' competence relating to motivation to mentor CALD
students
Lack of resources and support influences motivation to mentor
Mentors' experiences of prejudice and racism that CALD
students face
Mentoring CALD students as a way to enhance cultural
knowledge in nursing
Mentoring CALD students contributes to enhanced competence
in intercultural communication
Mentors' intercultural communication competence is supported
by continuous education and free time activities
Mentors' international experiences enhances their mentoring of
CALD students
Mentors' cumulative intercultural communication competence is
developed in clinical practice and through the mentoring of
CALD students
Mentors work as cultural interpreters for students, patients and
for the working community
Cultural, linguistic and ethical challenges of communication in
15. the mentoring of CALD students
Categories
Characteristics of personal empathy (Nr 1,2,3,4,5,7,8,9,10,12)
Caring and empathic mentoring (Nr 2,3,5,7,8,9,10,12)
Gaining skills in empathy during professional growth (Nr
1,2,3,5,7,8,9,10,12) Empathy as a motivating aspect to develop
one's own mentoring (Nr 3,4,5,7,8,10,12)
The linguistic challenges of realization of empathy in mentoring
(Nr 1,2,3,4,5,6,7,11,12)
Cultural diversity causes unempathetic behavior by other
colleagues (Nr 1,4,8,10,11,12)
Students' culture and linguistic skills motivates mentors (Nr
1,2,4,5,7,8,9,10,12) Students' own role in learning motivates
mentors (Nr 1,2,4,5,6,7,8,9,10,11) Students' passiveness and
lack of motivation in learning reduces mentors' motivation (Nr
1,2,3,4,5,6,7,8,9)
Positive feedback and success in mentoring (Nr
2,5,7,8,10,11,12)
Mentor's competence (Nr 1,3,7,8,9,12)
Mentors' attitudes towards international degree programs (Nr
1,3,4,6,10,11)
Psychological and ethical dilemmas in mentoring due to the lack
of support and knowledge (Nr 2,3,4,5,8,9,10,11,12)
Uneven distribution of resources for mentoring (Nr
16. 1,2,3,5,6,8,10,11)
Fears and attitudes towards unknown cultures (Nr
2,3,4,6,7,8,10,12) Racist attitudes of colleagues towards CALD
students (Nr 2,4,6,8,10,12) Social media and press affect
attitudes towards CALD students (Nr 1,3,4,5,6,8,9,10,12)
Effect of increasing migration on general attitudes towards
CALD students (Nr 1,2,3,4,6,7,8,10,11)
Mentors' positive attitude of learning about the students' culture
(Nr 1,3,5,7,8,9,10,11,12)
Mentors experience mentoring students from different cultures
as enriching (Nr 1,2,3,4,6,7,9,10,12)
Mentors' learning experiences of the nursing cultures of
different countries (Nr 1,2,3,4,5,6,7,9)
Mentors gain learning experiences in cultural interaction and
communication in mentoring (Nr 1,2,3,4,5,6,7,8,9,10,11,12)
Mentors recognize the students' individual cultural
communication (Nr 1,3,4,5,6,7,8,10,12)
Mentors' experience of recognizing their own bias towards
different cultures (Nr 1,2,3,6,7,8,9,10,12)
General nursing education provided mentors' with only limited
knowledge on cultural competence (Nr 2,3,4,5,6,7,8,9,10,11)
Cultural competence gained from continuous education (Nr
1,3,4,5,6,7,8,10,12) Cultural experiences gained through
traveling and free time activities
(Nr 2,3,5,6,9,10,11,12)
17. Mentors' working and studying experience from abroad (Nr
1,7,8,12)
Mentors' international experience enhances cultural diversity in
communication (Nr 1,7,8,12)
Increase of cultural diversity in nursing practice (Nr
2,3,5,6,7,10) Increase of cultural diversity in mentoring (Nr
2,3,4,5,6,9,10,11,12)
Mentors' experiences cultural interaction in working life of
nursing (Nr 1,2,3,4,5,6,7,12)
Mentors' experiences of intercultural communication issues with
students and patients (Nr 1,2,3,4,5,6,7,8,9,10,11,12)
Mentors experience linguistic challenges in mentoring and in
the evaluation of CALD students learning outcomes (Nr
1,2,3,4,5,6,7,8,9,10,11,12)
Mentors experience ethical and cultural challenges in the
evaluation process of CALD students (Nr
2,3,4,5,6,8,9,10,11,12)
Mentors' foreign language skills facilitates communication with
student (Nr 1,2,3,4,7,8,12)
Mentors experience students' language skills and desire to learn
Finnish as a promoting aspect for the good mentorship (Nr
1,2,3,4,5,6,7,8,9,10,11,12)
Global attitude
Intercultural experience
18. Interaction involvement
4
(continued on next page)
