暂无摘要。

Social Media is an important means of communication with audiences around the world. The purpose of this study was to explore whether GM-a famous US auto company adapts its US Cultural values to suit the prevalent cultural values of its Chinese stakeholders on Chinese social media. Content analysis was used to evaluate the cultural content of GM Company\'s posts on Weibo and Twitter. Although influenced by the special features of the car industry, there is still enough evidence that the communication style of the US auto Company makes cultural adaption on Chinese social media, reflecting more Chinese prevalent cultural values.

This paper examines the symbolism of the cultural image Sun Wukong (the Monkey King), a Chinese legendary hero, and how it influenced an eight-year-old boy\'s psychic development. Through an analysis of Sun Wukong\'s life from his birth to attaining Buddhahood, a three-phase healing process is identified in Sun Wukong\'s tale and the psychotherapeutic process: \"naming and initiating,\" \"nurturing and taming,\" and \"transforming and transcending,\" proposed by Dr. Heyong Shen. Sandplay visually highlighted these key clinical changes in conscious awareness and developmental behaviour influencing the boy\'s individuation process. Images found either in cultural traditions or spontaneously emerging from the unconscious in individuals are of significance in human life, offering pathways to psychic healing and development. Further, myths and cultural resources used in clinical work demonstrate that having cultural competency is invaluable in Jungian analysis. Pathogenic and health-maintenance factors of culture can be explored in future clinical practice and research.
Cet article étudie le symbolisme de l\'image culturelle d’un héros légendaire chinois; Sun Wukong (le roi singe). L’article explore comment cette image a influencé le développement psychique d\'un garçon de huit ans. À travers une analyse de la vie de Sun Wukong depuis sa naissance jusqu\'à ce qu’il atteigne la bouddhéité, un processus de guérison en trois phases est identifié dans le conte de Sun Wukong et dans le processus psychothérapeutique, et proposé par le Dr Heyong Shen : « nommer et initier », « apprivoiser et nourrir » et « transformer et transcender ». La thérapie par le jeu de sable a ensuite mis en évidence visuellement ces changements cliniques clés dans la prise de conscience et le comportement développemental, qui ont influencé le processus d\'individuation du garçon. Les images trouvées dans les traditions culturelles ou qui émergent spontanément de l\'inconscient chez les individus sont importantes dans la vie des êtres humains : elles fournissent des voies de guérison et de développement psychiques. De plus, les mythes et les ressources culturelles utilisés dans le travail clinique montrent que la compétence culturelle est inestimable dans l\'analyse jungienne. Les facteurs pathogènes et les facteurs de maintien de la santé - présents dans la culture - peuvent être explorés dans la pratique clinique et la recherche futures.
Dieser Artikel untersucht die Symbolik des kulturellen Bildes Sun Wukong (des Affenkönigs), eines legendären chinesischen Helden, und wie es die psychische Entwicklung eines achtjährigen Jungen beeinflußte. Durch eine Analyse von Sun Wukongs Leben von seiner Geburt bis zur Erlangung der Buddhaschaft wird in Sun Wukongs Geschichte ein dreiphasiger Heilungsprozeß identifiziert und als psychotherapeutischer Prozeß gesehen: ‘Benennung und Initiierung’, ‘Zähmung und Pflege’ und ‘Transformation und Transzendierung’, vorgeschlagen von Dr. Heyong Shen. Sandspiel hob dann visuell diese wichtigen klinischen Veränderungen im Bewußtsein und im Entwicklungsverhalten hervor, die den Individuationsprozeß des Jungen beeinflussen. Bilder, die entweder in kulturellen Traditionen vorkommen oder spontan aus dem Unbewußten einzelner Menschen auftauchen, sind im menschlichen Leben von Bedeutung und bieten Wege zur psychischen Heilung und Entwicklung. Darüber hinaus zeigen Mythen und kulturelle Ressourcen, die in der klinischen Arbeit verwendet werden, daß kulturelle Kompetenz zu besitzen in der Jungianischen Analyse von unschätzbarem Wert ist. Pathogene und gesundheitserhaltende Faktoren der Kultur können in der zukünftigen klinischen Praxis und Forschung untersucht werden.
