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Intercultural education of nurses and health professionals in Europe (IENE)
Author(s) -
Taylor G.,
Papadopoulos I.,
Dudau V.,
Maerten M.,
Peltegova A.,
Ziegler M.
Publication year - 2011
Publication title -
international nursing review
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.84
H-Index - 51
eISSN - 1466-7657
pISSN - 0020-8132
DOI - 10.1111/j.1466-7657.2011.00892.x
Subject(s) - multiculturalism , cultural competence , intercultural competence , health care , competence (human resources) , nursing , pedagogy , psychology , intercultural communication , value (mathematics) , medical education , medicine , political science , social psychology , law , machine learning , computer science
TAYLOR G., PAPADOPOULOS I., DUDAU V., MAERTEN M., PELTEGOVA A. & ZIEGLER M. (2011) Intercultural education of nurses and health professionals in Europe (IENE). International Nursing Review 58 , 188–195 This paper presents the results of a needs analysis carried out during a 2‐year European Union‐funded project titled ‘Intercultural education of nurses and health professionals in Europe’. Aims: The study aimed to explore the perceived learning and teaching needs of students and practitioners of health‐care professions in relation to preparation for working in another European country and/or in a multicultural environment. The participating countries were: Belgium, Bulgaria, Germany, Romania and the UK. Methods: Questionnaires, consisting of open questions, were completed by a total of 118 participants. Data analysis adopted both a priori and inductive approaches. The predetermined constructs of cultural awareness, cultural knowledge, cultural sensitivity and cultural competence were used to structure suggestions for theoretical input and practical activities and experiences. Inductive analysis revealed other emergent themes that underpin all four of these constructs. Results: Practical experiences form a fundamental part of preparation for labour mobility and/or for practice within a multicultural environment. However, health‐care practitioners need to be adequately prepared for such experiences and value the opportunity to learn about culture, to explore values and beliefs, and to practise intercultural skills within the safe environment of an educational establishment, facilitated by skilled teachers.