Please use this identifier to cite or link to this item: https://repositorio.usj.es/handle/123456789/474

Title: Nursing lecturers’ perception and experience of teaching cultural competence: a european qualitative study
Authors: Antón-Solanas, Isabel ORCID SCOPUSID
Huércanos-Esparza, Isabel ORCID SCOPUSID
Hamam-Alcober, Nadia SCOPUSID
Vanceulebroeck, V. SCOPUSID
Dehaes, Shana SCOPUSID
Kalkan, Idrani SCOPUSID
Kömürcü, N. SCOPUSID
Coelho, Margarida ORCID RESEARCHERID SCOPUSID
Coelho, T. SCOPUSID
Casa-Nova, Antonio ORCID SCOPUSID
Cordeiro, Raúl Alberto ORCID RESEARCHERID SCOPUSID
Ramón Arbués, Enrique ORCID SCOPUSID
Moreno-González, Sergio SCOPUSID
Tambo Lizalbe, Elena ORCID SCOPUSID
Keywords: Cultural competency; Nursing education; Qualitative research; Transcultural nursing
Issue Date: 2-Feb-2021
Publisher: MDPI AG
Citation: Antón-Solanas, I.; HuércanosEsparza, I.; Hamam-Alcober, N.; Vanceulebroeck, V.; Dehaes, S.; Kalkan, I.; Kömürcü, N.; Coelho, M.; Coelho, T.; Casa-Nova, A.; et al. Nursing Lecturers’ Perception and Experience of Teaching Cultural Competence: A European Qualitative Study. Int. J. Environ. Res. Public Health 2021, 18, 1357. https://doi.org/ 10.3390/ijerph18031357
Abstract: Cultural competence is an essential component in providing effective and culturally responsive healthcare services, reducing health inequalities, challenging racism in health care and improving patient safety, satisfaction and health outcomes. It is thus reasonable that undergraduate nursing students can develop cultural competency through education and training. The aim of this paper was to investigate nursing lecturers’ perception and experience of teaching cultural competence in four undergraduate nursing programs. A phenomenological approach was selected to illicit nursing lecturers’ perception of culture and experience of teaching cultural competence. Semi-struc-tured personal interviews were held with a sample of 24 lecturers from four European universities. The anonymized transcripts were analyzed qualitatively following Braun and Clark’s phases for thematic analysis. Six themes and fifteen subthemes emerged from thematic analysis of the tran-scripts. Cultural competence was not explicitly integrated in the nursing curricula. Instead, the lecturers used mainly examples and case studies to illustrate the theory. The integration of cultural content in the modules was unplanned and not based on a specific model. Nursing programs should be examined to establish how cultural content is integrated in the curricula; clear guidelines and standards for a systematic integration of cultural content in the nursing curriculum should be de-veloped.
URI: https://repositorio.usj.es/handle/123456789/474
ISSN: 1661-7827
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