UNASSIGNED: Given the importance of cultural diversity in healthcare, the shift from \"cultural competence\" to \"cultural humility\" has become crucial. This transition is particularly relevant for nursing students in multiethnic regions, such as Southeastern Anatolia, Turkey, where diverse cultural interactions can significantly impact their professional development and practice.
UNASSIGNED: This study was conducted to determine the cultural humility levels of nursing students.
UNASSIGNED: This descriptive study was carried out with nursing students in two universities in the Southeastern Anatolia region, where the immigrant population is dense, in Turkey.
UNASSIGNED: In this study, the total mean score of the Cultural Humility Scale of the students participating in the research was 70.03±16.01. A significant difference was found between the Cultural Humility scale mean scores of the students and their gender, nationality, native language, experience of going abroad, desire to live in another country, and enjoying spending time with people from different cultures (p < 0.05). Significant positive correlations were determined between the average scores provided by the students on a 0-10 scale, indicating the importance they placed on cultural diversity in nursing education, and both the total score of the Cultural Humility Scale and the mean score of its sub-dimensions (p < 0.01, r = 0.273).
UNASSIGNED: This study found that the cultural humility level of nursing students living and studying with people from various cultures is sometimes exhibited.

This study aims to understand the roles of selected extension professionals (EPs) in the field of public health and One Health and the challenges involved in performing these duties to their communities in the state of Kansas. To evaluate the role of EPs in public health and One Health, researchers interviewed nine (9) EPs following a set of structured questions. Emerging themes were extrapolated from the responses of the EPs. Researchers assigned codes for qualitative analysis and assigned themes related to public health, One Health, and effective delivery of services. Researchers identified the following themes related to the role of EPs in public health (youth development, physical activity, personal health care, proper nutrition, access to transportation), One Health (food safety and food security, environmental health, disease control and prevention) and effective delivery of services (community engagement, collaboration, challenges in implementation). The study provided an overview of the diverse roles that EPs play in public health and One Health, keys on how to engage the community effectively, and challenges in extending services to the community.

UNASSIGNED: Community service-learning (CSL) aims to promote civic engagement among students and deepen their understanding of social issues, connecting students to communities where they may practise as future health care providers. This study\'s aims were two-fold: first, to determine whether incorporating a non-dental community service-learning experience into a fourth-year behavioural science course can develop abilities related to the dental hygiene baccalaureate competencies; second, to examine the overall student learning experience.
UNASSIGNED: Seven community agencies presented projects to the dental hygiene class, and students individually selected their top 3 choices. Projects were diverse, ranging from literacy tutoring to creating a program plan or hosting a public virtual event with an interprofessional health panel discussing nutrition. Dental hygiene students participated in a 20-hour placement with one community project and completed individual reflection journals that focused on their experience. Using a document analysis approach, the authors examined the reflection journals through an iterative process to identify themes.
UNASSIGNED: Ten student reflections were analysed and three themes emerged: 1) increased social awareness; 2) application of dental hygiene core competencies; and 3) the challenges of the learning experience. Students consistently discussed how the project allowed them to apply 5 dental hygiene core competencies and how their learning experience aligned with their future professional role as a dental hygienist. Students articulated increased understanding of their individual privilege and awareness of social issues in their community.
UNASSIGNED: Participation in non-dental CSL increased dental hygiene students\' social awareness of local communities. Students demonstrated an ability to apply their learning to their developing competencies as future dental hygienists.
UNASSIGNED: L’apprentissage axé sur les services communautaires vise à promouvoir l’engagement civique des étudiants et à approfondir leur compréhension des enjeux sociaux, en mettant les étudiants en contact avec les communautés où ils peuvent exercer en tant que futurs fournisseurs de soins de santé. Cette étude avait 2 objectifs : premièrement, déterminer si l’intégration d’une expérience d’apprentissage par service communautaire non dentaire à un cours de quatrième année de science du comportement peut permettre de développer des capacités liées aux compétences du baccalauréat en hygiène dentaire; deuxièmement, examiner l’expérience d’apprentissage globale de l’étudiant.
UNASSIGNED: Pour l’étude, 7 organismes communautaires ont présenté des projets à la classe d’hygiène dentaire et les étudiants ont chacun sélectionné leurs 3 premiers choix. Les projets étaient diversifiés, allant du tutorat en alphabétisation à la création d’un plan de programme ou à l’organisation d’un événement public virtuel avec un panel interprofessionnel de la santé qui discutait de la nutrition. Les étudiants en hygiène dentaire ont participé à un stage de 20 heures dans le cadre d’un projet communautaire et ont consigné leurs réflexions dans un journal individuel axé sur leur expérience. À l’aide d’une approche d’analyse documentaire, les auteurs ont examiné les journaux de réflexion lors d’un processus itératif pour cerner les thèmes.
UNASSIGNED: Les réflexions de 10 étudiants ont été analysées et 3 thèmes sont ressortis : 1) une sensibilisation sociale accrue; 2) l’application des compétences de base en hygiène dentaire; et 3) les défis de l’expérience d’apprentissage. Les étudiants ont systématiquement discuté de la façon dont le projet leur a permis d’appliquer 5 compétences de base en hygiène dentaire et de la façon dont l’expérience d’apprentissage s’harmonisait avec leur futur rôle professionnel d’hygiéniste dentaire. Les élèves ont noté une meilleure compréhension de leurs privilèges individuels et une meilleure sensibilisation aux enjeux sociaux dans leur communauté.
UNASSIGNED: La participation à un apprentissage axé sur les services communautaires non dentaires a accru la sensibilisation sociale des étudiants en hygiène dentaire aux communautés locales. Ils ont démontré leur capacité à appliquer leur apprentissage à leurs compétences en développement en tant que futurs hygiénistes dentaires.