Questo articolo esamina il simbolismo dell’immagine culturale Sun Wukong (il Re Scimmia), un eroe leggendario cinese, e come questa ha influenzato lo sviluppo psichico di un bambino di otto anni. Tramite l’analisi della vita di Sun Wukong, dalla sua nascita fino al “Risveglio”, viene identificato un processo di guarigione trifase nel racconto di Sun Wukong e nel processo psicoterapeutico: “nominazione ed iniziazione”, “addomesticamento ed accudimento” e “trasformazione e trascendenza” proposto dal Dr. Heyong Shen. Il gioco della sabbia ha evidenziato visivamente i cambiamenti clinici, che sono stati una chiave per la consapevolezza e per lo sviluppo del processo di individuazione del bambino. Immagini trovate o in tradizioni culturali oppure emerse spontaneamente dall’inconscio degli individui sono significative per la vita umana, offrendo percorsi per la guarigione psichica e per lo sviluppo. Inoltre, i miti e le risorse culturali usate nel lavoro clinico dimostrano che l’avere competenze culturali è indispensabile, nell’analisi junghiana. I fattori patogeni, e quelli che sono finalizzati al mantenimento delle condizioni di salute, presenti nella cultura, possono essere esplorati nella futura pratica clinica e nella ricerca.
В статье рассматривается символизм культурального образа китайского легендарного героя Сунь Уконга (Короля обезьян) и его влияния на психическое развитие восьмилетнего мальчика. Анализ жизни Сунь Уконга от рождения до обретения статуса Будды позволил доктору Хейонгу Шеному выделить трехфазный процесс исцеления в сказке о Сунь Уконге и психотерапевтическом процессе: “называние и инициация”, “приручение и воспитание” и “трансформация и трансценденция”. Затем эти ключевые клинические изменения в осознанности и поведении мальчика, влияющие на процесс его индивидуации, были визуально выделены в его сэндплей-композициях. Образы, встречающиеся либо в культурных традициях, либо спонтанно возникающие из бессознательного у отдельных людей, обладают значимостью для жизни человека, поскольку предлагают пути к психическому исцелению и развитию. Кроме того, мифы и культурные ресурсы, используемые в клинической работе, показывают, что культурная компетентность неоценима в юнгианском анализе. Патогенные и поддерживающие здоровье факторы культуры могут быть изучены в будущей клинической практике и исследованиях.
Este artículo explora el simbolismo de la imagen cultural de Sun Wukong (el Rey Mono), un héroe legendario chino, y cómo influyó en el desarrollo psíquico de un niño de ocho años. A través de un análisis de la vida de Sun Wukong desde su nacimiento hasta alcanzar la Budeidad, se identifica un proceso de curación en tres fases en el cuento de Sun Wukong y en el proceso psicoterapéutico: “nombrar e iniciar”, “domar y nutrir” y “transformar y trascender”, propuestos por el Dr. Heyong Shen. A continuación, el juego de arena puso de relieve visualmente estos cambios clínicos en la conciencia y en el desarrollo del comportamiento, influyendo en el proceso de individuación del niño. Las imágenes que se encuentran tanto en las tradiciones culturales, como las que que emergen espontáneamente del inconsciente de los individuos son importantes en la vida humana, ya que ofrecen vías para la curación psíquica y el desarrollo. Además, los mitos y los recursos culturales utilizados en el trabajo clínico demuestran que tener competencia cultural es inestimable en el análisis junguiano. Los factores patógenos y de mantenimiento de la salud de la cultura pueden explorarse en la práctica clínica y la investigación futuras.
对中国神话意象孙悟空的荣格学分析 这篇文章介绍了孙悟空 (美猴王), 这一中国传说中的英雄的文化象征, 以及它对一位八岁男孩的心灵发展所产生的影响。文章分析了孙悟空从出生到得道成佛的生命历程, 并把孙悟空故事中的三个发展阶段与申荷永博士所提出三个心理治疗阶段相对应, 这是三个阶段是:“命名与启蒙”, “驯化滋养与驯化”, 以及“转化与超越”。在沙盘中可以清晰看见这些关键的临床改变在意识的觉察和发展性的行为中均有所体现, 并影响着男孩的自性化历程。文化传统中的意象或是个体无意识中自发涌现的意象, 都对人类的生命有着重要的意义, 它们提供了通往心灵疗愈和发展的道路。此外, 在临床中使用神话和文化资源, 也展现出在荣格分析中拥有文化胜任力的价值是难以估量的。在未来的临床实践和研究中可以继续探索文化的致病因素和健康维护因素。.

