Introduction: Teaching culture care in nursing education is critical to ensuring a culturally competent workforce. The purpose of this qualitative study was to discover faculty care that facilitates teaching students to provide culture care. Research questions were:1. In what ways do nursing faculty care expressions, patterns, and practices influence teaching culture care? 2. In what ways do worldview, culture and social structure, and environmental context influence nursing faculty teaching culture care? 3. Given the nature of the school of nursing/university culture, what influence does this have on nursing faculty teaching culture care?4. In what ways does nursing faculty teaching culture care influence their health and well being within the environmental context of the school of nursing/university?Method: This study was grounded in Leininger's culture care theory and ethnonursing research method. Purposive sampling was used to recruit 27 nursing faculty from baccalaureate programs in the Southeastern United States. Open-ended interviews were conducted until saturation occurred, audio recorded, and transcribed. Leininger's ethnonursing data analysis and qualitative criteria were used. Informants confirmed the themes and patterns.Results: Four major themes were discovered: faculty care is embedded in Christian religious values, beliefs, and practices; faculty taught culture care without an organizing framework; faculty provided generic and professional care to nursing students; and care is essential for faculty health and well being to teach culture care. Discussion/Conclusion: Faculty have limited preparation in transcultural nursing, yet ensured students cared for diverse patients in clinical assignments. Culture care repatterning is recommended for faculty to integrate teaching culture care throughout the curriculum and use a conceptual framework. This study further substantiated Leininger's work; contributed to the practice of nursing through understanding the complex nature of teaching culture care; and to the discipline of nursing through building the body of transcultural nursing education knowledge.
Roller, M. C., & Ballestas, H. C. (2015). Experiential learning: An undergraduate nursing study abroad program to Costa Rica. Online Journal of Cultural Competence in Nursing and Healthcare, 5(1), 75-87. doi: 10.9730/ojccnh.org/v5i1a6
Client populations are becoming diverse in the United States. Nurses need to be well equipped to care for these clients. Becoming cultural- ly competent and recognizing diversity should be an aspect of all undergraduate-nursing pro- grams. Experiential study abroad programs are an excellent way to introduce concepts of cul- tural competency among undergraduate nursing students in baccalaureate programs. This study explores experiential learning experiences of undergraduate baccalaureate nursing students in a one-week immersion study abroad program among the people and culture of San Jose, Cos- ta Rica during spring break.
The major purpose of this study was to capture the essence of feelings, thoughts, values and re- flection necessary for personal and professional growth. In turn, new and exciting pedagogical teaching methodologies may be derived. This may create an exciting and rewarding educa- tional opportunity at the undergraduate bacca- laureate level that encourages the development of cultural competency.
The purpose of this study was to investigate women with chronic illnesses’ experiences with nurses that shape their perceptions of nurse caring behaviors and attitudes.
Caring is multifaceted warranting investigation to gain an understanding of its complexities.How do women with chronic illness perceive being cared about or cared for by nurses?
This was a descriptive phenomenological study rooted in the philosophical tenets of Merleau-Ponty and interpreted by Giorgi’s procedural steps. Interviews were analyzed for patterns of similar descriptions. Participants were five women ages eighteen and older who have a history of chronic illness and were recruited from the Alaska Heart Institute, Alaska.
The results indicated that what is believed by the nurse to be an expression of caring is not always what is received by the client as caring. Five shared patterned descriptions were:
1. experiences from past caring interactions carry over to future caring interactions;
2. caring is reflective of the nurse’s ability to protect human dignity and safeguard humanity;
3. the formulation of trust is dependent upon caring interactions;
4. collaborative care among the client, the family member, and the nurse is dependent upon caring interactions;
5. and caring interactions are reflective of the nurses commitment to professionalism and career satisfaction.
The implication to nursing practice is that the client population is transforming from one of acute illness and acute care to chronic illness and long-term care in the outpatient setting. The nurse-client paradigm must change to meet the needs of this different client. Understanding the clients perceptions of feeling cared about or cared for by nurses is pivotal not only as reactionary to the change in client demographics but also this change must be approached proactively if nurses are to meet clients where they exist on the illness continuum.