Heart failure is a commonly encountered clinical syndrome arising from a range of etiologic cardiovascular diseases and manifests in a phenotypic spectrum of varying degrees of systolic and diastolic ventricular dysfunction. Those affected by this life-limiting illness are subject to an array of burdensome symptoms, poor quality of life, prognostic uncertainty, and a relatively onerous and increasingly complex treatment regimen. This condition occurs in epidemic proportions worldwide, and given the demographic trend in societal ageing, the prevalence of heart failure is only likely to increase. The marked upturn in international migration has generated other demographic changes in recent years, and it is evident that we are living and working in ever more ethnically and culturally diverse communities. Professionals treating those with heart failure are now dealing with a much more culturally disparate clinical cohort. Given that the heart failure disease trajectory is unique to each individual, these clinicians need to ensure that their proposed treatment options and responses to the inevitable crises intrinsic to this condition are in keeping with the culturally determined values, preferences, and worldviews of these patients and their families. In this narrative review, we describe the importance of cultural awareness across a range of themes relevant to heart failure management and emphasize the centrality of cultural competence as the basis of appropriate care provision.

Cultural awareness reminds ABA service providers of the importance of considering the cultural practices of others when programming for behavior change. Decisions about the appropriateness of services may be difficult, however, when the values of the client conflict with the values of the culture(s) to which the client belongs or with the cultural biases of the practitioner. To minimize such conflicts, we propose a decision-making model that integrates client-centered and culture-centered assessments of habilitative validity. Throughout the proposed evaluation process, the behavior analyst and the recipients of services collaborate to refine program goals that will increase access to reinforcers for the client and their cultural groups. Given that cultures arrange reinforcers and punishers for the individual, assessing habilitative and social validity for the cultural groups affected by services is emphasized as an essential component of the model. We illustrate how the proposed model could be used to suggest appropriate courses of action by analyzing a situation that may involve conflicts of values.

Bacterial vaginosis (BV) is characterized by changes in the vaginal flora caused by an elevated pH, resulting in symptoms of vaginal discharge, odor, and irritation. BV affects all women, including Dominican women who have specific cultural beliefs regarding vaginal health hygiene. Due to the prevalence of this condition and cultural norms that may influence how women respond to the diagnosis of BV, it is important to understand the factors that may promote the development of BV and that may influence women\'s choices of treatment options. Amsel\'s criteria are the most commonly used clinical approach for the diagnosis of BV. Recurrent BV is common and affects women\'s lives to varying degrees. Discussion about cultural norms and hygienic practices may provide information that may decrease the recurrence of BV. Nurses can provide support and evidence-based information in a culturally sensitive manner to help Dominican women manage BV.

