Public Health Nursing, Koc University School of Nursing, Istanbul, Turkey.
Harran University, Faculty of Health Sciences, Department of Public Health Nursing, Sanlıurfa, Turkey.
Nurse Educ Pract. 2021 Oct;56:103180. doi: 10.1016/j.nepr.2021.103180. Epub 2021 Aug 19.
Nurses should provide culturally sensitive care by being aware of the cultural characteristics, values and beliefs of the individuals for whom they are responsible. Nursing education must provide a foundation for the development of intercultural sensitivity.
The purpose of this study was to investigate the effects of ethnocentric attitudes and some characteristics of nursing students on their intercultural sensitivities.
A comparative descriptive design was used to collect data from nursing students in two universities located in the west and the east of Turkey (N = 535; students from the east: n = 202; students from west: n = 333) Data were collected using the socio-demographic characteristics form, the Intercultural Sensitivity Scale (ISS) and the Ethnocentrism Scale.
When both students from east and west in Turkey were compared in terms of ISS total scores, a statistically significant difference was found between the students in terms of pervious place of residence, taking the intercultural nursing course, acquaintance with people of other cultures, having experience abroad and speaking another language (p < .05). When both students from east and west were compared in terms of the ethnocentrism scale total scores, a statistically significant difference was found between the students in terms of the gender, the year of the education, previous place of residence, taking the intercultural nursing course, acquaintance with people of other cultures, having experience abroad and having friends from different countries (p < .05). According to the linear regression analysis, the intercultural sensitivity of students was found to be significantly affected by ethnocentrism.
Intercultural nursing courses and concepts such as intercultural sensitivity and ethnocentrism should be given a more comprehensive place in the curriculum to increase intercultural sensitivities and reduce ethnocentrism.
护士应通过了解其负责的个人的文化特征、价值观和信仰，提供具有文化敏感性的护理。护理教育必须为培养跨文化敏感性奠定基础。
本研究旨在调查民族中心主义态度和护理学生的某些特征对其跨文化敏感性的影响。
采用比较描述性设计，从位于土耳其西部和东部的两所大学的护理学生中收集数据（N=535；东部学生：n=202；西部学生：n=333）。使用社会人口统计学特征表、跨文化敏感性量表（ISS）和民族中心主义量表收集数据。
当比较来自土耳其东部和西部的学生的 ISS 总分时，发现学生在以前的居住地、参加跨文化护理课程、与其他文化的人相识、有国外经验和说另一种语言方面存在统计学上的显著差异（p<0.05）。当比较来自土耳其东部和西部的学生的民族中心主义量表总分时，发现学生在性别、教育年限、以前的居住地、参加跨文化护理课程、与其他文化的人相识、有国外经验和有来自不同国家的朋友方面存在统计学上的显著差异（p<0.05）。根据线性回归分析，发现学生的跨文化敏感性受到民族中心主义的显著影响。
应该在课程中更全面地纳入跨文化护理课程和跨文化敏感性和民族中心主义等概念，以提高跨文化敏感性并减少民族中心主义。
