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Activities in Romania


 pilot tool1_4 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.
pilot tool1_2 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.
 pilot tool1_1
Learning outcomes At the end of this training, the participants have got :

  • a new vision about the culture and the values of compassion in care;
  • new knowledge about the attributes necessary in developing compassion;
  • sensitivity of   cultivating compassionate relationships and avoid barriers to compassionate care;
  • increased skills needed to deliver cultural compassionate care, empathy and kindness in therapeutic relationships;
 tool 1 _RO 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”.

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 Piloting the tool “Moral courage in healthcare: acting ethically in the presence of discrimination


The tool help understand the importance of moral courage in healthcare
Led to and connected with other tools in the process of meeting larger /higher level learning goals
Helped students synthesize knowledge and meaning  and define moral courage and concepts related to moral courage
Provided building blocks that enable students to step into and through difficult concepts or processes to reach predetermined learning goals
Provided pathways that led to depth and clarity in learning
At the end of the training, students become more sensitive of   cultivating moral courage and able to recognize moral courage in the workplace.
 The tool is useful for the training of student nurses as well as for training of the qualified nurses.
At the end of the training, the participants  got new knowledge about the moral courage  attributes  necessary to  demonstrate courage when faced with discrimination
Allowed the teacher to see/hear (and intervene) when students did not understand
At the end of the training, the participants increased skills needed to accomplish the learning outcomes proposed.
At the end of the training, the participants had a new vision about the stereotypes, stigma and discrimination.
Is relevant from the training programme on intercultural education  perspective
Is relevant from the nurses’ profession perspective
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