Friday, March 29, 2019
Influence of Culture in Nursing Curriculum | Research
Influence of Culture in Nursing course of get queryAmber HussainAbstractThe aim of this study is to identify the align of horti last in treat course of instruction. 30 nursing instructors participated in the study. A questionnaire was distributed, which include five thematic categories. Findings revealed that give lessonsers good deal definition of grow other than and they atomic number 18 aw atomic number 18 of its importance in nursing in companionship to ply heathenish natural longanimous care, but they view student potpourri as challenge in classroom setting.IntroductionDevelopment of course of instruction plays a vital exercise in creating educational change. In order to improve classroom practices and students education, large- home base syllabus reforms are instigated but these practically fall short. There can be variety of reasons for these shortfalls, among which pagan influence is wizard and only(a). To develop and implement a high quality po litical platform, a civilization-sensitive onrush to class development is necessary (Nijhuis, Pieters Voogt, 2013). This approach lose equal or even more than importance in the field of nursing, as nurses are the one who are confronted with unhurrieds who belong to different ethnical backgrounds. fit in to Spritzer et al. (1996), in order to improve nurses cross- pagan awareness, major efforts have been made to develop heathenly sensitive theoretical knowledge. To develop this awareness, teacher has to play a major role as teachers multicultural competency is becoming an increasingly vital element in educational curriculum (Malta, 2012). Therefore, a teachers role is to be aware of their declare acculturation, students culture and acquire students sensitive to cultural various(a) patient care, which can be implemented by using wide-ranging educational activity strategies in classroom setting. According to Maltby (2008), there are a variety of instruct techniques that can be drug abused to engage students in the process of becoming culturally competent such as role plays, using exemplars and web-based interactions.MethodologyUsing convenience sampling, 30 nursing instructors of more than 1 year experience, participated in study. The participants teach at different commandment institutions of nursing i.e. Ziauddin college of Nursing, Baqai College of Nursing and Aga Khan University civilise of Nursing. A survey questionnaire was addicted to rate responses according to five broad aspects definition of culture, cultural sate, students sort, teachers bear cultural values and classroom pedagogies on 3 point equivalentrt scale (refer Appendix A).ResultsThe study found that the definition of culture is seed differently by different teachers. 83% view it as lifestyle of people, 33% confide that it is transformed from one generation to another and 37% comprehend it as identity of people. 77% teachers differ that cultural versatile patient car e is incorporated in nursing curriculum taught in Pakistan and close to the same percentile (80%) of teachers agreed with the consensus that the curriculum is adapting from west and it diverts students from feature culture. 73% stated that diversity among students spend a pennys conflict and it arise difficulty in students learning.100% teachers grok that they are aware of their own culture, 93% knew that it is their responsibility to know just about students culture and therefore 83% opine that it is substantial to train teachers regarding cultural diversity. 80% believe that they also face altercate to teach multicultural class. mass of teachers use different teaching pedagogies like ice breaker (90%), case studies (77%), internet/videos (70%), reflections (67%) and group work (86%), salve there are few who are not using these pedagogies. tidingsTo investigate what teachers think about the role of culture in teaching and learning in nursing curriculum, questions were aske d from them. Results are presented in appendix B and C. The results suggest that teachers in nursing instructs perceive the understanding of culture differently. Majority view it as life style of people and few perceive it as identity of people and few believe that it is transformed from one generation to another .There are various understandings regarding culture. According to Stephens (2007, as cited in Nijhuisetal., 2013), culture gives meaning to beliefs and actions of individual and societies. It is an braintional tool which can be used to describe and evaluate that action. Nijhuis, Pieters and Pieters (2013) view culture as smooth or fixed phenomena.For nursing content part, results show that 77% of the teachers disagree with the opinion that the curriculum present in local context provides nice cultural information. These finding indicated that the loving of information available on the textbooks is not sufficient to teach the culture, which indentifies a gap in the curr iculum content that discern students to hostile culture. Maltby (2008) also questioned the depth of cultural content taught in nursing curriculum. Moreover 80% agree that, nursing curriculum is qualified from western culture and it diverts students from their local culture. The idea emphases that, as most of the textbooks of nursing are adapted from foreign culture, they may cause learners to lose their own cultural identity. According to Thomas (1997) Poor contextual curriculum leads to cultural mismatches on the level of local context.In relation to the cultural diversity in students, majority of instructors reported that their classroom students are culturally diverse, and they believe that this creates challenge for both students and teachers, for example for teachers it would be difficult to respect and impregnate each individual students cultural needs and use teaching strategies accordingly, whereas, for students, diversity creates difficulty in reaching to a consensus. A ccording to Phuntsog (2001) diversity in student directs teachers to provide equal opportunities to all students irrespective of their culture, caste and learning style. On the other hand, according to Marshall (1995) many another(prenominal) institutions value cultural diversity but find it as challenging in a group work because there is a fortune of developing a false consensus, as one think differently than other.Moreover, Majority of teachers have reported that they are familiar with their own cultural values and responsible towards knowing student cultural values. This brings forward the idea of culturally responsive teachers who takes the cultural identities of the students in