Mixer Sandra J
Middle Tennessee State University, Murfreesboro, TN, USA.
Contemp Nurse. 2008 Apr;28(1-2):23-36. doi: 10.5172/conu.673.28.1-2.23.
As the world becomes increasingly multicultural, transcultural nursing education is critical to ensuring a culturally competent workforce. This paper presents a comprehensive review of literature and results of an ethnonursing pilot study using the Culture Care Theory (CCT) to discover how nursing faculty teach culture care. The literature revealed that despite 50 years of transcultural nursing knowledge development through theory, research and practice, there remains a lack of formal, integrated culture education in nursing. The importance of faculty providing generic and professional care to nursing students and using an organising framework to teach culture care was discovered. Additionally, care was essential for faculty health and well-being to enable faculty to teach culture care. This unique use of the theory and method demonstrates its usefulness in discovering and describing the complex nature of teaching culture care. Larger scale studies are predicted to further substantiate the CCT, building the discipline of nursing.
随着世界变得越来越多元文化，跨文化护理教育对于确保具备文化胜任力的劳动力至关重要。本文对文献进行了全面综述，并呈现了一项民族护理学试点研究的结果，该研究运用文化照护理论（CCT）来探究护理教师如何教授文化照护。文献显示，尽管通过理论、研究和实践在跨文化护理知识方面已经发展了50年，但护理领域仍缺乏正式的、综合的文化教育。研究发现了教师为护理学生提供一般护理和专业护理以及使用一个组织框架来教授文化照护的重要性。此外，关怀对于教师的健康和幸福至关重要，以便教师能够教授文化照护。该理论和方法的这种独特应用证明了其在发现和描述教授文化照护的复杂本质方面的有用性。预计更大规模的研究将进一步证实文化照护理论，从而推动护理学学科的发展。
