澳大利亚护理专业学生在普遍多元取向方面的差异。
Differences in universal diverse orientation among nursing students in Australia.
作者信息
Salamonson Yenna, Everett Bronwyn, Andrew Sharon, Koch Jane, Davidson Patricia M
机构信息
School of Nursing, College of Health & Science, University of Western Sydney, Campbelltown Campus, Building 7, Locked Bag 1797, Penrith South. DC 1797, New South Wales, Australia.
出版信息
Nurs Outlook. 2007 Nov-Dec;55(6):296-302. doi: 10.1016/j.outlook.2007.07.005.
With globalization and intensified migration, an attitude of awareness and acceptance of both similarities and differences among people-known as universal-diverse orientation (UDO)-is a positive benefit that students may bring to a nursing program. Using a cross-sectional survey design, this study measured students' UDO using the Miville-Guzman Universality-Diversity Scale-Short Form (M-GUDS-S). Among 816 nursing students, those born in a non-English-speaking country had higher M-GUDS-S scores (P < 0.001), and those who spoke both English and non-English at home had consistently higher scores in all three M-GUDS-S subscales. However, those who never spoke English at home had low scores in the "Comfort with Differences" subscale if they had lived in Australia for only a few years. Nursing students from a non-English-speaking background could potentially enrich cross-cultural educational experiences for all students, but students who have recently settled in Australia may need support to feel a sense of connectedness.
随着全球化和移民的加剧，一种对人们之间异同的认知和接纳态度——即所谓的普遍-多元取向（UDO）——是学生们可能给护理专业带来的一项积极益处。本研究采用横断面调查设计，使用米维尔-古兹曼普遍性-多样性量表简版（M-GUDS-S）来测量学生的UDO。在816名护理专业学生中，出生在非英语国家的学生M-GUDS-S得分更高（P < 0.001），在家中既说英语又说非英语的学生在M-GUDS-S的所有三个子量表中得分始终更高。然而，如果那些在家中从未说过英语的学生只在澳大利亚生活了几年，他们在“对差异的舒适度”子量表中的得分较低。来自非英语背景的护理专业学生有可能丰富所有学生的跨文化教育体验，但最近刚到澳大利亚定居的学生可能需要支持以获得归属感。
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