Malmö University, SE-205 06 Malmö, Sweden.
Nurse Educ Today. 2010 Jan;30(1):54-60. doi: 10.1016/j.nedt.2009.06.005.
The aim of this study was to describe and analyse the outcome of a 3-year study program from a student perspective for the purpose of promoting culturally congruent nursing care. Students were asked to complete questionnaires that included cases with open-ended questions at the beginning and end of the 3-year program. Two nursing situations were described and the students had to imagine how they would act in such cases. Ninety-two students completed the two questionnaires and the result of a manifest content analysis of their answers is presented. Four categories were formulated from the content analysis; an inviting attitude, a non-inviting attitude, a knowledge-driven attitude and a non-knowledge-driven attitude. An inviting attitude meant that the students found different strategies for approaching the patient and his/her spouse or parent. A non-inviting attitude implied that the students became frustrated with the situation and had more difficulty finding solutions that would enhance the relationship. A knowledge-driven attitude meant that the students described how they found it important to base nursing actions on knowledge of the patient. A non-knowledge-driven attitude meant that the students' responses indicated that they did not consider knowledge to be the foundation of their nursing actions. The study demonstrates marked changes in the students' approaches to culturally sensitive issues at the end of the education program.
本研究的目的是从学生的角度描述和分析为期三年的学习计划的结果，旨在促进文化上一致的护理。学生被要求完成问卷，包括在三年计划开始和结束时的开放性问题。描述了两种护理情况，学生必须想象他们在这种情况下会如何行动。92 名学生完成了两份问卷，对他们回答的显式内容分析的结果进行了呈现。从内容分析中形成了四个类别：邀请态度、非邀请态度、知识驱动态度和非知识驱动态度。邀请态度意味着学生为接近患者及其配偶或父母找到了不同的策略。非邀请态度意味着学生对这种情况感到沮丧，更难找到增强关系的解决方案。知识驱动的态度意味着学生描述了他们如何发现将护理行动建立在对患者的知识基础上的重要性。非知识驱动的态度意味着学生的反应表明他们不认为知识是他们护理行动的基础。研究表明，学生在教育计划结束时对文化敏感问题的处理方法发生了显著变化。
