PILOTING THE TOOL “VALUES OF CULTURALLY COMPASSIONATE CARE”
|The tool first “VALUES OF CULTURALLY COMPASSIONATE CARE “ was developed by EDUNET Organization. It was piloted in May-June 2014 with 25 student nurses from “EDUNET” Nurses School and 25 registered nurses from Romanian Nurses Association, Dolj Branch who are preparing for a European mobility.The culturally compassion module was integrated in the curriculum or 20 hours for their cultural preparation.|
|The training includes:Classroom activities such as presentations , exercises, study cases, discussion and experience sharing ;
Real-world “homework” assignments to practice compassionate in actions, to develop loving kindness, empathy and compassion in relationships with patients.
|On 17th June the tools was presented to 27 teachers from the nurses school from our region.A workshop of study case session was conducted, where teachers played the role of trainees.|
More information : Pilot Tool Compassion
Piloting the tool “Barriers and challenges to intercultural communication”
The tool was piloted with 25 student nurses from “CHRISTIANA ” Nurses School from Craiova and 25 student nurses from “EDUNET ” Nurses School from Craiova, Romania who are preparing for a European mobility.
A module about discrimination in healthcare was integrated in the curriculum of their cultural preparation.
Activity 1: Defining culture
After reviewing some existing definitions of culture, the participants write definitions of culture on coloured papers. Then, in small groups, the participants, starting from the word “culture” say two words that they associate with the word “culture”. Those two words are taken further and four more associations are added, all the way until the web has eight words. Then the web goes down from four to two and then to one word. At the end a single word closes the web. Participants discuss how their perception of “culture” led us to another meaning of the same thing.
Activity 2: Understanding communication?
Brainstorming session on definition of communication: Each participant choose one word which comes to their mind when they hear “communication”. Trainer notes the words down on a flipchart paper.
Then, participants split into small groups and create a common definition with using the words or meaning of the words they associated. Afterwards, groups should present their definitions to others. They have to decide which definition fits best with their own definition.
Activity 3. What are some barriers & challenges to communication?
The trainer presents some barriers & challenges to communication which may arise during interaction, because perception , translation, technical language, idioms, slang, dialect, limited languages, proficiency, no linguistic equivalent, because culture shock, because ethnocentrism, negative or derogatory evaluations of anything that’s different, political, moral, religious.
The students give examples of barriers & challenges to communication with patients because language , gender roles, family structure, history of the culture, ,views of causes of illness, experience with medical system, understanding, acceptance of treatment, ethnocentrism, prejudice, stereotyping, nonverbal communication patterns.
Activity 4: What do we need to develop intercultural communication competence ?
The trainers presents some types of knowledge of other cultures and their understandings of illness, life and death, their communication styles ets
The students chose which values are characteristic for a majority and for a minority culture .
Activity 5 Developing intercultural sensitivity
The students explore the Developmental Model of Intercultural Sensitivity (DMIS) , created by Milton J. Bennett and explain how the first three stages can destroy communication and collaboration, identify, in each of these stages, arenas to deal with “own ethnicity”, increase the level of intercultural sensitivity and improve the capacity for collaboration based behaviors level of intercultural sensitivity.
They also explain why the development of intercultural sensitivity to the level 4 and 5, is necessary for successful cross-cultural collaboration and communication and which behaviors or adaptations in the sixth stage can be included under the definition of “cultural competence”.
Piloting the tool “Moral courage in healthcare: acting ethically in the presence of discrimination”
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