P. Hagqvist, et al. Table 1 (continued)
Main themes of IMICC model
Nurse Education Today 87 (2020) 104348
Main categories
Mentors' receive rich learning experiences that enhance their
intercultural communication in mentoring
Categories
(Nr 8) expressed: “Students are that age where they are like my
own children or even younger. Mentoring should include
motherly empathy. With international students, you should think
that their mother is far away. If I think of myself as a self-
taught mentor, it was in the early stages of my nursing career
that I thought that these students here are now the ones I should
pass the knowledge and skills that I had learned to, but now my
mentoring may have become motherly.” Mentors stated that
empathy is a motivating factor for them to develop their
mentoring competence and improve their intercultural
communication. They were aware of their lack in theoretical
knowledge of cultural competence in mentoring. The impact of
communication and cultural diversity on empathy in men- toring
was stated by mentors as a challenge. Mentors also faced chal-
19. lenges related to difficulties in communication, with how time-
con- suming and burdening mentoring was, and at times were
faced with students who had weak commitment to the clinical
practice. Mentors reported that they lacked empathetic support
from their colleagues and that they had experienced receiving
negative feedback from them about students.
4.2. Motivation
Students' cultural and linguistic background and active approach
to learning affected the motivation of mentors. Mentors also
stated that their experiences of challenges related to
intercultural communication and students' poor Finnish
language skills reduced their motivation to mentor. Mentors'
motivation to mentor CALD students was enhanced when they
received feedback and felt that they had good mentoring
competence. Additionally, successful mentoring experiences
with stu- dents motivated mentors to improve their mentoring
competence. According to the results, students' willingness to
learn strongly im- pacted mentors' motivation. One interviewee
(Nr 6) shared: “It motivates me if the student gives me the
impression that she wants to learn. That she is genuine, asks
questions, and comes with me. But then if the student is passive
and just comes along but shows no interest, you really get the
feeling that how is this going to work. You just want that
practice to be over with.” Mentors felt that incentives for
mentoring in the English language would succeed to motivate
other nurses to agree to mentor CALD stu- dents. They had
experiences of compensation for mentoring being un- evenly
distributed which affected their motivation to mentor. Although
mentors were motivated to mentor and guide students as they
learned about health care, clinical nursing and developed skills
in the Finnish language, they felt burdened with issues arising
from their leaders. During mentoring, mentors experienced a
lack of resources, knowledge and support from superiors,
colleagues and nurse educators, which caused a psychological
20. and ethical dilemma for mentors and reduced their motivation.
Ethical dilemmas arose from mentors' experiences that CALD
students were not given equal learning opportunities due to
language barriers with patients and lack of time and resources
for mentoring. Mentors felt that they are not able to resolve this
issue, which negatively impacted their motivation.
Mentors' experience that CALD students are active listeners
who observe the mentors' interaction (Nr 1,3,5,7,8,9,10,11,12)
Mentors apply their own communication competence to
facilitate the understanding of CALD students (Nr
1,2,3,4,5,6,7,8,9,10,11,12)
Mentors' experiences of non-verbal communication as a
dominant form of communication in student mentoring (Nr
4,5,6,10,11)
Mentors experience that they lack the intercultural
communication competence needed to interpret CALD students
(Nr 2,4,5,6,9,10,11)
4.3. Global attitude
Mentors reported that CALD students experience prejudice and
ra- cism during clinical practice. Mentors openly admitted that
they themselves had experienced fear towards unknown
cultures, but this fear was reduced through positive mentoring
experiences, cultural en- counters and cultural knowledge.
