The Cheryl Spencer Department of Nursing, Faculty of Social Welfare & Health Sciences, University of Haifa, Haifa, Israel.
Department of Community Mental Health, Faculty of Social Welfare & Health Sciences, University of Haifa, Haifa, Israel.
J Clin Nurs. 2018 Oct;27(19-20):3787-3796. doi: 10.1111/jocn.14566. Epub 2018 Aug 1.
To provide a five-step conceptual framework to promote community inclusivity among nurses and nursing students, using the example of nursing student with a disability.
The value of cultural diversity, including characteristics such as socioeconomic status, ability/disability, sexual affection and ethnicity and/or race, is integrated into bachelor's nursing programmes. Yet, often the focus centres on patient care rather than to fellow nursing students or registered nurses.
Discursive paper describing a five-step health promotion course framework to promote inclusion for students with disabilities into the nursing community.
Using the health promotion course platform, this framework demonstrates the integration of important issues such as well-being to those of cultural diversity, inclusivity and feeling belonging to a community, which are essential prerequisites towards achieving cultural competence.
Health promotion courses provide an optimal platform to teach students about the social environment, well-being and inclusivity, and gives students the opportunity to reflect on the impact of their attitudes and behaviours on social inclusivity in their student community, and later, on their nursing community.
Using the example of nursing students with disabilities, the five-step framework incorporates the concepts of social well-being, health and community inclusivity. Nursing students belong to a culturally diverse community including individuals with disabilities. A single course on community inclusivity is insufficient; the approach of inclusivity must be woven throughout the nursing curriculum.
As approximately 15% of the world's population has a disability, nurses must possess an understanding of individuals with a disability as an aspect of cultural diversity. It is the responsibility of programmes to instil in nursing students, the ability to appreciate and work with culturally diverse student and registered nurses. Such goals not only reflect nursing goals, but also strengthen the cohesion and inclusivity of the nursing community.
以残疾护理学生为例，提供一个促进护士和护理学生社区包容性的五步概念框架。
包括社会经济地位、能力/残疾、性取向和民族/种族在内的文化多样性价值观已融入本科护理课程中。然而，重点通常集中在患者护理上，而不是护理学生或注册护士。
描述促进残疾学生融入护理社区的五步健康促进课程框架的议论文。
使用健康促进课程平台，该框架展示了将幸福感等重要问题与文化多样性、包容性和归属感等问题整合到一个社区中，这是实现文化能力的必要前提。
健康促进课程为学生提供了一个教授有关社会环境、幸福感和包容性的最佳平台，并让学生有机会反思他们的态度和行为对学生社区和未来护理社区的社会包容性的影响。
以残疾护理学生为例，五步框架包含了社会福祉、健康和社区包容性的概念。护理学生属于一个包括残疾人士在内的文化多元化社区。单一的社区包容性课程是不够的；包容性方法必须贯穿护理课程。
由于世界上大约 15%的人口有残疾，护士必须了解残疾人士作为文化多样性的一个方面。课程的责任是培养护理学生理解和与文化多元化的学生和注册护士合作的能力。这些目标不仅反映了护理目标，而且还增强了护理社区的凝聚力和包容性。
