The Use of An Intercultural Competence Model in a BScN Program for Internationally Educated Nurses

2.50
Hdl Handle:
http://hdl.handle.net/10755/156081
Type:
Presentation
Title:
The Use of An Intercultural Competence Model in a BScN Program for Internationally Educated Nurses
Abstract:
The Use of An Intercultural Competence Model in a BScN Program for Internationally Educated Nurses
Conference Sponsor:Sigma Theta Tau International
Conference Year:2010
Author:Bradley, Patricia, MEd, PhD, RN
P.I. Institution Name:York University
Title:Assistant Professor
Co-Authors:Mina Singh, BScN, MEd, PhD, RN; Karin Page-Cutrara, RN, BNSc, MN
21st INRC [Evidence-Based Practice Presentation] One of the greatest challenges for internationally educated nurses (IENs) moving into the Canadian healthcare workforce is communication (Davis, 2003; Guttman, 2004; McGuire, & Murphy, 2005). Testing for technical language skills may be necessary but is not sufficient to determine how an individual can communicate with patients (Kawi, & Xu, 2009). The purpose of the presentation is to present a model of intercultural competence (ICC) developed by the researchers as a foundation for a BScN curriculum for IENs. The ICC model was founded on the Delphi definition of intercultural competence and expands the concept of sociolinguistic competency. Intercultural competence is the ability to communicate effectively and appropriately in intercultural situations based on one?s intercultural knowledge, skills, and attitudes (Deardorff , 2008). This multi-dimensional model was developed from the above definition and the national competencies for communication in entry level nursing practice. The ICC content has been integrated in a number of ways into the curriculum. We will demonstrate how ICC content modules were developed and uploaded to iTunes for IEN mobile learning. We will present some of the ICC vignettes that were video recorded (through the use of actors and students) to demonstrate positive and negative communication scenarios for personal student learning. Feedback and debriefing of student recordings are incorporated into personal electronic portfolios for review and deliberate reflective practice. Learning outcomes of ICC are measured through Objective Structured Clinical Examination (OSCEs) and electronic portfolio artifacts. The use of the ICC Model has potential for use in other educational and practice settings to address the diversity of patients and nurses.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Sigma Theta Tau International

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleThe Use of An Intercultural Competence Model in a BScN Program for Internationally Educated Nursesen_GB
dc.identifier.urihttp://hdl.handle.net/10755/156081-
dc.description.abstract<table><tr><td colspan="2" class="item-title">The Use of An Intercultural Competence Model in a BScN Program for Internationally Educated Nurses</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Sigma Theta Tau International</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2010</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Bradley, Patricia, MEd, PhD, RN</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">York University</td></tr><tr class="item-author-title"><td class="label">Title:</td><td class="value">Assistant Professor</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">bradleyp@yorku.ca</td></tr><tr class="item-co-authors"><td class="label">Co-Authors:</td><td class="value">Mina Singh, BScN, MEd, PhD, RN; Karin Page-Cutrara, RN, BNSc, MN</td></tr><tr><td colspan="2" class="item-abstract">21st INRC [Evidence-Based Practice Presentation] One of the greatest challenges for internationally educated nurses (IENs) moving into the Canadian healthcare workforce is communication (Davis, 2003; Guttman, 2004; McGuire, &amp; Murphy, 2005). Testing for technical language skills may be necessary but is not sufficient to determine how an individual can communicate with patients (Kawi, &amp; Xu, 2009). The purpose of the presentation is to present a model of intercultural competence (ICC) developed by the researchers as a foundation for a BScN curriculum for IENs. The ICC model was founded on the Delphi definition of intercultural competence and expands the concept of sociolinguistic competency. Intercultural competence is the ability to communicate effectively and appropriately in intercultural situations based on one?s intercultural knowledge, skills, and attitudes (Deardorff , 2008). This multi-dimensional model was developed from the above definition and the national competencies for communication in entry level nursing practice. The ICC content has been integrated in a number of ways into the curriculum. We will demonstrate how ICC content modules were developed and uploaded to iTunes for IEN mobile learning. We will present some of the ICC vignettes that were video recorded (through the use of actors and students) to demonstrate positive and negative communication scenarios for personal student learning. Feedback and debriefing of student recordings are incorporated into personal electronic portfolios for review and deliberate reflective practice. Learning outcomes of ICC are measured through Objective Structured Clinical Examination (OSCEs) and electronic portfolio artifacts. The use of the ICC Model has potential for use in other educational and practice settings to address the diversity of patients and nurses.</td></tr></table>en_GB
dc.date.available2011-10-26T14:26:10Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T14:26:10Z-
dc.description.sponsorshipSigma Theta Tau Internationalen_GB
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.