Walsh Linda V, DeJoseph Jeanne
School of Nursing, University of San Francisco, San Francisco, California 94117-1080, USA.
J Nurs Educ. 2003 Jun;42(6):266-72. doi: 10.3928/0148-4834-20030601-09.
Health care providers in the United States are faced with delivering care to an increasingly diverse population. Nursing leaders and their respective organizations long have recognized the need to prepare nurses who understand the effects of the growing global community. Inclusion of cultural content in theory courses and clinical assignments in diverse settings are two ways to increase student nurses' cultural competency. This study explored the experiences of nursing students and faculty mentors who sought to increase their cultural competence through participation in a short-term immersion learning project in Central America. Analysis of data gathered through interviews and journal entries identified three themes--being "other," "I was already a nurse," and expanding my worldview.
美国的医疗保健提供者面临着为日益多样化的人群提供护理的任务。护理领导者及其各自的组织早就认识到有必要培养了解全球社区不断发展所带来影响的护士。将文化内容纳入理论课程以及在不同环境中的临床任务，是提高护生文化能力的两种方式。本研究探讨了护理专业学生和教师导师通过参与中美洲的短期沉浸式学习项目来提高其文化能力的经历。通过对访谈和日志条目中收集的数据进行分析，确定了三个主题——成为“他者”、“我已经是一名护士”以及拓展我的世界观。