Cultural competence training plays an effective role in improving cultural competence for healthcare professionals, but cultural competence training was found to be insufficient in Hong Kong.
This study aims to explore receptivity and readiness of Hong Kong healthcare professionals (nurses, occupational therapists (OTs), and physiotherapists (PTs)) towards cultural competence training.
Twenty-three semi-structured interviews were conducted with 7 educators/trainers from tertiary institutions, 2 representatives of professional groups, and 14 managerial and frontline workers. Data were analysed using theoretical thematic analysis.
Results show that nurses and PTs have lower levels of cultural competence than OTs owing to insufficient in-depth training and the nature of professional practice, and they expressed lower willingness to receive the training than OTs. However, the staff in these three professions encounter various challenges in serving ethnoculturally diverse groups. Therefore, barriers in receiving cultural competence training and best practice for providing cultural competence training were identified and discussed for these three professions.

暂无摘要。

Transcultural capacity is a key component of consolidated global public health assistance cooperation (GPHAC). The aim of this study is to investigate the transcultural capacity perceptions of public health professionals from China\'s disease control and prevention system after relative training in order to provide a reference for enhancing transcultural capacity during the practice of GPHAC.
A cross sectional qualitative survey in which self-administrated questionnaire with 5 open ended questions was used. The questionnaire was disseminated on the completion of an online training for China\'s senior public health professions on transcultural capacity in GPHAC. Descriptive statistics, word frequency analysis and content analysis were used to analyze the questionnaire data.
Totally, 45 participants took part in this training, 25 of them voluntarily participated in this survey. The participants demonstrated the need for transcultural competence in public health services and suggested improvement in the course content arising from their wealth of knowledge and practical experience in the field. 96% of the participants considered that the training course was \"very necessary\" and \"meaningful\". The most interested topics were \"Overview of transcultural adaptation and GPHAC\", \"Transcultural adaptation and response\" and \"African culture and health\". The contents about \"Country-specific analysis on cultural factors in public health\", \"rapid transcultural adaptation\" and \"more specific practical experiences in diverse cultural backgrounds\" were suggested to be added in future training. The participants considered that transcultural capacity ensured the smooth progress of GPHAC and they both could complement each other, transcultural adaptation was the premise of gaining trust and reaching cooperation, it can be conducive to the health assistance professionals to integrate into local cultural life, facilitating their foreign assistance work to be effective and efficient, and impart experiences well. The participants hoped to put the concept into action.
The importance of transcultural competence in GPHAC is becoming a consensus of public health professionals. Enhanced transcultural competence reflected in the attitude of public health as well as other health workers would promote GPHAC and would foster efficient emergency health response management among many countries.

BACKGROUND: Both clinical and cultural competencies are of paramount importance in ensuring patients\' safety and high-quality care. While problem-based learning (PBL) is a widely applied pedagogy in nursing education, an emerging technology-based pedagogy, virtual simulation provides a realistic clinical learning experience for students. It can be an effective solution for continuing clinical and cultural learning across countries in the era of the pandemic.
OBJECTIVE: This study aimed to compare the effectiveness of virtual simulation and PBL on the perceived clinical and cultural competence for nursing students.
METHODS: A randomized controlled cross-over study design was used.
METHODS: Sixty-one undergraduate and postgraduate nursing students from five Asian regions were selected for participation.
METHODS: Participants were randomized to receive either virtual simulation (group A) or PBL (group B) for one day, followed by another intervention on the second day. Three self-reported questionnaires were used: Clinical Competence Questionnaire (CCQ), Inventory for Assessing the Process of Cultural Competence among Healthcare Professionals-Student Version (IAPCC-SV), and demographic questionnaire.
RESULTS: The results revealed that students in both arms had significant improvements in CCQ total score (A: d = 21.500, P < 0.001; B: d = 16.710, P = 0.001), nursing professional behavior (A: d = 8.233, P < 0.001; B: d = 6.323, P < 0.001), and advanced nursing skills (A: d = 2.533, P = 0.008; B: d = 2.129, P = 0.029) after two interventions. In addition, both arms demonstrated significant improvements in IAPCC-SV total score (A: d = 3.467, P = 0.037; B: d = 4.032, P = 0.010) and cultural skills (A: d = 0.767, P = 0.012; B: d = 1.000, P = 0.001). No significant differences were observed between the two arms.
CONCLUSIONS: The findings indicated that both virtual simulation and PBL were effective in promoting students\' perceived clinical and cultural competence. As both education modes have their own uniqueness and effectiveness in both outcomes, the combination of both could enhance the variability of learning modalities. Notably, the use of virtual simulation first could engage students better in learning and achieve better educational outcomes.