Mentors were concerned for CALD students when they had to
face people on the working units with racist attitudes, especially
when they faced nurses who refused to mentor these students.
Mentors recognized the impact of the economic situa- tion and
the rise in immigration on the attitudes of staff towards
mentoring. They also discussed the effects of certain debates in
the press and on social media. Mentors expressed a positive
21. attitude to- wards learning and felt that the mentoring of CALD
students was a resource through which they could learn more
about cultures. The opportunity to experience different nursing
cultures during mentoring was seen as an enriching factor.
Interviewee (Nr 6.) replied: “When we had these exchange
students on the ward, it was such a rich learning ex- perience to
be able to compare their way of doing things, how things are
done in their countries and how we do them here in Finland. I
remember when we were reflecting together on how different
our worlds are.” According to the results, the mentoring of
CALD students shaped mentors' attitudes and contributed to
their skill development in intercultural communication. Mentors
were able to receive various learning experiences related to
intercultural communication during mentoring.
4.4. Intercultural experience
Mentors stated that their intercultural communication skills
devel- oped through continuous education and their personal
free time ac- tivities. Mentors felt that nursing education had
limited contribution on their development of cultural
competence. Interviewee (Nr 10) replied: “There was nothing
about different cultures in my education. I graduated in the
beginning of the 1980s. There was not a single foreigner, not a
nurse, a student, or a patient from another culture. Then later on
there were refugees or immigrants as patients. There was one
nurse visiting us from the Arab Emirates and he had some
experience from working there. These things were nice to listen
to, but that was the only time.” Mentors with international and
intercultural experience stated that this experience had a
positive impact on their intercultural communication skills with
CALD students. Mentors with experience working and studying
abroad replied that this intercultural experience had given them
the courage to communicate effectively in mentoring and the
ability to understand cultural diversity in communication. Due
to an increase in cultural diversity in nursing, mentors stated
22. that they had cumulatively gained intercultural com- munication
skills through mentoring CALD students during clinical
practice. Mentors' working experience increased their
intercultural skills and motivated them to develop their cultural
competence.
4.5. Interaction involvement
According to the results, mentors acted as cultural interpreters
for CALD nursing students, patients and for the working
community.
5
P. Hagqvist, et al.
Nurse Education Today 87 (2020) 104348
Mentors reported that they teach students about issues related to
nur- sing culture and cultural interaction in working life.
Mentors reported experiencing issues between students and
patients related to inter- cultural communication, for example,
the need to provide details on the students' cultural and
linguistic backgrounds to elderly patients who were not
accustomed to cultural diversity at the hospital. The results
indicated that the mentoring of CALD students increased
mentors' in- tercultural communication skills because mentors
received enriching learning experiences in intercultural
communication during mentoring and they learned to recognize
students' cultural backgrounds and in- dividuality in cultural
interactions. Mentors described that during mentoring they
processed their own personal stereotypic attitudes and fears, and
also those of other people on the working unit. Mentors ac-
knowledged cultural, linguistic and ethical challenges of
communica- tion during the mentoring and evaluation of CALD
students. Mentors experienced linguistic challenges when
23. communicating in a foreign language and trying to ensure
common understanding during men- toring and the evaluation
process. Mentors also experienced ethical and cultural
challenges during the evaluation process because they lacked
clear instructions on how to apply evaluation criteria to the
evaluation of students' learning. Interviewee (Nr 6) replied: “If
I have an interna- tional student, or at least I feel so, that there
is this assumption, that I need to handle these students more
tenderly and not be so strict with them like with Finnish
students. But I try to mentor all of my students with the same
criteria and with the same demands for basic things, same rules
for everyone.”
Mentors' good foreign language skills facilitated communication
between CALD students and mentors. Students' language skills
and their desire to learn Finnish was seen to promote a
successful student-mentor relationship in mentorship. Mentors
had experiences of CALD students being active listeners and
observers of the mentors' interaction during the clinical
practice. Mentors stated that they adapt their own com-
munication style during mentoring in order to facilitate common
un- derstanding between the student and the mentor by avoiding
the use of dialects and by speaking slowly and clearly. They
learned that non- verbal communication becomes the dominant
form of communication in the mentoring of students in
situations where the common language is missing. However,
mentors experienced a lack in their intercultural communication
skills to interpret CALD students' nonverbal commu- nication in
mentoring.
