TY - JOUR
T1 - From a learning opportunity to a conscious multidimensional change
T2 - a metasynthesis of transcultural learning experiences among nursing students
AU - Leyva-Moral, Juan M.
AU - Tosun, Betül
AU - Gómez-Ibáñez, Rebeca
AU - Navarrete, Laura
AU - Yava, Ayla
AU - Aguayo-González, Mariela
AU - Dirgar, Ezgi
AU - Checa-Jiménez, Caterina
AU - Bernabeu-Tamayo, M. Dolors
N1 - Publisher Copyright:
© 2023, BioMed Central Ltd., part of Springer Nature.
PY - 2023/10/5
Y1 - 2023/10/5
N2 - Background: Several educational activities in nursing schools worldwide have been implemented to promote transcultural nursing and cultural competence. Despite the diversity of their experiences and outcomes, the available evidence has not been systematically reviewed and reinterpreted. This study aimed to review and reinterpret all rigorous qualitative evidence available, providing an opportunity to understand how students learn transcultural nursing and assisting faculties, researchers, managers, and practitioners in designing new interventions to improve transcultural training. Methods: A meta-synthesis was conducted to review and integrate qualitative studies of these phenomena. English, Spanish and Portuguese articles were searched in Pubmed and Scopus databases. Only peer-reviewed journals in which qualitative approaches were used were included. Quality was assessed using the CASP qualitative version checklist. The metasynthesis technique proposed by Noblit and Hare was used to analyse the data. Results: Twenty-nine studies were included in the analysis. Most studies used phenomenological approaches that were conducted in Australia and the United States of America, with international internships being the most popular learning method. The data revealed one central theme, “From learning opportunity to conscious multidimensional change,” and six subthemes. The transcultural nursing learning experience is not a simple or linear process. Instead, it appears to be a complex process formed by the interaction between a) self-awareness, b) reflective thinking, c) Cultural Encounters, d) cultural skills, e) Cultural Desire, and f) Cultural Knowledge. Conclusions: Transcultural nursing learning is a multifaceted process that arises from specific learning opportunities. This process is still to evolving. Therefore, specific educational strategies should be implemented to encourage attitudinal change and promote reflective thinking.
AB - Background: Several educational activities in nursing schools worldwide have been implemented to promote transcultural nursing and cultural competence. Despite the diversity of their experiences and outcomes, the available evidence has not been systematically reviewed and reinterpreted. This study aimed to review and reinterpret all rigorous qualitative evidence available, providing an opportunity to understand how students learn transcultural nursing and assisting faculties, researchers, managers, and practitioners in designing new interventions to improve transcultural training. Methods: A meta-synthesis was conducted to review and integrate qualitative studies of these phenomena. English, Spanish and Portuguese articles were searched in Pubmed and Scopus databases. Only peer-reviewed journals in which qualitative approaches were used were included. Quality was assessed using the CASP qualitative version checklist. The metasynthesis technique proposed by Noblit and Hare was used to analyse the data. Results: Twenty-nine studies were included in the analysis. Most studies used phenomenological approaches that were conducted in Australia and the United States of America, with international internships being the most popular learning method. The data revealed one central theme, “From learning opportunity to conscious multidimensional change,” and six subthemes. The transcultural nursing learning experience is not a simple or linear process. Instead, it appears to be a complex process formed by the interaction between a) self-awareness, b) reflective thinking, c) Cultural Encounters, d) cultural skills, e) Cultural Desire, and f) Cultural Knowledge. Conclusions: Transcultural nursing learning is a multifaceted process that arises from specific learning opportunities. This process is still to evolving. Therefore, specific educational strategies should be implemented to encourage attitudinal change and promote reflective thinking.
KW - Cultural competence
KW - Metasynthesis
KW - Nursing students
KW - Qualitative methods
KW - Transcultural
KW - Cultural competence
KW - Metasynthesis
KW - Nursing students
KW - Qualitative methods
KW - Transcultural
KW - Cultural competence
KW - Metasynthesis
KW - Nursing students
KW - Qualitative methods
KW - Transcultural
UR - http://www.scopus.com/inward/record.url?scp=85173702170&partnerID=8YFLogxK
UR - https://www.mendeley.com/catalogue/01f21d78-e122-348f-853f-64344edf8713/
U2 - 10.1186/s12912-023-01521-4
DO - 10.1186/s12912-023-01521-4
M3 - Article
C2 - 37798717
SN - 1472-6955
VL - 22
JO - BMC Nursing
JF - BMC Nursing
IS - 1
M1 - 356
ER -