University of New England, New South Wales, Australia.
Nurse Educ Today. 2021 Jul;102:104934. doi: 10.1016/j.nedt.2021.104934. Epub 2021 Apr 26.
Undergraduate nursing students from culturally and linguistically diverse backgrounds experience unique challenges with their learning needs during clinical placements. There is limited research on clinical supervisors' perspectives of the factors impacting clinical learning experience of nursing students from culturally and linguistically diverse backgrounds during placement.
This study sought to identify clinical supervisors' perspectives of the factors impacting on the clinical learning experience of nursing students from culturally and linguistically diverse backgrounds and strategies to overcome challenges.
A qualitative research design using semi-structured interviews.
Nine nurses who had experience supervising culturally and linguistically diverse nursing students were interviewed as part of data collection. Thematic analysis was used for data interpretation.
Identified factors include: Poor proficiency in English language, unfamiliarity with Australian slang and medical terminologies, cultural expectations interfering with professional responsibilities, incongruity with teaching delivery and learning style, short duration of placement, inconsistency with preceptor allocation and inadequate preceptor training.
Recommendations to facilitate the learning of nursing students from culturally and linguistically diverse (CALD) backgrounds on clinical placement include flexibility with assessments, modifying teaching styles according to learning needs, providing appropriate orientation, creating a welcoming environment, providing consistency with allocation of preceptors, and providing appropriate training for preceptors. Inconsistency in preceptor allocation was reported to have a negative influence on CALD student learning. A collaborative approach between Universities and the health care settings is essential in assisting clinical supervisors to address the unique learning needs of nursing students from culturally and linguistically diverse backgrounds while on clinical placement.
来自文化和语言背景多样的本科护理学生在临床实习期间，在学习需求方面会遇到独特的挑战。关于临床主管对文化和语言背景多样的护理学生在实习期间影响临床学习经验的因素的看法，相关研究有限。
本研究旨在确定临床主管对影响文化和语言背景多样的护理学生临床学习经验的因素的看法，以及克服这些挑战的策略。
使用半结构式访谈的定性研究设计。
采访了 9 名有经验的文化和语言背景多样的护理学生的护士，作为数据收集的一部分。使用主题分析进行数据解释。
确定的因素包括：英语水平差、不熟悉澳大利亚俚语和医学术语、文化期望干扰专业责任、教学方式和学习风格不一致、实习时间短、导师分配不一致以及导师培训不足。
为促进文化和语言背景多样（CALD）背景的护理学生在临床实习中的学习，建议在评估方面具有灵活性，根据学习需求调整教学方式，提供适当的定向，营造欢迎的环境，确保导师分配的一致性，并为导师提供适当的培训。导师分配的不一致被报告对 CALD 学生的学习有负面影响。大学和医疗保健机构之间的协作方法对于帮助临床主管解决文化和语言背景多样的护理学生在临床实习期间的独特学习需求至关重要。
