Nursing students’ experiences with improving cultural competence through education and practices in rural Indonesia: a qualitative study†
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14 mar 2025
INFORMAZIONI SU QUESTO ARTICOLO
Categoria dell'articolo: Original article
Pubblicato online: 14 mar 2025
Pagine: 37 - 45
Ricevuto: 09 set 2024
Accettato: 21 set 2024
DOI: https://doi.org/10.2478/fon-2025-0005
Parole chiave
© 2025 Petrus Kanisius Siga Tage et al., published by Sciendo
This work is licensed under the Creative Commons Attribution 4.0 International License.
Question guide list_
| Question |
|---|
Can you explain the situation related to the learning process to improve cultural competence while on campus, including teaching capacity, teaching curriculum forms, and related subjects? Can you explain the situation related to the learning process to improve cultural competence in the clinic, including mentor capacity, forms of practice, and related courses? How do you apply theory in your practice to improve your cultural competence? What problem-solving strategies do you use if you experience obstacles during the learning process on campus and in the clinic? What are your expectations regarding increasing cultural competence during learning? Is there anything else you would like to say? |
Main themes, subthemes, and examples of quotes from the experiences of nursing students while learning cultural competency on campuses and clinics in rural areas of Indonesia_
| Themes and subthemes | Illustrative quotes |
|---|---|
| Cultural competence includes awareness, sensitivity, knowledge, and skills related to culture | “I consider that cultural competence is broad and can be related to how we are aware, sensitive, understand and we can show it to patients when providing nursing care” (P22) |
| Cultural competence is something that nurses need to have | “When I am in clinical practice and meet different patients, I feel that cultural competence is necessary for a nurse” (P9) |
| How to learn to respect different cultures | “The main thing about cultural competence is related to efforts to respect patients with different cultures” (P17) |
| Cultural competence is an important thing | “Cultural competence is always important” (P16) |
| Some lessons support the improvement of cultural competence | “While on campus, there were 3–4 courses which I felt were very supportive to increase our understanding of cultural competence” (P2) |
| Teaching on campus is going well | “At our university, learning related to cultural competence goes very well and supports the learning process” (P21) |
| There are various ethnic groups in the class | “Our class has many friends with various ethnicities, so it helps us to learn well about different cultures” (P27) |
| There are differences in perceptions among students regarding cultural competence learning | “In discussions during lectures and practice, we often have different views about cultural competence” (P1) |
| Meet different cultures | “Clinical practice allows us to meet patients from different cultures” (P18) |
| There is a conflicting culture in the practice field | “Some cultures conflict with the care we provide, so we must communicate well (P20).” |
| Provide care that is culturally appropriate for the patient | “Professionally, we try to provide care according to the patient’s culture” (P18) |
| Receiving violent threats | “The patient and his family almost beat me because they misunderstood” (P11) |
| Need to increase understanding of the patient’s cultural background | “After meeting patients at the practice site, I feel the need to improve cultural competence so that I am better prepared for graduation” (P28) |
| Learn to negotiate with patients from different cultures | “Ultimately, we need to learn to negotiate with patients of different cultures to reduce conflict” (P23) |
| Addition of learning related to culture in the practice field | “In the practice area, there needs to be additional learning assistance about cultural competence; I feel it is very limited and only focuses on action” (P4) |
| The curriculum needs to provide sufficient opportunities to learn about the culture | “After I was in clinical practice, I felt there was still a lack of cultural lessons, and our educational curriculum was very limited to support it” (P18) |
| Very diverse culture | “Various cultures make us often confused about implementing culturally sensitive care for patients” (P7) |
| Low competency capacity of mentors | “Our biggest challenge in clinical practice rests on the low competence of our clinical mentors so that the teaching received is not optimal” (P12) |
| Language difficulties | “Patients who come from different cultures have different languages, and it is difficult for us to understand when communicating” (P6) |
Characteristics of participants_
| Characteristics | Frequency | Percentage (%) |
|---|---|---|
| Female | 18 | 56 |
| Male | 14 | 44 |
| 15–19 | 10 | 31 |
| 20–24 | 15 | 47 |
| 25–29 | 5 | 16 |
| 30–35 | 2 | 6 |
| Diploma 3 in nursing | 10 | 31 |
| Diploma 4 of nursing | 2 | 6 |
| Bachelor of nursing | 20 | 63 |
| 2–3 years | 8 | 25 |
| 4–6 years | 24 | 75 |
| Catholic | 10 | 31 |
| Muslim | 8 | 25 |
| Protestant | 9 | 28 |
| Hindu | 5 | 16 |
| Rote | 3 | 9 |
| Flores | 5 | 16 |
| Sumba | 3 | 9 |
| Timor | 4 | 13 |
| Alor | 3 | 9 |
| Jawa | 3 | 9 |
| Sulawesi | 3 | 9 |
| Papua | 3 | 9 |
| Timor Leste | 3 | 9 |
| Sabu | 2 | 6 |
| 3 | 15 | 47 |
| 2 | 10 | 31 |
| 1 | 7 | 22 |
| 1–3 months | 3 | 9 |
| 4–6 months | 17 | 53 |
| 7–10 months | 12 | 38 |