BACKGROUND: In this globalization era, institutions are developing strategies including international service-learning pedagogies to integrate global perspectives and dimensions into the learning and teaching processes to develop students\' capacity in intercultural competence.
OBJECTIVE: This study aimed to assess the students\' intercultural learning outcome through provision of orthotic community service to the less-privileged children.
METHODS: A Hong Kong-based university collaborated with 2 American universities to conduct an orthotic community service program for the children with cerebral palsy in mainland China. In the process of service delivery, the students with different backgrounds worked closely and students\' professional knowledge, intercultural understanding, and communication skills were evaluated. A mixed-method approach was adopted to investigate on how this international program could facilitate meaningful interactions in clinical practices. Preprogram and postprogram surveys and focus group interviews were conducted. Statistical analyses were performed on the quantitative data, while interview data were analyzed thematically.
RESULTS: A comparison of preprogram and postprogram surveys showed that the students perceived this community service program important for enhancement of their capabilities to communicate with people from other cultures (n = 39, p < 0.05). It also showed an increase in local students\' willingness to work with people from other cultures. Some themes related to intercultural competences were identified from the interview: \"intercultural awareness, understanding, and communication\" as well as openness to work/socialize with people from other cultures.\"
CONCLUSIONS: This study demonstrated that an international community service program could initiate positive changes in students\' intercultural communication capability and interest to work with culturally different people.

OBJECTIVE: Patients from different social environments and cultural backgrounds have different nursing needs. If nurses ignore the cultural differences of patients, it is easy to lead to the strained nurse-patient relationship, affect the nursing effect and cause harm to patients. Critical cultural competence (CCC) can help nurses to meet the nursing needs of patients from different cultural backgrounds, which is beneficial to building a harmonious nurse-patient relationship and improving the quality of nursing. Almutairi, et al designed the Critical Cultural Competence Scale (CCCS) which can be used to evaluate accurately nurses\' CCC. No studies have reported the development of a critical cultural competence measurement tool for nurses or the introduction of foreign scales in China. This study aims to conduct Chinese and cross-cultural debugging and test the reliability of the English version of the CCCS in order to form CCCS suitable for Chinese cultural background and provide an effective evaluation tool for investigating the current situation of clinical nurses\' CCC.
METHODS: This study used Brislin\'s back-translation model to translate and back-translation the English version of CCCS. The Chinese version of CCCS was then created through cross-cultural debugging by expert consultation and a pre-survey with a sample size of 30 clinical nurses. From August to October 2019, 580 clinical nurses were surveyed using a whole group sampling method. The participants were randomly divided into 2 groups with a 7꞉3 ratio. One group (n=406) was used for exploratory factor analysis and reliability analysis, while the other group (n=174) was used for confirmatory factor analysis. Six experts used the scale-level content validity index (S-CVI) and the item-level content validity index (I-CVI) to assess content validity. In the exploratory factor analysis, items were screened using the critical ratio method, and were tested using the KMO (Kalser-Meyer-Olkin) index, Bartlett\'s sphericity test, and principal component analysis. In the confirmatory factor analysis, average variance extracted (AVE), goodness of fit index (GFI), adjusted goodness of fit index (AGFI), and root mean square error of approximation (RMSEA) were used to assess the degree of fit of the constructed model. For the total scale and the 4 subscales, the Cronbach\'s α coefficient, split-half reliability, and retest reliability were used to assess the scale\'s reliability.
RESULTS: The S-CVI was 0.930, while the I-CVI ranged from 0.833 to 0.944. For all items, the critical ratio exceeded 3, and the difference between the high and low subgroups was statistically significant (P<0.05). Exploratory factor analysis revealed critical knowledge subscale had a KMO value of 0.676, with the total scale and other 3 subscales all having a KMO value >0.8 and a chi-square value of 814.32 to 12 442.45 for the Bartlett\'s spherical test, with degree of freedom ranging from 21 to 136 (P<0.001), indicating that all items were suitable for factor analysis. The principal component analysis showed that 17, 12, 7, and 7 items were extracted from the 4 subscales, with 4, 3, 2, and 2 components whose eigenvalues were more than 1, and the cumulative variance contribution was 66.0%, 54.3%, 56.6%, and 70.2%, respectively. The confirmatory factor analysis showed that the AVE of the 4 subscales were 0.637, 0.499, 0.560, and 0.565, GFI was 0.904, AGFI was 0.863, and RMSEA was 0.076. The Cronbach\'s α coefficient for the total scale and subscales ranged from 0.811 to 0.878, the split-half reliability ranged from 0.707 to 0.842, and the retest reliability was 0.827.
CONCLUSIONS: The Chinese version of the CCCS has good reliability and validity, and it can be used as a valid assessment tool for clinical nurses\' critical cultural competence in China.
目的: 不同社会环境和文化背景的患者具有不同的护理需求。如果护士忽视患者的文化差异，就容易导致护患关系紧张，影响护理效果，甚至对患者造成伤害。评判性文化能力可以帮助护士满足不同文化背景下患者的护理需求，有利于构建和谐的护患关系，提高护理质量。Almutairi等编制的评判性文化能力量表(Critical Cultural Competence Scale，CCCS)可用于评估护士的评判性文化能力。国内尚未有研究报道护士评判性文化能力测量工具的开发或国外量表的引进。本研究旨在对英文版CCCS进行汉化、跨文化调适并检测其信效度，以期形成适合我国文化背景的CCCS，为临床护士评判性文化能力的现状调查提供有效的评估工具。方法: 根据Brislin经典回译模型对英文版CCCS进行翻译和回译，通过专家咨询法和对30名临床护士的预调查进行跨文化调适，形成中文版CCCS。采用整群抽样法于2019年8至10月对580名临床护士进行调查。按照7꞉3的比例随机分为两组，一组(n=406)用于探索性因子分析和信度分析，另一组(n=174)用于验证性因子分析。6名专家采用量表水平内容效度指数(scale-level content validity index，S-CVI)和条目水平内容效度指数(item-level content validity index，I-CVI)评定量表的内容效度。在探索性因子分析中，采用临界比值法对量表条目进行筛选，KMO(Kalser-Meyer-Olkin)值、Bartlett球形度检验、主成分分析法测验条目。在验证性因子分析中，采用平均方差提取值(average variance extracted，AVE)、拟合优度指数(goodness-of-fit index，GFI)、修正的拟合优度指数(adjusted goodness-of-fit index，AGFI)、近似误差平方根(root mean square error of approximation，RMSEA)评价所构建模型的拟合程度。采用总量表和4个分量表的Cronbach’s α系数、分半信度和重测信度评定量表的信度。结果: 总量表的S-CVI为0.930；I-CVI为0.833~0.944。所有条目的临界比值>3，高分组与低分组之间的差异具有统计学意义(P<0.05)。探索性因子分析显示：评判性知识分量表的KMO值为0.676，总量表和其他3个分量表的KMO值均>0.8，Bartlett球形检验的近似χ2值为814.32~12 442.45，自由度为21~136，P<0.001。这提示所有条目适合做因子分析。主成分分析显示：4个分量表分别抽取了17、12、7、7个成分，特征值>1的分别为4、3、2、2个，累计方差贡献率分别为66.0%、54.3%、56.6%、70.2%。验证性因子分析显示4个分量表的AVE为0.637、0.499、0.560、0.565；GFI为0.904，AGFI为0.863，RMSEA为0.076。总量表和分量表的Cronbach’s α系数为0.811~0.878，分半信度为0.707~0.842，重测信度为0.827。结论: 中文版CCCS的信度和效度良好，可作为我国临床护士评判性文化能力的有效测评工具。.