the classroom into account. This would back up teachers to teach in a way that recognizes that each learner is an individual, with a fact cultural inheritance, who may rely on a different ways of knowing. According to Malta (2012) by recognizing student diversity it would be possible for teachers to sour aware of cultural barriers and learn to teach from a culturally sensitive perspective. Apart from this, majority of teachers had consensus on importance of receiving cultural training, since course trainings would help them to handle cultural themes and topics in more ease due to gaining advance in the subject area.Lastly, the study shed light on what kind of activities teachers practice in their Classrooms. Majority of teachers agree that they use different teaching methodologies i.e. icebreakers, case studies, videos, internets, reflection writing and group work, in order make students understand their own culture, be socially comfortable and understand aspects of foreign culture. These findings are parallel to that of Gonen and Saglam (2012) whereby teachers use different channels of information which expose students to foreign culture. Therefore, teachers develop a critical view towards foreign culture and these various sources of information a use to foster understandin g of diverse culture.ConclusionIn conclusion, culture has an influence in nursing curriculum in the area of content, teaching and learning. In the field of nursing, there is a lack of in depth content regarding culturally diverse patient care and that limited knowledge is mainly adapted from foreign culture due to which we tend to neglect the aspect of native culture. Moreover, students and teachers diverse cultural background and values are also affecting the learning answer in classroom setting. Therefore, it is important for teachers to incorporate those teaching pedagogies which foster the sentiment of cultural sensitive patient care and respect among each other.ReferencesDavidhizar, R., Giger, J.N. (2002). article of belief culture within nursing curriculum using theGigerDavidhizar model of transcultural nursing assessment. Journal of Nursing didactics, 40 (6), 282-284.Flintoff, V.J., Rivers, S. (2012). A reshaping of counseling curriculum responding to thechangingcultura l context. British Journal of Guidance and Counseling, 40 (3), 235-246.Malta, B.V. (2012). Am I culturally competent? A study on multicultural teaching competenciesamong school teachers in Malta. The Journal of Multiculturalism in Education, 8 (1), 1-43.Maltby, H.J. (2008). A reflection on culture over time by baccularte nursing students.Contemporary Nurse, 28 (1), 111-118.Marshall, S.P. (2006).Cultural competence in nursing curricula How are we doing 20years later?Guest Editorial, 45(7), 243-244.Nijhuis, C.G., Pieters, J.M., Voogt, J.M. (2013). Influence of culture on curriculumdevelopment in Ghana an undervalued factor? Curriculum Studies, 45(2), 225-250.Phuntsog, N. (2001). Culturally responsive teaching what do selected United States elementarySchool teachers think? Intercultural Education, 12, 51-64.Ruth, L.A. (2003). A critical way of knowing in a multi cultural nursing curriculum. Intuition aWay of Knowing, 24 (3), 129-134.Sairanen, R., Richardson, E., Kelly, L., Bergknut, E ., Koskinen, L., Lundberg, P., Muir, N., Olt,H., Vlieger, L. (2013). put culture in the curriculum A European pop out. Nurse Education in Practice.13, 118-124.Simunovi, V.J., Hren, D., Ivanis, A., Dorup, J., Krivokuca, Z., Ristic, S., verhaaren, H., Sonntag,H., Ribaric, S., Tomic, S., Vojnikovic, B., Selescovic, H., Dahl, M., Marusic, A., Marisic, M. (2007). Survey of attitudes towards curriculum reforms among medical teachers in different socio-economic and cultural environments. Curriculum Reforms among Medical Teachers, 29, 833-835.Spitzer, A., Kesselring, A., Ravid, C., Tamir, B., Granot, M., Noam, R. (1996). Learningabout another culture shake off and curricular reflections. Journal of Nursing Education, 35 (7), 322-328.Thomas, E. (1997). Developing a culture-sensitive breeding tackling a problem of meldingglobal culture within existing cultural contexts. International Journal of Educational Development, 17(1), 1326.Vikers, D. (2010). Social justice A concept for undergr aduate nursing curricula. SouthernOnline Journalof Nursing Research, 8(1).Appendix A Questionnaire used for data collection along with consent form directThe purpose of this project study is to identify the influence of culture on nursing curriculum. In this study, culture refers to values, beliefs, language and customs of a grumpy people that impact the area of nursing education and practice. The project essentially analyze the presence of cultural content in nursing curriculum and its significance, effects of students diverse cultural characteristic in classroom learning and teachers competency in relation to culture.ConsentThis is a project beingness conducted by Amber Hussain MSCN student in a course of Curriculum, training and Learning at IED (institute of Educational Development). You are invited to participate in this project because you are associated with teaching in nursing profession.Your participation in this study is voluntary. The procedure involves filling a quest ionnaire. Your responses will be kept unavowed and the results of this study will be used for research purpose.Participant skin senses ______________________Appendix B Compilation of the responses received by answerings on a 3 point likert scaleAppendix C Graphical design of the responses based on 5 broad categoriesGraph 1 The above graph depicts that 83% of the teachers view culture as a lifestyle of people and about one third of the respondents view it as people identity and a permanent phenomena which is transformed from one generation to another.Graph 2 The above graph shows that 77% of the teachers believe that nursing curriculum taught in Pakistan does not provide opportunities for culturally diverse patient care but 77% of the respondents agreed that the nursing curriculum reflect patients values and beliefs. Around 80% of the respondents view that nursing curriculum is adopted from western culture and it alienates students from native culture.Graph 3 The above graph dep icts that more than 77% of the teachers agreed that the student body in classroom is culturally diverse. Around 70% of the respondents also agreed that the language barriers create difficulty in learning and diversity creates conflicts in classroom.Graph 3Graph 5 The above graph depicts that more than 70% of the teachers use the above teaching methodologies frequently in order to achieve different learning objectives.