Migration and mental health care: Identifying the cultural competency of Turkish nursing students

Authors: Üzar-Özçetin, Y.S., Trenoweth, S. and Tee, S.

Journal: Nurse Education Today

Volume: 85

eISSN: 1532-2793

ISSN: 0260-6917

DOI: 10.1016/j.nedt.2019.104257

https://eprints.bournemouth.ac.uk/32980/

Source: Scopus

Migration and mental health care: Identifying the cultural competency of Turkish nursing students.

Authors: Üzar-Özçetin, Y.S., Trenoweth, S. and Tee, S.

Journal: Nurse Educ Today

Volume: 85

Pages: 104257

eISSN: 1532-2793

DOI: 10.1016/j.nedt.2019.104257

https://eprints.bournemouth.ac.uk/32980/

Source: PubMed

Migration and mental health care: Identifying the cultural competency of Turkish nursing students

Authors: Uzar-Ozcetin, Y.S., Trenoweth, S. and Tee, S.

Journal: NURSE EDUCATION TODAY

Volume: 85

eISSN: 1532-2793

ISSN: 0260-6917

DOI: 10.1016/j.nedt.2019.104257

https://eprints.bournemouth.ac.uk/32980/

Source: Web of Science (Lite)

MIGRATION AND MENTAL HEALTH CARE: IDENTIFYING THE CULTURAL COMPETENCY OF TURKISH NURSING STUDENTS

Authors: Üzar Özçetin, S., Trenoweth, S. and Tee, S.

Journal: Nurse Education Today

Publisher: Elsevier

ISSN: 0260-6917

Abstract:

Background: In mental health care, a person’s cultural expression can shape expression and elicitation of clinical symptoms, models of mental health and illness and treatment-seeking behaviours. Objectives: This study aimed to identify the level of cross-cultural competency of final year student nurses, and the challenges arising for mental health.

Methods: The study employed a mixed-methods design. Data were collected from 54 undergraduate nursing students.

Results: Nursing students had moderate levels of cultural competency, cultural sensitivity, cultural knowledge and cultural skill scores with regards to mental health care. Students emphasized many barriers and reported it difficult to provide culturally competent care. Student quotes gathered under four main themes; (1) Conceptualizing Cross-Cultural Care, (2) Barriers in providing cross-cultural care, (3) Benefits of cross-cultural care, and (4) Strategies for providing cross-cultural care. Conclusions: Clinical learning environments provide an opportunity to put learning into practice and to deliver culturally-sensitive care. Undergraduate nursing education should be structured to promote cultural competency levels of students at an early stage of their training.

https://eprints.bournemouth.ac.uk/32980/

Source: Manual