Koskinen Liisa, Campbell Barbara, Aarts Clara, Chassé France, Hemingway Ann, Juhansoo Tiina, Mitchell Maureen P, Marquis France L, Critchley Kim A, Nordstrom Pamela M
Savonia University of Applied Sciences, Unit of Health Care, PL 1028, 70111 Kuopio, Finland.
Int J Nurs Pract. 2009 Dec;15(6):502-9. doi: 10.1111/j.1440-172X.2009.01776.x.
This paper describes the enhancement of cultural competence through trans-Atlantic rural community experiences of European and Canadian nursing students using critical incident technique (CIT) as the students' reflective writing method. The data generated from 48 students' recordings about 134 critical incidents over a 2-year project were analysed by qualitative content analysis. Five main learning categories were identified as: cross-cultural ethical issues; cultural and social differences; health-care inequalities; population health concerns; and personal and professional awareness. Four emergent cultural perspectives for the health sector that became apparent from the reflections were: health promotion realm; sensitivity to social and cultural aspects of people's lives; channels between the health sector and society; cultural language and stories of local people. CIT was successfully used to foster European and Canadian undergraduate students' cultural reflections resulting in considerations and suggestions for future endeavours to enhance cultural competence in nursing education.
本文描述了欧洲和加拿大护理专业学生通过跨大西洋农村社区经历来增强文化能力的情况，使用关键事件技术（CIT）作为学生的反思性写作方法。在一个为期两年的项目中，对48名学生记录的134个关键事件所产生的数据进行了定性内容分析。确定了五个主要学习类别：跨文化伦理问题；文化和社会差异；医疗保健不平等；人群健康问题；以及个人和职业意识。从反思中明显出现的卫生部门的四种新兴文化视角是：健康促进领域；对人们生活的社会和文化方面的敏感性；卫生部门与社会之间的渠道；当地人民的文化语言和故事。CIT成功地用于促进欧洲和加拿大本科生的文化反思，从而为未来提高护理教育文化能力的努力提供了思考和建议。
