Momeni Pardis, Jirwe Maria, Emami Azita
Department of Neurobiology, Care Sciences and Society, Division of Nursing, Karolinska Institutet, Stockholm, Sweden.
Scand J Caring Sci. 2008 Dec;22(4):499-506. doi: 10.1111/j.1471-6712.2007.00554.x.
Research has shown that majority of nurses feel that they lack relevant knowledge about immigrant's cultural backgrounds, and therefore, feel incompetent in providing these patients with good care. Last year alone, 4520 nursing students graduated from nursing schools throughout Sweden. Later on, they will meet and treat people from diverse cultural backgrounds and consequently, it is crucial that their educational training prepares them for their future work in a multiethnic society. The aim of this study was to investigate whether the nursing curricula in Sweden's nursing schools provide students with the necessary tools for becoming culturally competent. The present study was based on two main questions: (i) Do the present educational plans and courses provide nursing students with the opportunity to become culturally competent? (ii) How do the contents of the educational plans match the contents of the course plans? The study was conducted using a quantitative documentary analysis, where the authors analysed the curricula of 26 nursing schools in Sweden and then compared them to the theoretical frame of reference 'The Process of Cultural Competence in the Delivery of Healthcare Services', a model written by Campinha-Bacote. The results showed that 69% (18/26) had included the concept of culture in their educational plans, whereas 77% (20/26) had included this in their courses. In all, 15% (78) from a total of 504 curricula had included the concept of culture in some way or another. However, the analysis found that only three schools provided students with specific training on the topic. Conclusively, the results showed that nursing students were not prepared for their work in a multiethnic society and nursing education in Sweden has failed to implement existing research into the nursing curricula.
研究表明，大多数护士认为自己缺乏有关移民文化背景的相关知识，因此，觉得自己没有能力为这些患者提供良好的护理。仅去年一年，瑞典各地就有4520名护理专业学生从护理学校毕业。后来，他们将会接触和治疗来自不同文化背景的人，因此，至关重要的是，他们所接受的教育培训要让他们为在多民族社会中的未来工作做好准备。本研究的目的是调查瑞典护理学校的护理课程是否为学生提供了成为具有文化胜任力的必要工具。本研究基于两个主要问题：（i）目前的教育计划和课程是否为护理专业学生提供了成为具有文化胜任力的机会？（ii）教育计划的内容与课程计划的内容匹配程度如何？该研究采用定量文献分析方法进行，作者分析了瑞典26所护理学校的课程，然后将其与坎皮尼亚 - 巴科特撰写的理论参考框架《医疗服务提供中的文化胜任力过程》这一模型进行比较。结果显示，69%（18/26）的学校在其教育计划中纳入了文化概念，而77%（20/26）的学校在其课程中纳入了这一概念。在总共504个课程中，有15%（78个）以某种方式纳入了文化概念。然而，分析发现只有三所学校为学生提供了关于该主题的具体培训。总之，结果表明护理专业学生没有为在多民族社会中的工作做好准备，瑞典的护理教育未能将现有研究成果应用于护理课程。
