Leung Doris Y, Kumlien Christine, Bish Melanie, Carlson Elisabeth, Chan Pui Sze, Chan E Angela
School of Nursing, The Hong Kong Polytechnic University, 11 Yuk Choi Road, Hung Hom, Hong Kong Special Administrative Region.
Department of Care Science, Malmö University, 205 06 Malmö, Sweden.
Nurse Educ Today. 2021 May;100:104851. doi: 10.1016/j.nedt.2021.104851. Epub 2021 Mar 6.
Despite healthcare scholars valuing diversity, current cultural awareness training does not address mechanisms that drive societal patterns, that generates cultural insensitivity and reinforces stereotypes of minority groups. The influence of culture on thinking is an important issue because of potential ethnocentric biases on the design, data collection, analysis, and dissemination of research.
Using internationalization-at-home activities to explore the mechanisms that enhance the development of cultural awareness in postgraduate health and social science research students.
A pragmatic critical realist study, qualitatively dominant, using mixed-methods to integrate and analyze qualitative and quantitative data. Data were collected pre- and post-internationalization-at-home activities. Qualitative data were collected from online discussion forums and focus groups, and quantitative data were collected from a pre-test and post-test measure of cultural awareness.
Eighteen research students in postgraduate health and social science programs from three universities (Australia, Hong Kong, and Sweden) participated in five formal internationalization-at-home webinars and informal international group activities.
Participants reported four mechanisms counteracting structures (i.e., ethnocentric biases) toward the emergence of cultural awareness: 1. awareness of cultural issues motivating people toward achieving a common goal; 2. reflexivity within psychological safety; 3. deliberations that challenge the veracity of individual assumptions; 4. courage coupled with curiosity. When some or all the mechanisms occurred, properties of enhanced cultural awareness emerged, as confirmed by the quantitative data.
Cultural awareness training should emphasize social relations to allow cultural safety to develop for postgraduate health and social science research students. Without skills revealing unconsciously held ethical values, this study argues that postgraduate health and social science students may inadvertently reconstitute and reinforce in their research the discrimination of underserved groups.
尽管医疗保健学者重视多样性，但当前的文化意识培训并未涉及驱动社会模式、产生文化不敏感并强化少数群体刻板印象的机制。文化对思维的影响是一个重要问题，因为在研究的设计、数据收集、分析和传播方面可能存在种族中心主义偏见。
利用本土国际化活动来探索增强研究生健康与社会科学研究学生文化意识发展的机制。
一项务实的批判现实主义研究，以定性为主，采用混合方法整合和分析定性与定量数据。在本土国际化活动前后收集数据。定性数据通过在线讨论论坛和焦点小组收集，定量数据通过文化意识的预测试和后测试收集。
来自三所大学（澳大利亚、香港和瑞典）的18名研究生健康与社会科学专业的研究学生参加了五次正式的本土国际化网络研讨会和非正式的国际小组活动。
参与者报告了四种抵消对文化意识产生的结构（即种族中心主义偏见）的机制：1. 对激励人们实现共同目标的文化问题的认识；2. 在心理安全范围内的反思；3. 对个人假设真实性提出质疑的思考；4. 勇气与好奇心相结合。当部分或所有机制出现时，增强的文化意识特征就会显现，定量数据证实了这一点。
文化意识培训应强调社会关系，以便为研究生健康与社会科学研究学生培养文化安全感。如果没有揭示无意识持有的道德价值观的技能，本研究认为研究生健康与社会科学学生可能会在其研究中无意中重构并强化对服务不足群体的歧视。
