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Presentation modality: poster
Research, nursing care and cultural diversity




REF.: 060
Country: USA

Increasing Cultural Sensitivity in Nursing Students: A Model for Implementing International Community Health Experiences
Juliette Shellman1, Susan Barringer2
(1) Ph.D., APRN-BC. (2) RN, MPH. Yale University School of Nursing, New Haven CT (USA)

Mail delivery: Yale University School of Nursing, 100 Church St South, New Haven CT (USA)

Rev Paraninfo digital, 2007: 2

How to cite this document

Shellman, Juliette; Barringer, Susan. Increasing Cultural Sensitivity in Nursing Students: A Model for Implementing International Community Health Experiences. Rev Paraninfo Digital, 2007; 2. In: <http://www.index-f.com/para/n2/060.php> Consulted 17 de Agosto del 2022



Background: Educational institutions have become progressively more attentive to the importance of preparing nurses to care for culturally diverse populations locally and globally. In response to this need, schools of nursing frequently make quick decisions regarding international community health learning experiences for their students. Subsequently, these kinds of clinical experiences often lack planning, structure, and do not lend themselves to providing experiences that promote the development of culturally sensitive community health nurses. Using Anderson & McFarlane�s Community as Partner Model (1996) as a framework, Yale School of Nursing has initiated the Partners in Caring Model (PCM) for planning, development, and evaluation of international experiences for Graduate Entry in Pre- Specialty Nursing students during their community health clinical course.
Objectives: To present process and summative evaluation data of nursing students� community health experiences in Nicaragua, South Africa, and New Zealand.
Methods: The educational intervention using the Partners in Caring Model principles of partnership development (Bernal et al. 2004) included cultural and community health preparation classes, preceptor and course coordinator communications, debriefing sessions and student community assessment projects. Data were collected post intervention through student journals, focus groups, instructor interviews, and survey evaluations. Students� perceptions of the effects of the international community health experience on their development as culturally sensitive nurses were analyzed using an immersion-crystallization technique described by Borkan (1999).
Results/Conclusions: International community health experiences developed using the PCM provides unique opportunities for student learning that increases their cultural sensitivity and knowledge regarding global community health issues. Furthermore, the partnership model described in this paper provides opportunities for the development of sustainable community health projects that may have positive effects on the vulnerable aggregates residing in these communities.

- Anderson, E. T., & McFarlane, J. M. (1996). The process of community as partner. In J. Brogan, & V. Barishek (Eds.), Community as partner, theory and practice in nursing (pp. 175�329). Philadelphia, PA: Lippincott.
- Bernal, H., Shellman, J., Reid, K. (2004).Essential concepts in developing community-university partnerships. CareLink: the Partners in Caring Model. Public Health Nursing, 21(1):32-40.
- Borkan, J. (1999). Immersion/crystallization. In B. Crabtree & W. Miller (Eds.), Doing qualitative research (2nd ed.) (pp. 179-194). Thousand Oaks, CA: Sage.
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