目的:本研究旨在比较护士教育者的特点,与全球护理教学相关的因素,全球教育和支持的内容以及全球教育的负担水平以及与日本顶尖护理大学和四个英语国家的护士教育者之间的负担有关的因素。
背景:跨文化敏感性是激励自己理解的积极愿望,欣赏和接受不同的文化。护士教育者需要对文化敏感,以向护理学生传授文化护理。
方法:这是一项使用在线调查的横断面探索性国际比较研究。
方法:参与者是护士教育者,拥有日本前20名和美国前10名大学的护士执照,加拿大,英国和澳大利亚(以下简称“英语国家”),分别。Google表单中的问题根据纳入标准选择了参与者。通过跨文化敏感性量表测量跨文化敏感性。卡方检验,费希尔的精确检验,t检验,使用Mann-WhitneyU检验和Spearman相关系数进行分析。数据收集时间为2023年10月至2024年1月。
结果:共有144名日本教育者(应答率=29.0%)和106名英语国家教育者(应答率=2.4%)纳入分析。日本的护士教育工作者在国外的工作经验较少,参与跨文化互动的机会较少,跨文化敏感性明显较低。在这两组中,那些在国外有更多经验、跨文化敏感度更高的人教授全球护理。在日本,对非母语有较高熟练程度和更频繁参与跨文化互动的护士教育者教授全球护理,在讲英语的国家,参加过国际学术会议的全职工人任教。在日本,全球护理是一门选修课,讲授的内容数量较少。虽然日本的参与者在大学举办了国际研讨会,以支持全球护理教育,那些在英语国家的教师有不同的文化背景。日本的参与者感到全球护理教育的负担更大。在日本,更熟练的非母语,更频繁的跨文化互动和更高的跨文化敏感性与更低的负担有关,在用母语以外的语言教学时,在英语国家,教学内容和绩效评估与较高的负担有关。
结论:跨文化敏感性更高,绩效评估和非母语水平对于护士教育者教授全球护理可能很重要,并且有必要提供支持以增强他们。
OBJECTIVE: This
study aimed to compare characteristics of nurse educators, factors related to teaching global nursing, contents of global education and support and the level of burden of global education and factors related to the burden between nurse educators among top nursing universities in Japan and four English-speaking countries.
BACKGROUND: Intercultural sensitivity is the active desire to motivate oneself to understand, appreciate and accept different cultures. Nurse educators need to be culturally sensitive to teach cultural care to nursing students.
METHODS: This is a cross-sectional exploratory international comparative
study using an online survey.
METHODS: Participants were nurse educators with a nurse license in the top 20 in Japan and the top 10 universitiesin the United States, Canada, United Kingdom and Australia (hereafter \"English-speaking countries\"), respectively. The questions in Google form selected participants by the inclusion criteria. Intercultural sensitivity was measured by the Intercultural Sensitivity Scale. Chi-square test, Fisher\'s exact test, t-test, Mann-Whitney U test and Spearman\'s correlation coefficients were used for the analyses. Data were collected from October 2023 to January 2024.
RESULTS: A total of 144 in Japan (response rate=29.0 %) and 106 educators in English-speaking countries (response rate=2.4 %) were included in the analysis. Nurse educators in Japan had less work experience in foreign countries, had fewer opportunities to take part in cross-cultural interactions and had significantly lower intercultural sensitivity. In both groups, those who had more experience in foreign countries with higher intercultural sensitivity taught global nursing. While in Japan nurse educators who had higher proficiency in non-native languages and those who had more frequently taken part in cross-cultural interactions taught global nursing, in English-speaking countries full-time workers who had attended international academic conferences taught. In Japan, global nursing was a more optional course and the number of contents taught was lower. While participants in Japan had international seminars at universities as support for global nursing education, those in English-speaking countries had faculty members with different cultural backgrounds. Participants in Japan felt more burden for global nursing education. In Japan, more proficient non-native language, more frequent cross-cultural interaction and higher intercultural sensitivities were associated with a lower burden, while teaching other than in their native language, contents taught and performance evaluation were associated with a higher burden in English-speaking countries.
CONCLUSIONS: Higher intercultural sensitivity, performance evaluation and proficiency in non-native language may be important for nurse educators to teach global nursing and support is necessary to enhance them.