Healthcare access and equity are human rights. Worldwide conflicts, violence, and persecution have increased the number of people from refugee or refugee-like backgrounds. Because urban areas are already densely populated, governments have aimed to increase refugee resettlement in rural and/or regional areas. Because of the complex healthcare needs of refugees, this creates challenges for healthcare service providers. Identifying barriers to accessing healthcare in rural areas is therefore important to better inform policy settings and programmes that will provide culturally appropriate patient-centred care to the refugee community.
This review scoped 22 papers written in English between 2018 and July 2023 from five countries (Australia, New Zealand, Germany, Bangladesh, and Lebanon) in order to provide an overview of the barriers and possible solutions to facilitate refugees\' access to healthcare.
The reviewed literature summarised the perceptions of at least 3,561 different refugees and 259 rural health service providers and/or administrators and identified major challenges. These include communication (illiteracy in the resettlement country language and lack of a suitable interpreter), lack of cultural awareness of health services, discrimination, and access difficulties (transportation, availability of health specialist services, cost). As a consequence, it was identified that improving access to affordable housing, employment through credential recognition, competence-level education for children, facilitating language training, and adapting health information would increase resettlement and encourage access to healthcare.
Refugees face significant barriers to accessing and engaging with healthcare services. This impacts their integration into rural communities and increases the prevalence of psychosocial issues like feelings of loneliness, low self-esteem, a lack of autonomy, and a lack of empowerment over informed decision-making, especially for women, jobless men, and the elderly. These findings support the need for additional support for refugees and healthcare providers to improve language proficiency and cultural competency. Policymakers need to improve the availability and accessibility of employment, housing accessibility, and service mobility. Additionally, more research is needed to assess the efficacy of emerging innovative programmes that aim to close the gap by delivering culturally appropriate patient-centred care to refugee communities in rural areas.

暂无摘要。

The aim of this study was to describe the experience of Norwegian nursing students with internationalization through participation in a Collaborative Online International Learning (COIL) course.
Educators in Norway and the United States collaborated to incorporate internationalization and population health concepts into virtual courses during the pandemic. Literature gaps exist in post-implementation assessment data that ascertain internationalization through the COIL experience.
This was a qualitative study with a descriptive design. Data were collected from focus group interviews and analyzed conventional content-analysis approaches.
Fifteen Norwegian undergraduate nursing students who participated in the COIL opportunity completed focus group interviews.
The themes identified included, \"virtual conversation builds collaborations and enhances learning,\" and \"this opened my eyes.\"
Norwegian students acknowledged they had learned transferable lessons from their global partners that could be applied to patient care of the marginalized population in Norway.

BACKGROUND: It is important to have a pharmacy workforce that is culturally competent to recognise a patient\'s health beliefs to improve medication adherence and reduce poor treatment outcomes.
OBJECTIVE: This systematic review aimed to identify, critically appraise and summarise how cultural competency is conceptualised, developed and embedded in pre-qualification pharmacy education.
METHODS: Medline, Scopus, PsychInfo, Web of Knowledge, CINAHL, and Embase databases were searched for relevant papers published in English between January 2012 and December 2021, following PRISMA guidelines. Data from included papers were thematically analysed. Educational quality of papers was appraised using the GREET criteria. This systematic review was registered on PROSPERO, CRD42021295875.
RESULTS: The review included 47 papers (46 studies) with 18 papers meeting ≥ 9 points on the GREET criteria thus considered of good educational quality. Forty papers focused on educational interventions implemented to pharmacy students only, the remaining included students from different health disciplines. Half of the educational interventions focused on cultural competence in general. Most educational interventions lasted over a week and 21 were compulsory. Cultural competence conceptualisation varied; a focus on knowledge about different cultures or on culturally competent behaviours or a continuum with knowledge at one end and behaviour at the other.
CONCLUSIONS: There is variation in how cultural competence is embedded in pharmacy programmes, which could be a reflection of the differences in how educators conceptualised cultural competence. Further research is needed to develop a unified understanding of the meaning of cultural competence and how it can be embedded in pharmacy education.