5. Discussion
This study applied the integrated model of intercultural commu-
nication competence by Arasaratnam et al. (2010) to the context
of the mentoring of CALD nursing students during their clinical
practice. This study aimed to describe clinical mentors'
24. experiences of their inter- cultural communication competence
in mentoring. It has been pre- viously shown that there is a need
for more research regarding the mentoring of CALD nursing
students in nursing education (Mikkonen et al., 2017; Pitkäjärvi
et al., 2012a) to create culturally safe learning environments for
students by avoiding misunderstandings caused by poor
intercultural communication (Sairanen et al., 2012) and to im-
prove the quality of mentoring (Jokelainen et al., 2011).
Mentors with international experience were more empathetic to-
wards the CALD students and had a wider understanding of the
cultural effects of communication. These findings are consistent
with Arasaratnam et al. (2010) regarding a positive significant
correlation between empathy and intercultural communication
competence. Ability to empathize is shown to be important in
mentoring because it promotes motivation to communicate and
engage in active listening, which in turn results in perception of
intercultural communication competence (Arasaratnam et al.,
2010). Clinical mentors are seen as role models for CALD
students and known to be supportive, having the ability to be
empathetic and hold nursing in high regard (Montenery et al.,
2013).
Mentors experienced higher motivation when students took an
active approach to learning and showed courage in
communicating with staff and patients despite the existence of a
certain level of lan- guage barriers. In previous studies, it was
observed that there is con- tradiction between mentors'
evaluation of their competence in men- toring nursing students
(Tuomikoski et al., 2019) and students' experiences of clinical
learning environment and mentoring (Pitkänen et al., 2018).
Mentors evaluated their competence highly, whereas students
evaluated their clinical learning environment and mentoring at
the satisfactory but not at the excellent level. (Izadinia, 2016;
Moked and Drach-Zahavy, 2016). The role of students is highly
25. emphasized in clinical learning, especially their language
competence and ability to speak the language of the country
they study in Mikkonen et al. (2016a). However, students are in
a vulnerable position when they come to learn in clinical
learning environments and highly depend on their mentors, and
are significantly impacted by how mentors approach them.
Pitkäjärvi et al. (2012a, 2012b) recognized that nurses' attitudes
had positive influence upon students' motivation to overcome
barriers in language and in their learning.
In this study, lack of resources and support influenced mentors'
motivation to mentor. In a previous study by Jeong et al.
(2011), it was shown that mentors were not provided with
resources to take care of mentoring duties in clinical learning
environments by the hospital and/ or leadership, but rather had a
full workload having to take care for their patients and mentor
students at the same time. Carlson (2013) stated that it is
difficult to reduce the workload of mentors meaning that they
often have to balance patient care with the demands of mentor-
ship, leading to feelings of stress and inadequacy. Such
pressures create ethical dilemma for mentors. In our study,
mentors experienced psy- chological and emotional pressure
from colleagues and organizations such as the hospital and
higher education institution. Cassidy et al. (2017) emphasize
that leaders and educators take team responsibility for the
clinical practice of nursing students. According to the results of
our study, mentors also experienced pressure related to their
mentoring competence and experienced ethical challenges to
pass a student with less-demanding evaluation criteria and
would have liked to receive more support of their team. Cultural
diversity encompasses ethical ac- ceptance and respect, which
means understanding and recognizing each individual's
uniqueness with individual differences. The Code of Ethics for
Nurses set by the International Council of Nursing (ICN, 2012,
2013) states that inherent in all nursing is a respect for human
rights, in- cluding cultural rights, to dignity and to be treated
26. with respect. This can be applied to the mentoring of CALD
students. According to our findings, mentors had the
competence to identify the need to promote a more culture
sensitive evaluation process during clinical practices, but they
lacked sufficient resources.
In this study, mentors shared their fears related to CALD
students experiencing discrimination on the ward and of them
not feeling ac- cepted by staff in the learning environment.