Coronary heart disease (CHD), is the major contributor to cardiac-associated mortality worldwide. Lifestyle modification, including physical activity, is highly recommended for secondary prevention for patients with CHD. However, many people in Sri Lanka with CHD do not engage in adequate physical activity.
To develop a culture-specific, motivated, and action-based intervention and examine its effects on physical activity level, exercise self-efficacy, and cardiovascular risk factors among patients with CHD.
This is an assessor-blinded randomized controlled trial that will recruit 150 patients with CHD from the inpatients cardiac unit of a hospital in Batticaloa, Sri Lanka, and will randomly assign them either to the intervention group or the control group. The participants in the intervention group will receive a culture-specific and motivated, action-based intervention in addition to the usual care, while participants in the control will only receive the usual care. The intervention consists of a face-to-face preparatory session and 12-week motivated, action-based sessions which were developed based on the health action process approach (HAPA) framework. The face-to-face preparatory session will identify the health needs of the participants, develop a goal-oriented patient-centered action plan, and provide knowledge and an overview of the program. The 12-week motivated, action-based sessions consist of three monthly group education and center-based group exercises, followed by three 20-min individualized telephone follow-ups. Outcomes will be assessed immediately after the intervention and at one-month post-intervention.
This protocol proposes a supervised centered-based group exercise with group education, and individualized telephone follow-ups guided by the HAPA framework to improve the physical activity level, exercise self-efficacy, and cardiovascular risk factors of patients with CHD. Results from this study will inform the effectiveness of a motivated, action-based intervention in a low-resource setting and provide information on the feasibility, barriers, and facilitators for lifestyle modification in Sri Lanka.
ClinicalTrial.gov.org PRS: NCT05051774; Date of registration: September 21, 2021.