J Nurs Educ. 2013 Oct;52(10):585-8. doi: 10.3928/01484834-20130913-03. Epub 2013 Sep 13.
Cultural competence is not limited to ethnicity, religion, or race but is inclusive of vulnerable groups, such as the homeless. The complex health and social issues related to homelessness requires educational instruction that supports students' ability to address and care for the multidimensional elements that surround this group. Exposure to homeless populations provides nursing students with increased awareness of the issues related to health disparities, while promoting introspective reflection on one's values and beliefs. To increase student exposure to working with homeless clients, a service-learning project using a critical social theory (CST) lens was offered at a homeless center. The students' response that clients were "just like" them, coupled with ambiguity regarding the complex social-economic-political issues surrounding the homeless, may indicate a need for further education regarding cultural understanding, sensitivity, and vulnerability. This project demonstrates the need for learning experiences that support advocacy and social responsibility for vulnerable groups.
文化能力不仅限于种族、宗教或民族，还包括弱势群体，如无家可归者。无家可归者所涉及的复杂健康和社会问题需要教育指导，以支持学生解决和照顾围绕这一群体的多方面问题的能力。让护理学生接触无家可归者可以提高他们对与健康差距相关问题的认识，同时促进他们对自己的价值观和信仰进行内省反思。为了增加学生与无家可归者客户合作的机会，在一个无家可归者中心提供了一个使用批判性社会理论（CST）视角的服务学习项目。学生们的反应是客户“就像”他们一样，再加上对无家可归者周围复杂的社会经济政治问题的模糊认识，可能表明需要进一步进行文化理解、敏感性和脆弱性方面的教育。这个项目表明需要提供支持弱势群体倡导和社会责任的学习经验。