Pitkäjärvi et al. (2012a, 2012b) and Mikkonen et al. (2017) had
similar findings indicating that language barriers and staff
attitudes towards students played a major role in whether the
clinical practice experience would be positive or negative.
However, mentors in this study recognized the changing so-
ciety and international mobility, especially visible among
patients and the global demand for nurses. The global demand
for nurses is fueled by an aging population and nursing
workforce, a shrinking applicant pool, unfavorable work
environments, the increasing complexity of health care delivery,
and international nurse migration (Ford and Stephenson, 2014;
Nichols et al., 2010). The increasing number of immigrants in
the European Union has the potential to become a future asset
that can be used to address the shortage of social- and health
professionals (Bhopal, 2014). The World Health Organization
recommends preparing for the growing number of aging
population by ensuring that the future nurses have the
competencies needed to provide high-quality and effective care
to older patients (Buchan et al., 2017). Nursing curriculums
need to include competencies related to healthy aging in the
curriculum of all health professions students. This includes also
competencies around
6
P. Hagqvist, et al.
27. Nurse Education Today 87 (2020) 104348
communication and empowerment, interprofessional practice
and cul- tural competence (Buchan et al., 2017).
In our study, mentors with intercultural experience had an in-
creased level of cultural competence and cultural knowledge.
They also acknowledged the need to update their cultural
competence through continuous education. Alpers and Hanssen
(2014) emphasize that nurses are not able to develop sufficient
cultural competence solely through working experience, but that
there is a need to provide nurses with continuous cultural
competence education. However, mentors with intercultural
experience had linguistic boldness to communicate and to
clarify unclear issues with CALD nursing students. Moulder
(2011) stated that development of cultural competence is linked
to the amount of cultural encounters a person has experienced
and the length of their clinical experience. Shen (2014) reported
similar findings based on their study, and they recognized that
cultural encounters are an important domain of cultural
competence along with cultural sensi- tivity, awareness, skill,
communication and knowledge.
Mentors who participated in this study experienced challenges
re- lated to intercultural communication in mentoring and in
under- standing CALD students' nonverbal communication.
However, mentors also received rich learning experiences that
enhanced their intercultural communication in mentoring.
Mentors observed and recognized dif- ferences in the
communication of CALD students compared to native nursing
students. Mentors were able to develop their intercultural
communication skills during the mentoring of students. Mentors
de- scribed their own personal biases and stereotypes related to
different ethnic groups or cultural backgrounds during
mentoring. This kind of stereotyping was also reported in
Oikarainen et al. (2018) where mentors reported having a
28. tendency to stereotype CALD students during their clinical
practice. ICN (2013) strongly emphasizes the de- velopment of
nurses' cultural and linguistic competence by under- standing
and responding effectively to linguistic needs faced in health
care encounters. When interacting with clients and students
from cul- turally or linguistically diverse groups, mentors need
to be able to re- cognize the extra steps that may need to be
taken to ensure interven- tions are sensitive to the client's
cultural and linguistic needs. Employers should provide all
mentors with an appropriate orientation to ensure they have the
competence to address the cultural and lin- guistic needs of
their client and student groups (ICN, 2013).
6. Conclusion
It is evident that there is a need to educate clinical mentors in
order to increase their competence in intercultural
communication in men- toring. Continuous education could
succeed to further develop clinical mentors' mentoring
expertise, which could greatly benefit students, patients and
staff from cultural and linguistic diversity backgrounds. Such
education could be designed, implemented and measured for its
effect in collaboration between health care organizations and
higher educational institutions. Providing intercultural
experiences for nurses could be beneficial in the process of
building their intercultural com- munication competence, a
process that requires face-to-face encounters with other
cultures. Providing mentors with further education on the
evaluation and reflection of CALD and national nursing
students can provide structure and tools for mentors to use in
daily mentoring practice. Finally, we suggest that health care
leadership and higher education institutions together develop
clear collaborative strategies on how to enhance the quality of
mentoring CALD students by building positive attitudes in staff
members towards cultural and linguistic di- versity.
29. Funding
Declaration of competing interest
None.
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