The Max Stern Yezreel Valley College, Tel Adashim 19315, Israel.
The Max Stern Yezreel Valley College, Tel Adashim 19315, Israel.
Nurse Educ Today. 2019 Jul;78:5-9. doi: 10.1016/j.nedt.2019.04.001. Epub 2019 Apr 5.
The heterogeneous nature of the nursing profession generates encounters between members of different groups. Thus, nursing education should include programs focusing on cultural sensitivity to enhance cultural competence. Due to the ongoing conflict between Arabs and Jews, Israel is an appropriate setting for examining cultural sensitivity programs.
This study explores how Jewish-Israeli and Arab-Israeli nursing students studying together perceive their social relations by examining attribution of stereotypes (positive and negative) to members of the other group and willingness to engage in social interactions with individuals from the other group.
The Department of Nursing at the Max Stern Yezreel Valley College.
180 Jewish and Arab nursing students at two different points in their studies, beginning students and those at more advanced stages.
The students completed questionnaires examining their perceptions of the social relations between the two groups. The questionnaires measured stereotypes and perceptions of social distance regarding members of the other social group.
More positive stereotypes and fewer negative stereotypes were found among the Jewish students than among the Arab students. Nevertheless, the Jewish students exhibited less willingness to reduce social distance. No differences were found between beginning students and advanced students with respect to stereotypes, though advanced students expressed greater willingness to reduce social distance than did beginning students.
The findings show that perceptions of social relations are influenced by two different contexts: the students' specific context (joint studies and joint work in the future) and the broader general context of relations between the groups. The findings indicate that programs aimed at developing cultural sensitivity and improving relations in a divided society should provide differential responses for each group and should focus on willingness to cooperate and reduce social distance rather than attempting to eliminate stereotypes.
护理职业的多样性导致不同群体成员之间的相遇。因此，护理教育应包括注重文化敏感性的课程，以增强文化能力。由于阿拉伯人和犹太人之间持续存在冲突，以色列是检验文化敏感性计划的合适环境。
本研究通过考察阿拉伯裔以色列人和犹太裔以色列护理学生对彼此群体成员的刻板印象（正面和负面）的归因以及与另一群体成员进行社会互动的意愿，来探讨他们一起学习时如何看待他们的社会关系。
马克斯斯特恩叶兹雷尔山谷学院护理系。
在学习的两个不同阶段，即开始学习的学生和更高级阶段的学生，共有 180 名犹太裔和阿拉伯裔护理学生参与了这项研究。
学生们填写了问卷，调查他们对两个群体之间社会关系的看法。问卷测量了对另一社会群体成员的刻板印象和社会距离感知。
与阿拉伯学生相比，犹太学生对社会关系的刻板印象更积极，负面刻板印象更少。然而，犹太学生表现出减少社会距离的意愿较低。在刻板印象方面，起始学生和高级学生之间没有差异，但高级学生比起始学生更愿意减少社会距离。
研究结果表明，社会关系的看法受到两个不同背景的影响：学生的特定背景（共同学习和未来共同工作）以及群体之间更广泛的一般关系背景。研究结果表明，旨在培养文化敏感性和改善分裂社会关系的计划应针对每个群体提供不同的反应，应侧重于合作意愿和减少社会距离，而不是试图消除刻板印象。
