Nurse educators’ understanding of cultural humility and their perspectives on its potential to enhance student nurse’s delivery of culturally responsive and sensitive care

Fitzpatrick, Marva (2024) Nurse educators’ understanding of cultural humility and their perspectives on its potential to enhance student nurse’s delivery of culturally responsive and sensitive care. Ed.D thesis, University of Glasgow.

Abstract

The evolving demographic landscape in Ireland has driven healthcare reforms to incorporate an intercultural approach that meets the needs of increasingly culturally diverse communities. Nursing faculties and educators are mandated to include more diversity, equality, and inclusion (DEI) into their nursing programs, thereby proactively responding to local, national, and global needs.

This study examines nurse educators’ understanding of cultural humility and its potential to enhance student nurses’ delivery of culturally responsive and sensitive care. The study is grounded in the theoretical framework of cultural humility, an approach that emphasises reflection, self-awareness, openness, and a lifelong commitment to understanding and respecting diverse cultures. This provides a framework for exploring how nurse educators integrate cultural diversity into their educational practice, and for assessing the potential of alternative pedagogies, specifically those embracing the principles of cultural humility in the practice of cultural diversity in nurse education.

The research utilises a qualitative approach, adopting an interpretive/constructivist paradigm to reflect the epistemological aims of the study. This study utilises a purposive sampling by interviewing ten nurse educators currently teaching in a BSc Nursing Programme at one University in the Republic of Ireland. The data were collected using two methodologies, vignettes and semi-structured interviews. A reflexive thematic analysis approach was employed to analyse the data.

The findings indicate that nurse educators play a crucial role in preparing future nurses for culturally sensitive care, but there is a recognition of limitations in current practices. The study suggests a need for more focused, standardized, and collaborative approaches to cultural diversity in nurse education. The findings suggest that nurse educators have a positive outlook towards the integration of cultural humility, and they see this as a potentially valuable tool for enhancing responsive and sensitive care for diverse patients. The research findings have clear implications for curriculum development and establishment of inclusive practices in nurse education. These outcomes can enable nurse educators to better prepare future nurses for the challenges of providing culturally sensitive care in diverse healthcare settings.

• Item Type: Thesis (Ed.D)
• Qualification Level: Doctoral
• Subjects: L Education > L Education (General); R Medicine > RT Nursing
• Colleges/Schools: College of Social Sciences > School of Education
• Supervisor's Name: Fassetta, Dr. Giovanna and Patrick, Dr. Fiona
• Date of Award: 2024
• Depositing User: Theses Team
• Unique ID: glathesis:2024-84720
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 28 Nov 2024 15:56
• Last Modified: 28 Nov 2024 15:57
• Thesis DOI: 10.5525/gla.thesis.84720
• URI: https://theses.gla.ac.uk/id/eprint/84720