By Marilyn H. Oermann PhD RN FAAN, Kathleen T. Heinrich PhD RN
This well timed quantity within the Springer Annual evaluation of Nursing schooling sequence displays the most popular concerns and developments igniting nationwide discourse this day. Written by means of nurse educators and serious about the perform of educating throughout settings, the yearly evaluation offers educators in affiliate, baccalaureate, and graduate nursing courses, employees improvement, and carrying on with schooling with an array of recommendations to extend their horizons and enhance their instructing. From the teachings nurse educators and scholars discovered in surviving the Gulf coast hurricanes to the effect of international nurses' immigration on American nursing schooling, quantity five offers subject matters within the forefront of nursing schooling matters. subject matters incorporated during this quantity: Standardized sufferers in nursing schooling technique for instructing cultural competence coping with tough scholar events demanding situations calling American nurses to imagine and act globally utilizing benchmarking for non-stop caliber development E-portfolios in nursing schooling
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Extra resources for Annual Review of Nursing Education, Volume 5, 2007: Challenges and New Directions in Nursing Education
The term “learning process” emphasizes that the cognitive, practical, and affective dimensions of TSE and transcultural skill development can change over time as a result of formalized education and other learning experiences. 1 Jeffreys Cultural Competence and Conﬁdence (CCC) model (2004). Source: Jeffreys, M. R. (2006). Teaching cultural competence in nursing and health care. New York: Springer Publishing. Reprinted by permission. A MULTIDIMENSIONAL STRATEGY FOR TEACHING CULTURAL COMPETENCE 31 phases of the lifecycle.
Source: Jeffreys, M. R. (2006). Teaching cultural competence in nursing and health care. New York: Springer Publishing. Reprinted by permission. A MULTIDIMENSIONAL STRATEGY FOR TEACHING CULTURAL COMPETENCE 31 phases of the lifecycle. The practical learning dimension is similar to the psychomotor learning domain and focuses on motor skills or practical application of skills. Within the context of transcultural learning, practical learning skills refer to communication skills (verbal and nonverbal) needed to interview clients of different cultural backgrounds about their values and beliefs.
For example, students enrolled in an adult health CNS program generally do not enter the master’s program with the primary goal of developing cultural competency. “The essence of CNS practice is clinical nursing expertise in diagnosing and treatments to prevent, remediate, or alleviate illness and promote health with a deﬁned specialty population” (NACNS, 2005, p. 5). Typically CNS students are interested in developing clinical competencies in a clinical specialty and obtaining certiﬁcation in a clinical specialty; therefore, nurse educators are challenged to invigorate zeal and instill interest among these adult learners ( Jeffreys, 2006).