Show simple item record

dc.contributor.authorLong, Traceyen
dc.date.accessioned2016-09-16T14:25:15Z
dc.date.available2016-09-16T14:25:15Z
dc.date.issued2016-09-26
dc.identifierLEAD16I03en
dc.identifier.urihttp://hdl.handle.net/10755/620379
dc.description<p>Leadership Connection 2016 Theme: Personal. Professional. Global. Held at the Marriott Downtown, Indianapolis.</p>en
dc.description.abstract<p>Session presented on Monday, September 19, 2016:</p> <p>Becoming culturally competent is a worthy goal for nurses and health care professionals to work more effectively with patients in our increasingly diversified country. However, research reveals that many nurses and nursing students don't feel confident in dealing with diversified patient populations due to their own lack of training and experience. Cultural competence training has become necessary in undergraduate nursing programs to meet changing demographics in the U.S., meet mandates required by accrediting boards and improve patient safety and satisfaction. Such training may improve clinical outcomes when the patient receives appropriate care that meets their needs. In the era of evidence based practice, all clinical practice including teaching strategies requires current research to validate practices. The effectiveness of the variety of teaching methods being used to teach cultural competence to nursing students should be evaluated with evidence based research. Multiple curricular approaches are being used to teach cultural competence to nursing students in the United States in accordance with accrediting board standards. Various strategies with the most favorable results include the use of purposefully planned clinical experiences in diverse settings, using ethnically diverse standardized patients and international service learning experiences. One effective method of gaining knowledge, skills and experience with different cultures is through an international immersion experience with training in language, culture and community nursing. A review of the literature reveals that the earliest studies using international immersion experiences for nursing students began in 1998 using grounded theories as an intervention to teach cultural competence skills. Results concluded that the international experiences were statistically significant to be effective in increasing confidence and awareness in working with culturally diverse patients. Research that will be presented reveals that nurses and nursing students who participate in an international service learning experience, even for as little as two weeks, have increased self-confidence in working with patients of a different cultural other than their own. Three mixed-methods studies were completed for nursing student groups who served two weeks in Belize, Peru and Colombia. The groups were compared to a control group of nursing students who served clinically in their own inherently diverse community for the same time. Quantitative data analysis showed that the intervention and control groups all improved in cultural awareness and sensitivity, however the positive qualitative self-reflections of the nursing students who served internationally far exceeded the control group who worked in their own local community. Empirical evidence in using international service learning as a teaching and learning strategy is available for both students and nurse educators to consider in gaining confidence, awareness, sensitivity and skills to become culturally competent. Such conclusions are valuable for nursing faculty to consider when planning curricula.</p>en
dc.formatText-based Documenten
dc.language.isoen_USen
dc.subjectGlobal Nursingen
dc.subjectInternational Service Learningen
dc.subjectGlobal Nursingen
dc.titleInfluence of international service learning on the development of cultural competence in undergraduate nursing studentsen
dc.title.alternativeDeveloping cultural competenciesen
dc.typePresentationen
dc.rights.holder<p> All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. </p><p> All permission requests should be directed accordingly and not to the Sigma Repository. </p><p> All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary. </p>en
dc.description.note<p>Items submitted to a conference/event were evaluated/peer-reviewed at the time of abstract submission to the event. No other peer-review was provided prior to submission to the Henderson Repository.</p>
dc.type.categoryFull-texten
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.contributor.departmentNon-memberen
dc.author.detailsTracey Long, RN, CDE, CNE, CHUC, COI, CCRNen
dc.conference.nameLeadership Connection 2016en
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationIndianapolis, Indiana, USAen
dc.date.conferenceyear2016
dc.contributor.affiliationCollege of Southern Nevada, Las Vegas, Nevada, USAen
dc.description.reviewtypeAbstract Review Only: Reviewed by Event Hosten
dc.description.acquisitionProxy-submissionen


Files in this item

Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record


Powered by KnowledgeArc