Page 116 - Petelin, Ana, Nejc Šarabon, Boštjan Žvanut, eds. 2017. Zdravje delovno aktivne populacije ▪︎ Health of the Working-Age Population. Proceedings. Koper: Založba Univerze na Primorskem/University of Primorska Press
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avje delovno aktivne populacije | health of the working-age population 114 cess and not as much from the nursing or healthcare oriented perspective (Ro-
sulnik, 2015). Other research findings suggest that women from culturally
diverse background are faced with poor health outcomes, mainly due to in-
accessible health services, language and cultural barriers, and finally, institu-
tional racism, which is often the result of ignorance of healthcare profession-
als (Szczepura, 2005).
The statistics data is clear that migrant population in the European Un-
ion is increasing, which suggests that education in transcultural nursing to al-
low nurses to provide culturally competent care, is needed. Due to fast-chang-
ing multicultural society culturally appropriate nursing will soon be, if it is
not already, increasingly important to Slovene nurses too. To prepare nursing
students to be effective practitioners in this multicultural society, nursing ed-
ucators must design cross-cultural curricula by introducing the transcultur-
al nursing curricula in women’s health. One of main goals of such education is
to gain cultural competences. The latter is defined as a set of skills that allows
individuals to increase their understanding of cultural differences and simi-
larities within, among, and between cultural groups (Mareno and Hart, 2014;
Núñez, 2000). Nursing education programmes should provide a foundation of
such knowledge and prepare graduates to meet the demands of this changing
multicultural society (Gebru et al., 2008).
However, to define cultural competence, we must first define culture.
Culture can be defined as the learned and shared knowledge and symbols that
specific groups use to interpret their experience of reality and to guide their
thinking and behaviour (Prosen, 2015). The major focus of transcultural nurs-
ing is to focus on the humanistic and scientific study of individuals from dif-
ferent cultures with consideration to ways in which nurses can assist those in-
dividuals meet their health and living needs (Reyes et al., 2013). Thus, cultural
competence can be defined as continual process of striving to become increas-
ingly self-aware, to value diversity, and to become knowledgeable about cultur-
al strengths (Bonecutter and Gleeson, 1997).
Considering the changing demographics in European Union at this pe-
riod it is imperative that nurses appreciate the impact of culture on health.
For that reason, the research is based on a purposeful literature review where
through the discourse of interculturalism available evidence, describing the
teaching/learning strategies regarding cross-cultural care and the acquisition
of cultural competencies among nursing students, is evaluated. In accordance
with the aims and objectives of the research, the following research question
was set:
What models can we use, from an international perspective, for teach-
ing/learning cultural competence related to women’s health?
sulnik, 2015). Other research findings suggest that women from culturally
diverse background are faced with poor health outcomes, mainly due to in-
accessible health services, language and cultural barriers, and finally, institu-
tional racism, which is often the result of ignorance of healthcare profession-
als (Szczepura, 2005).
The statistics data is clear that migrant population in the European Un-
ion is increasing, which suggests that education in transcultural nursing to al-
low nurses to provide culturally competent care, is needed. Due to fast-chang-
ing multicultural society culturally appropriate nursing will soon be, if it is
not already, increasingly important to Slovene nurses too. To prepare nursing
students to be effective practitioners in this multicultural society, nursing ed-
ucators must design cross-cultural curricula by introducing the transcultur-
al nursing curricula in women’s health. One of main goals of such education is
to gain cultural competences. The latter is defined as a set of skills that allows
individuals to increase their understanding of cultural differences and simi-
larities within, among, and between cultural groups (Mareno and Hart, 2014;
Núñez, 2000). Nursing education programmes should provide a foundation of
such knowledge and prepare graduates to meet the demands of this changing
multicultural society (Gebru et al., 2008).
However, to define cultural competence, we must first define culture.
Culture can be defined as the learned and shared knowledge and symbols that
specific groups use to interpret their experience of reality and to guide their
thinking and behaviour (Prosen, 2015). The major focus of transcultural nurs-
ing is to focus on the humanistic and scientific study of individuals from dif-
ferent cultures with consideration to ways in which nurses can assist those in-
dividuals meet their health and living needs (Reyes et al., 2013). Thus, cultural
competence can be defined as continual process of striving to become increas-
ingly self-aware, to value diversity, and to become knowledgeable about cultur-
al strengths (Bonecutter and Gleeson, 1997).
Considering the changing demographics in European Union at this pe-
riod it is imperative that nurses appreciate the impact of culture on health.
For that reason, the research is based on a purposeful literature review where
through the discourse of interculturalism available evidence, describing the
teaching/learning strategies regarding cross-cultural care and the acquisition
of cultural competencies among nursing students, is evaluated. In accordance
with the aims and objectives of the research, the following research question
was set:
What models can we use, from an international perspective, for teach-
ing/learning cultural competence related to women’s health?
