![]()
文献分享 |Exploring educator perceptions and profiles in supporting culturally and linguistically diverse students integration in healthcare work environments - A cross-sectional study
来源：Nurse Education Today
DOI：10.1016/j.nedt.2024.106344
![]()
Abstract
Background: The global shortage of healthcare workers, an ageing population, and increasing retirement within the healthcare workforce are causing social and healthcare systems to undergo significant internationalisation and cultural-linguistic diversification. Despite the crucial role educators play in imparting healthcare education and supporting the integration of professionals into these diverse environments, there is a lack of effective strategies and understanding to achieve this integration successfully.
背景:全球医护人员短缺、人口老龄化、医护人员退休人数增加，导致社会和医护系统经历了重大的国际化和文化语言多样化进程。尽管教育工作者在传授医疗保健教育和支持专业人员融入这些多元化环境方面发挥着至关重要的作用，但目前还缺乏成功实现这种融合的有效策略和认识。
Aim: To explore and understand how social and healthcare educators self-perceive their role in supporting the integration of culturally and linguistically diverse (CALD) students into healthcare working environments，and to identify whether these perceptions can be categorised into specific educator profiles.目标:探索并了解社会和医疗保健教育工作者如何自我认知他们在支持文化和语言多元化（CALD）学生融入医疗保健工作环境中所扮演的角色，并确定这些认知是否可以归类为特定的教育工作者特征。Methods: A cross-sectional survey was conducted in the spring of 2022 in Finland, collecting observational data from 59 social and healthcare educators across 15 universities of applied sciences providing nurse education to CALD students. Four instruments were developed to measure educators' perceptions of supporting students in healthcare work environment integration. K-means clustering analysis identified two distinct educator profiles, and statistically significant differences between these profiles were analysed using t-tests, Chi-square tests, and Mann-Whitney U tests.方法：2022 年春季在芬兰进行了一项横断面调查，收集了 15 所应用科学大学中为 CALD 学生提供护士教育的 59 名社会和医疗保健教育工作者的观察数据。我们开发了四种工具来测量教育工作者对支持学生融入医疗保健工作环境的看法。K-means 聚类分析确定了两种不同的教育者特征，并使用 t 检验、Chi-square 检验和 Mann-Whitney U 检验对这些特征之间的显著差异进行了统计分析。Results: Educators perceived their highest strengths as ensuring equality for students (mean 3.81), possessing suitable characteristics (mean 3.78), and being culturally sensitive and aware (mean 3.73). They felt least confident in knowing their institution's integration practices (mean score of 2.43) and personally supporting cultural diversity among students (mean 2.93). Educators were classified into two profiles: less confident educators (mean 2.27-3.66) and confident educators (mean 2.58-3.94). Confident educators, who more effectively support CALD students, have been more involved in continuous education.结果：教育工作者认为自己的最大优势是确保学生平等（平均分 3.81）、拥有合适的特质（平均分 3.78）以及具有文化敏感性和文化意识（平均分 3.73）。他们对了解本机构的融合做法（平均 2.43 分）和个人支持学生的文化多样性（平均 2.93 分）最没信心。教育工作者被分为两类：信心不足的教育工作者（平均分 2.27-3.66）和信心十足的教育工作者（平均分 2.58-3.94）。自信的教育工作者能更有效地支持 CALD 学生，他们也更多地参与到持续教育中。Conclusion:Continuous education is critical for enhancing educators' confidence and effectiveness in supporting CALD students. Improved training and resources focused on institutional integration practices and personal support for cultural diversity are needed to address areas where educators feel less confident.结论：持续教育对于增强教育工作者支持 CALD 学生的信心和有效性至关重要。需要改进培训和资源，重点关注机构融合实践和个人对文化多样性的支持，以解决教育工作者感到信心不足的领域。Keywords:Cultural and linguistic diversity; Educator; Integration; Nurse; Nurse education; Student.关键词：文化和语言多样性；教育工作者；融合；护士；护士教育；学生
（译文仅供参考）
END
关于我们
![]()
我们因护理相识
我们以热爱相聚
一起探索和成长
“医路漫长，我们双向奔赴”
