Çingöl Nurhan, Karakaş Mehmet, Çelebi Ebru, Zengin Seher
Department of Nursing, Faculty of Health Sciences Bolu Abant İzzet Baysal University, Bolu 14030, Turkey.
Nurse Educ Today. 2021 Apr;99:104782. doi: 10.1016/j.nedt.2021.104782. Epub 2021 Jan 20.
Providing culturally sensitive healthcare services requires to command on content and concepts. Moreover, it is essential to train nurses who are sensitive toward cultural values and beliefs and who can provide holistic and individual nursing care in an increasingly diverse population.
This study determined the effect of the Intercultural Nursing Course on the empathic skill and intercultural sensitivity levels of nursing students in Turkey.
This study was an interventional study that adopted a pretest-posttest design with a control group.
The participants of the study were 165 nursing students from a school of health; these students were completing their fourth year of studies and in the spring term of the 2017-2018 academic year. However, the sample group comprised 113 students who agreed to participate in the study and completely filled out the administered forms. The intervention group consisted of 84 students admitted to Intercultural Nursing Course, whereas the control group consisted of 29 students who were not admitted to Intercultural Nursing Course.
Intercultural Nursing Course, one of the elective courses in the fourth grade of the nursing program, was a 14-week course that was conducted through two contact hours per week. Data from both the groups were collected at the beginning and at the end of the course by the researchers using the "Introductory Information Form," the "Empathic Skill Scale", and the "Intercultural Sensitivity Scale". Data were analyzed through descriptive tests, t-test, the Mann-Whitney U test, and the Wilcoxon signed-rank test using statistical package software. In addition, the required approval was procured from the ethics committee of the relevant university and School of Health before the study was conducted.
No significant differences prevailed between the intervention and control groups in terms of total intragroup and intergroup Empathic Skill Scale and Intercultural Sensitivity Scale scores. However, a significant difference (Z = -4.000; p = 0.000) between the pretest and posttest scores was observed in the interaction confidence subdimension of the Intercultural Sensitivity Scale in the intervention group.
Although Intercultural Nursing Course did not lead to a significant change in students' empathic skills and cultural sensitivity levels, it enhanced their cultural sensitivity and self-confidence in intercultural communication and ensured maintenance of their empathic skills. Intercultural Nursing Course can thus valuably contribute to the understanding of cultural structure and values of society and to the development of techniques that can provide nursing care accordingly.
提供具有文化敏感性的医疗保健服务需要掌握相关内容和概念。此外，培养对文化价值观和信仰敏感、能够在日益多样化的人群中提供全面和个性化护理的护士至关重要。
本研究确定了跨文化护理课程对土耳其护理专业学生共情技能和跨文化敏感性水平的影响。
本研究是一项采用前测-后测设计并设有对照组的干预性研究。
研究参与者为一所健康学校的165名护理专业学生；这些学生正在完成他们的第四年学业，处于2�17-2018学年的春季学期。然而，样本组由113名同意参与研究并完整填写所提供表格的学生组成。干预组由84名参加跨文化护理课程的学生组成，而对照组由29名未参加跨文化护理课程的学生组成。
跨文化护理课程是护理专业四年级的选修课程之一，为期14周，每周授课两小时。研究人员在课程开始和结束时使用“基本信息表”、“共情技能量表”和“跨文化敏感性量表”收集两组的数据。使用统计软件包通过描述性测试、t检验、曼-惠特尼U检验和威尔科克森符号秩检验对数据进行分析。此外，在研究开展前已获得相关大学和健康学院伦理委员会的必要批准。
干预组和对照组在组内和组间共情技能量表及跨文化敏感性量表总分方面没有显著差异。然而，干预组跨文化敏感性量表的互动信心子维度在前测和后测分数之间存在显著差异（Z = -4.000；p = 0.000）。
虽然跨文化护理课程并未使学生的共情技能和文化敏感性水平发生显著变化，但它提高了学生在跨文化交流中的文化敏感性和自信心，并确保了他们共情技能的维持。因此，跨文化护理课程可为理解社会文化结构和价值观以及相应地开发提供护理的技术做出宝贵贡献。
