R.-M. Martikainen , H.-M. Kuivila , M. Koskenranta , S. Kamau , A. Oikarainen , N. Matinlompolo , J. Juntunen , K. Mikkonen
{"title":"探索将不同文化和语言的护士和护理专业学生纳入医疗保健领域：横断面研究","authors":"R.-M. Martikainen , H.-M. Kuivila , M. Koskenranta , S. Kamau , A. Oikarainen , N. Matinlompolo , J. Juntunen , K. Mikkonen","doi":"10.1016/j.nepr.2024.104129","DOIUrl":null,"url":null,"abstract":"<div><h3>Aim</h3><p>To investigate the factors that influence the integration of CALD nurses and nursing students into the healthcare system and to explore their perception of integration.</p></div><div><h3>Background</h3><p>In many countries, strengthening the nursing workforce requires a ramping up of international recruitment. Culturally and linguistically diverse (CALD) nurses and nursing students experience significant challenges when integrating into new healthcare systems.</p></div><div><h3>Design</h3><p>Data for this cross-sectional observational study were collected electronically from CALD nurses (n = 15) and from nursing students (n = 87).</p></div><div><h3>Methods</h3><p>Three new instruments were developed and used to measure nurses’ own role at work, cultural and linguistic diversity at work, and the professional competence development. Likert scale from 1 to 4 was used to evaluate the agreement rate. The study data were analysed using K-means cluster analysis to determine the integration profiles.</p></div><div><h3>Results</h3><p>Three integration profiles (A, B, and C) were identified based on the participants' self-assessed perceptions of integration. Perceptions of each profile ranged from low (≤2.49) to high (≥3.50), with most being intermediate (2.50–3.49). Further, the perceptions of integration were lowest in Profile A and highest in Profile C. The profiles differed statistically significantly in all other measured integration areas, except CALD nurses’ language skills and in the nurses’ ability to develop their skills. Individuals educated in Finland, who have clinical practice experience and assessed their language proficiency at least at an intermediate level, demonstrated better performance, a deeper understanding of the nurse's role in healthcare, greater confidence in their skills, and fewer experiences of discrimination.</p></div><div><h3>Conclusions</h3><p>Integration is weakest among those with lower language skills and who completed their education outside of Finland. Healthcare organisations should develop integration models and mentoring programmes informed by new insights to support the integration of CALD nurses into the healthcare system. These models and programmes could help CALD nurses and nursing students to better understand their roles in healthcare.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104129"},"PeriodicalIF":3.3000,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324002580/pdfft?md5=0b55a60ed8ba04ca5df9ba48cd17015f&pid=1-s2.0-S1471595324002580-main.pdf","citationCount":"0","resultStr":"{\"title\":\"Exploring the integration of culturally and linguistically diverse nurses and nursing students in healthcare: A cross-sectional study\",\"authors\":\"R.-M. Martikainen , H.-M. Kuivila , M. Koskenranta , S. Kamau , A. Oikarainen , N. Matinlompolo , J. Juntunen , K. Mikkonen\",\"doi\":\"10.1016/j.nepr.2024.104129\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><h3>Aim</h3><p>To investigate the factors that influence the integration of CALD nurses and nursing students into the healthcare system and to explore their perception of integration.</p></div><div><h3>Background</h3><p>In many countries, strengthening the nursing workforce requires a ramping up of international recruitment. Culturally and linguistically diverse (CALD) nurses and nursing students experience significant challenges when integrating into new healthcare systems.</p></div><div><h3>Design</h3><p>Data for this cross-sectional observational study were collected electronically from CALD nurses (n = 15) and from nursing students (n = 87).</p></div><div><h3>Methods</h3><p>Three new instruments were developed and used to measure nurses’ own role at work, cultural and linguistic diversity at work, and the professional competence development. Likert scale from 1 to 4 was used to evaluate the agreement rate. The study data were analysed using K-means cluster analysis to determine the integration profiles.</p></div><div><h3>Results</h3><p>Three integration profiles (A, B, and C) were identified based on the participants' self-assessed perceptions of integration. Perceptions of each profile ranged from low (≤2.49) to high (≥3.50), with most being intermediate (2.50–3.49). Further, the perceptions of integration were lowest in Profile A and highest in Profile C. The profiles differed statistically significantly in all other measured integration areas, except CALD nurses’ language skills and in the nurses’ ability to develop their skills. Individuals educated in Finland, who have clinical practice experience and assessed their language proficiency at least at an intermediate level, demonstrated better performance, a deeper understanding of the nurse's role in healthcare, greater confidence in their skills, and fewer experiences of discrimination.</p></div><div><h3>Conclusions</h3><p>Integration is weakest among those with lower language skills and who completed their education outside of Finland. Healthcare organisations should develop integration models and mentoring programmes informed by new insights to support the integration of CALD nurses into the healthcare system. 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Exploring the integration of culturally and linguistically diverse nurses and nursing students in healthcare: A cross-sectional study
Aim
To investigate the factors that influence the integration of CALD nurses and nursing students into the healthcare system and to explore their perception of integration.
Background
In many countries, strengthening the nursing workforce requires a ramping up of international recruitment. Culturally and linguistically diverse (CALD) nurses and nursing students experience significant challenges when integrating into new healthcare systems.
Design
Data for this cross-sectional observational study were collected electronically from CALD nurses (n = 15) and from nursing students (n = 87).
Methods
Three new instruments were developed and used to measure nurses’ own role at work, cultural and linguistic diversity at work, and the professional competence development. Likert scale from 1 to 4 was used to evaluate the agreement rate. The study data were analysed using K-means cluster analysis to determine the integration profiles.
Results
Three integration profiles (A, B, and C) were identified based on the participants' self-assessed perceptions of integration. Perceptions of each profile ranged from low (≤2.49) to high (≥3.50), with most being intermediate (2.50–3.49). Further, the perceptions of integration were lowest in Profile A and highest in Profile C. The profiles differed statistically significantly in all other measured integration areas, except CALD nurses’ language skills and in the nurses’ ability to develop their skills. Individuals educated in Finland, who have clinical practice experience and assessed their language proficiency at least at an intermediate level, demonstrated better performance, a deeper understanding of the nurse's role in healthcare, greater confidence in their skills, and fewer experiences of discrimination.
Conclusions
Integration is weakest among those with lower language skills and who completed their education outside of Finland. Healthcare organisations should develop integration models and mentoring programmes informed by new insights to support the integration of CALD nurses into the healthcare system. These models and programmes could help CALD nurses and nursing students to better understand their roles in healthcare.
期刊介绍：
Nurse Education in Practice enables lecturers and practitioners to both share and disseminate evidence that demonstrates the actual practice of education as it is experienced in the realities of their respective work environments. It is supportive of new authors and will be at the forefront in publishing individual and collaborative papers that demonstrate the link between education and practice.
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