Abstract
Session presented on: Thursday, July 25, 2013:
Purpose: In this increasingly global environment, it is essential that faculty help nursing students with strategies to understand cultures different from their own. Communication includes the ability to understand the cultural context and emotion. This was a challenge for undergraduate nursing students originating from a culture that internalizes and modulates emotion culture, who are placed into a culture that externalizes emotion. Beach et al., systematic review on cultural competence states working globally requires "establishing effective interpersonal and working relationships that supersede cultural differences." Yet, international students need to cope with many cultural differences; they need to grasp forms of communication within the context of the culture, appreciate these differences, and learn to manage effectively with them. Using Kelly's Personal Construct Theory, we developed strategies to assist Norwegian students to understand the emotions and experiences of psychiatric inpatients from a different social context.
Methods: This project includes two sets of methodologies: (1) the first describes the strategies, including creative games and exercises, to teach students to reflect, process and explore emotional and behavioral regulation in another culture; and (2) the second involves qualitative techniques including content and thematic analysis using student documentation and mentor interviews to learn about student perceptions of emotions and cultural competence.
Results: Nursing students stated that expressing emotions in public is discouraged in their country; however, in the Middle East emotions are vivid, visible and striking. Kelly's theory was effective in aiding faculty to assist students to translate and mediate the differences in the expression of emotions that they encountered. Still, they found the emotions too intense for them, at times.
Conclusions: Creative strategies that gradually intertwine attitudes and beliefs of home cultures with new cultures are useful ways of helping international nursing students to understand and work within a new culture.
Sigma Membership
Non-member
Type
Presentation
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Cultural Competence, Global Perspectives, Nursing Education
Recommended Citation
Wilhelm, Dalit and Zlotnick, Cheryl, "Nursing students in a global learning environment: Creative teaching strategies on culture, emotion and communication" (2013). INRC (Congress). 49.
https://www.sigmarepository.org/inrc/2013/presentations_2013/49
Conference Name
24th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Prague, Czech Republic
Conference Year
2013
Rights Holder
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.
All permission requests should be directed accordingly and not to the Sigma Repository.
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.
Acquisition
Proxy-submission
Nursing students in a global learning environment: Creative teaching strategies on culture, emotion and communication
Prague, Czech Republic
Session presented on: Thursday, July 25, 2013:
Purpose: In this increasingly global environment, it is essential that faculty help nursing students with strategies to understand cultures different from their own. Communication includes the ability to understand the cultural context and emotion. This was a challenge for undergraduate nursing students originating from a culture that internalizes and modulates emotion culture, who are placed into a culture that externalizes emotion. Beach et al., systematic review on cultural competence states working globally requires "establishing effective interpersonal and working relationships that supersede cultural differences." Yet, international students need to cope with many cultural differences; they need to grasp forms of communication within the context of the culture, appreciate these differences, and learn to manage effectively with them. Using Kelly's Personal Construct Theory, we developed strategies to assist Norwegian students to understand the emotions and experiences of psychiatric inpatients from a different social context.
Methods: This project includes two sets of methodologies: (1) the first describes the strategies, including creative games and exercises, to teach students to reflect, process and explore emotional and behavioral regulation in another culture; and (2) the second involves qualitative techniques including content and thematic analysis using student documentation and mentor interviews to learn about student perceptions of emotions and cultural competence.
Results: Nursing students stated that expressing emotions in public is discouraged in their country; however, in the Middle East emotions are vivid, visible and striking. Kelly's theory was effective in aiding faculty to assist students to translate and mediate the differences in the expression of emotions that they encountered. Still, they found the emotions too intense for them, at times.
Conclusions: Creative strategies that gradually intertwine attitudes and beliefs of home cultures with new cultures are useful ways of helping international nursing students to understand and work within a new culture.