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Developing culturally competent reflective practitioners. Part 1. Cultural reflections

- Stockhausen, Lynette

  • Authors: Stockhausen, Lynette
  • Date: 2007
  • Type: Text , Journal article
  • Relation: Asian Journal of Nursing Vol. 10, no. 4 (2007), p. 212-217
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  • Reviewed:
  • Description: Reflective practice is principally a widely recognised Euro-western concept that has been used to promote inquiry; however, explanations of the natures and use of reflective practice in its present form may not be easily transferable to some Asian cultures. The cultural significance of introducing an educational practice as unfamiliar as reflective practice to experienced nurse practitioners and undergraduate nursing students in Japan and Vietnam are highlighted. Part 1 of this 2 part article on developing culturally competent reflective practitioners reflects on previous research studies, the literature, and the author's experiences as a teacher and consultant in Japan and Vietnam. © 2007 Scientific Communications International Limited.
  • Description: C1
  • Description: 2003005860

Cultural aspects of death notification following cardiopulmonary resuscitation

- Hassankhani, Hadi, Haririan, Hamidreza, Porter, Joanne, Heaston, Sondra

  • Authors: Hassankhani, Hadi , Haririan, Hamidreza , Porter, Joanne , Heaston, Sondra
  • Date: 2018
  • Type: Text , Journal article
  • Relation: Journal of Advanced Nursing Vol. 74, no. 7 (2018), p. 1564-1572
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  • Description: Aims: To explore the lived experience of resuscitation team members involved in notifying family members when a patient dies following a resuscitation event in an Iranian cultural context. Background: Death notification to the family is indeed a difficult and an important issue for resuscitation team members. The way health professionals deliver news to family members should incorporate elements of sensitivity, timing and adequate clinical explanations with emphasis on the efforts made by the professionals during the resuscitation. Design: A phenomenological study. Method: Over a period of 5 months (June 2016–November 2016) eleven nurses and six physicians were interviewed using an in-depth interview process applying Van Manen's hermeneutic phenomenological approach for data collection and analysis. The participants were recruited from six tertiary hospitals in Tabriz, Iran. Findings: There were two main themes that emerged from the data analysis including: “contributing factors on the impact of notification” and “notification strategies”. A further 13 subthemes emerged under the main themes. Several culturally related issues emerged with the participants feeling more comfortable informing male rather than female relatives about the death of the patient following a resuscitation. Conclusions: Notifying family members of a patient's death is a stressful and culturally sensitive task for the resuscitation team members. The nature of the patient's presenting condition, together with the various resuscitation interventions can result in relatives responding unpredictably. Providing health professionals with the appropriate training and skills to effectively communicate with family members will ensure that the families’ level of preparedness, understanding and cultural beliefs are taken into consideration. © 2018 John Wiley & Sons Ltd

Developing culturally competent reflective practitioners. Part 2. The culturally responsive reflective practice model

- Stockhausen, Lynette, Serizawa, A.

  • Authors: Stockhausen, Lynette , Serizawa, A.
  • Date: 2008
  • Type: Text , Journal article
  • Relation: Asian Journal of Nursing Vol. 11, no. 1 (2008), p. 8-12
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  • Description: This paper extends the issues and arguments raised in Part 1 of this article, and outlines the dimensions of a new framework designed specifically for the introduction of reflective practice into different cultures and becoming culturally attuned as competent reflective practitioners. The framework for the development of culturally competent reflective practice draws on theories, models, and explanations of both reflective practice and culture, and benefits from the cultural experiences of the authors, which adds further authenticity to the model's development and use. This educational model can be used by educators to sensitise themselves to cultural nuances, aid students in becoming culturally responsive (aware, safe, or competent), provide a structure for class planning, and remind themselves of the need for cultural competence when introducing reflective practice within a 'different' culture. © 2008 Scientific Communications International Limited.
  • Description: C1
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