“One size does not fit all” - undergraduate nursing students’ perspectives of intercultural communication: a qualitative descriptive study
| dc.contributor.author | Armah, Naomi | |
| dc.contributor.examiningcommittee | Harder, Nicole (Nursing) Deer, Frank (Curriculum, Teaching and Learning) | en_US |
| dc.contributor.supervisor | Martin, Donna (Nursing) | en_US |
| dc.date.accessioned | 2019-04-08T14:37:58Z | |
| dc.date.available | 2019-04-08T14:37:58Z | |
| dc.date.issued | 2019-04 | en_US |
| dc.date.submitted | 2019-04-02T05:10:44Z | en |
| dc.date.submitted | 2019-04-06T01:47:19Z | en |
| dc.degree.discipline | Nursing | en_US |
| dc.degree.level | Master of Nursing (M.N.) | en_US |
| dc.description.abstract | Problematic communication in nurse-client relationships is a contributory factor to healthcare disparities, health inequity, systemic racism, and negative health outcomes. Introduction of intercultural communication (ICC) in nursing education is vital to equip the future health workforce. However, gaps exist in the literature regarding exploring undergraduate nursing students’ perspectives of ICC which is crucial in determining the effectiveness and appropriateness of incorporating ICC in nursing curricula. Employing the Integrated Model of Intercultural Communication Competence as a guiding framework, the study explored the perceptions of undergraduate nursing students regarding ICC in their nursing program. Using a qualitative descriptive design, a purposive sample of fourth-year nursing students (N=10), who have completed a cultural diversity/communication course and were willing to participate in a 45-60-minutes interview, were recruited at a western Canadian university. Following ethics protocol, semi-structured, one-on-one interviews were conducted, digitally-recorded, transcribed verbatim, coded with NVivo, and analyzed using content analysis. Multiple data sources, report of study procedure, verbatim transcription, and member-checking were used to ensure rigor. Findings indicate limited ICC content in nursing curricula; however, the inclusion of ICC content in the nursing curriculum was perceived to facilitate more empathic care and participants reported that they were more open to elicit information and plan culturally safe care for all clients. Other findings prompt individual and system level changes including the integration of a cultural component in the health assessment process, while more active teaching strategies may be adopted to equip students with the requisite skills and knowledge for effective ICC. A revised ICC model is proposed. This study is significant in informing literature, curricula, clinical practicum, diversity inclusion, ICC policy, and further research. | en_US |
| dc.description.note | May 2019 | en_US |
| dc.identifier.uri | http://hdl.handle.net/1993/33834 | |
| dc.language.iso | eng | en_US |
| dc.rights | open access | en_US |
| dc.subject | Intercultural communication | en_US |
| dc.subject | Cultural safety | en_US |
| dc.subject | Qualitative descriptive | en_US |
| dc.subject | Undergraduate nursing students | en_US |
| dc.subject | Perspectives | en_US |
| dc.subject | Nursing education | en_US |
| dc.title | “One size does not fit all” - undergraduate nursing students’ perspectives of intercultural communication: a qualitative descriptive study | en_US |
| dc.type | master thesis | en_US |
| local.subject.manitoba | yes | en_US |