PubMed Health⌕ Search
Home/Archive/PubMed

PubMed · 16595406

Strategies for developing cultural competency in an RN-BSN program.

Jane Eshleman·Ruth E Davidhizar
View original source ↗Export metadata ↓

Abstract

It is crucial for nurses to acquire skills and a knowledge base to care for increasingly diverse cultural populations. Many nurses returning to school did not receive theoretical information relative to culture. This article describes some of the teaching strategies utilized in the RN-BSN program at Bethel College in Mishawaka, Indiana. This "how we did it" discussion is presented to provide ideas for teaching strategies that may be used to promote attainment of a program outcome related to cultural sensitivity and competency.

Explore related subjects

Education, Nursing, BaccalaureateHumansIndianaTeachingTranscultural NursingJournal Article

Keep this discovery

Explore connections, maps & timelines

BibTeXRIS

Jane Eshleman, Ruth E Davidhizar. 2006. Strategies for developing cultural competency in an RN-BSN program.. https://doi.org/10.1177/1043659605285416

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related citations

PubMed2006

Determining problems experienced by student nurses in their work with clinical educators in Turkey.

Clinical education is considered an indispensable and vital part of nursing education. Educators have an important role in the successful completion of a student's clinical education. The clinical educator's approach, experience and knowledge have an influence on the students. Students encounter certain problems during their clinical practice under the supervision of educators. This study was conducted to determine the nature of the problems student nurses encounter during clinical training in Turkey. The focus-group interviews were used for this study. Three groups of 8, a total group of 24, composed of students completing their third year were included in the interviews. The students in this study had completed their practical training in the departments of internal medicine, surgery, pediatrics, psychiatry and public health. Among the problems mostly encountered by students, as established by the study, were inadequate assessment by the clinical educator, judgment, negative feedback, communication problems, inadequate guidance and overload. At the end of the research, recommendations were that educators should offer information in the direction of student expectations, increase their positive feedback and lighten the academic workload of these students.

Education, Nursing, Baccalaureate↗
PubMed2006

Education, philosophy and academic practice: nursing studies in the posthistorical university.

This paper is an amended and abridged version of a seminar given at the NET/NEP 1st Nurse Education International Conference in Vancouver, Canada. The topic of the paper arose from our growing concerns about the state of nurse education and its position in the university at the start of the twenty-first century. We share the fears expressed by Readings that the university has lost its way and is increasingly driven by a business agenda and a quest for ever-greater efficiency. Our biggest concern is with the impact that the so-called 'posthistorical university' is having on the study of nursing, particularly the growing pressure on nurse academics to focus their attention and energy on output at the expense of process, and on research at the expense of practice and practitioner development. We suggest that the solution might lie with Jean-Francois Lyotard's notion of postmodern philosophy as a way of opening up debate and, in his words, saving the honour of thinking.

Education, Nursing, Baccalaureate↗
PubMed2006

Preceptor selection, orientation, and evaluation in baccalaureate nursing education.

The benefits obtained from properly managed clinical preceptorships cannot be underestimated. Nursing students benefit from clinical preceptors who exemplify the application of theoretical knowledge in actual clinical settings. Preceptorships, and the use of preceptors, remain a viable and important adjunct for faculty in US schools of nursing. This article reports on a portion of a study of undergraduate baccalaureate nursing programs and the use, selection, and evaluation of clinical preceptors. The results suggest that the design of most preceptorship programs does not consistently secure the use of qualified clinical preceptors. Today's clinical preceptors need to be more carefully selected, oriented, and evaluated to ensure quality education of nursing students. Benefits can be realized not only in nursing education, but also in nursing practice, patient care, and nursing administration. More research needs to be done in the area of clinical preceptorships and more specifically, selection and evaluation methods.

Education, Nursing, Baccalaureate↗